UNIT 5 Kitchen Basics · UNIT 5 Kitchen Basics Title Chapter Objectives CHAPTER 19 Food Safety &...

Kitchen BasicsUNIT 5

Title Chapter Objectives

CHAPTER 19 Food Safety & Storage

Identify the causes of food borne illness.Explain the importance of cleanliness in the kitchen.Summarize ways to cook, thaw, and serve food safely.Describe safe food storage practices.Summarize methods for safely preserving food at home.Describe the roles of government agencies in protecting the food supply.

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CHAPTER 20 Kitchen Accidents

Preventing List six ways to prevent accidents in the kitchen.Explain why keeping a kitchen clean can prevent a kitchen fire.List five things to remember when using household chemicals.Explain why it is important to follow safety guidelines when cooking outdoors.Summarize five precautions to make kitchens safe for children.Describe two first aid procedures you should know to prepare you to respond to kitchen emergencies.

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CHAPTER 21 Equipping the Kitchen

Explain the items that make up a work triangle.Describe factors to consider when selecting kitchen components.Contrast a warranty and a service contract.List three large kitchen appliances and nine small kitchen appliances.Describe seven common types of cookware.

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CHAPTER 22 Conserving Resources

Explain how conservation benefits people and the environment.Describe how to use large kitchen appliances efficiently.List eight ways to conserve water in the kitchen.Summarize two guidelines for reducing trash.Explain how population growth is affecting the world’s resources.

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276A

Unit Overview and Resources

Understanding Brackets, Letters, and Ability Levels in the Teacher Wraparound Edition

KEY TO LETTERSDevelop Concepts activities help teachers gauge and plan for students’ concept development.

Reading Strategy activities help you teach reading skills and vocabulary.

Skill Practice provides leveled instruction for meeting individual needs and learning styles.

Writing Support activities provide writing opportunities to help students comprehend the text.

Critical Thinking strategies help students apply and extend what they have learned.

Universal Access activities provide diff erentiated instruction for English language learners, and suggestions for teaching various types of learners.

No Child Left Behind activities help students practice and improve their abilities in academic subjects.

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NCLB

NCLB

KEY TO ABILITY LEVELSL1 Strategies should be within the ability range of all students.

Often full class participation is required.

L2 Strategies are for average to above-average students or for small groups. Some teacher direction is necessary.

L3 Strategies are designed for students able and willing to work independently. Minimal teacher direction is necessary.

KEY TO RESOURCE ICONS Print Material

CD or DVD Resources

Online Learning Center (OLC)

Brackets Brackets on the reduced student edition page correspond to teaching strate-gies and activities in the Teacher Wraparound Edition. As you teach the lesson, the brackets show you exactly where to use the activities.

Letters The let-ters on the reduced student edition page identify the type of strategy or activity.

Ability Levels Teaching Strategies that appear throughout the chapters have been identifi ed by one of three codes to give you an idea of their suitability for students of varying learning styles and abilities.

Resources Key program resources are listed in each chapter. Icons indicate the for-mat of resources.

276B

MINI CLIP VIDEO LIBRARYTargeted professional development is correlated throughout Food for Today. The

McGraw-Hill Professional Development Mini Clip Video Library provides teaching strategies to strengthen academic and learning skills. Log on to glencoe.com.

In this unit, you will fi nd these Mini Clips:Reading Exploring the Big Idea, p. 281Reading Fluency Development, p. 284Math Real-Life Connections -

Proportions, p. 288Reading Understanding English

Language Learners, p. 289Reading English Language

Success, p. 305Reading Student Involvement, p. 309

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Math Multiple Representation in

Mathematics, p. 319Reading Extending the Big Idea, p. 324Reading Another Point of View, pp. 328, 346ELL Words and Pictures, p. 330Math Introducing Multiple-Step

Equations, p. 342

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http://www.glencoe.com


Standards Correlations

STANDARDS BASED LESSON PLANNING Food For Today provides students with instruction and assessment in the following fundamental content areas:

276C

UNIT 5

NOTE: See page TM29 for the complete text of the Standards.

National Standards Correlations

Standards Page Standards Page

9.1 Analyze career paths within food sci-ence, food technology, dietetics, and nutrition industries.

290, 346 9.6 Demonstrate food science, dietetics, and nutrition management principles and practices.

278-301,

314-351

9.2 Apply risk management procedures to food safety, food testing, and sanitation.

278-313,

332,

334-335,

340-351

14.1 Analyze factors that infl uence nutrition and wellness practices across the life span.

295-298

9.3 Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans.

298,

310,

336, 348

14.4 Evaluate factors that aff ect food safety from production through consumption.

278-301,

308,

322,

333-334

9.5 Demonstrate use of current technology in food product development and marketing.

278-301,

302-313,

314-339,

340-351

14.5 Evaluate the infl uence of science and tech-nology on food composition, safety, and other issues.

278-301


Textbook Resources

Student Activity Workbook Teacher Annotated EditionReteaching ActivitiesFoods Lab ActivitiesEnrichment ActivitiesFood Science ExperminentsA Global Foods Tour World Atlas of FoodsEnglish GlossarySpanish Glosario

Link to the Food For Today Online Learning Center

at glencoe.com.

Teacher Wraparound Edition

Unit Resources

Unit Thematic Project Evaluation RubricsChapter Resources

Chapter Summaries Graphic Organizers


NO CHILD LEFT BEHIND NCLB activities, information, and skills practice will help your students attain NCLB profi ciency. Students will improve their abilities in the following academic standards areas:

276D

Academic Standards Correlations

Discipline Standard Feature/Activity

English Language Arts

NCTE 5 Students employ a wide range of strategies as they write and use diff erent writing process elements appropriately to communicate with diff erent audiences for a variety of purposes.

Academic Skills

p. 313

NCTE 7 Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Academic Skills

p. 351

NCTE 12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Academic Skills

p. 301

Math Number and Operations Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Kitchen Math

p. 342

Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems. Academic Skills p. 301

Measurement Apply appropriate techniques, tools, and formulas to determine measurements. Academic Skills p. 339

Data Analysis and Probability Formulate questions that can be addressed with data and col-lect, organize, and display relevant data to answer them.

Academic Skills

p. 313

Problem Solving Solve problems that arise in mathematics and in other contexts. Academic Skills

p. 351

Science Content Standard B Students should develop an understanding of the structure of atoms, structure and properties of matter, chemical reactions, motions and forces, conservation of en-ergy and increase in disorder, and interactions of energy and matter.

Science in Action,

Academic Skills

p. 287, p. 301, p. 313, p. 339

Content Standard C Students should develop understanding of the cell; molecular basis of heredity; biological evolution; interdependence of organisms; matter, energy, and organization in living systems; and behavior of organisms.

Science in Action,

Academic Skills p. 306, p. 351

Social Studies

NCSS I A Culture Analyze and explain the ways groups, societies, and cultures address human needs and concerns.

Technology for

Tomorrow p. 347

NCSS VIII A Science, Technology, and Society

Identify and describe both current and historical examples of the interaction and interdepen-dence of science, technology, and society in a variety of cultural settings.

Technology for

Tomorrow p. 291, p. 331

NCSS VIII B Science, Technology, and Society

Make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions.

Technology for

Tomorrow p. 310


276

276 Unit 5 Kitchen Basics

UNIT 5

Kitchen Basics

CHAPTER 19 Food Safety & StorageCHAPTER 20 Preventing Kitchen

AccidentsCHAPTER 21 Equipping the KitchenCHAPTER 22 Conserving Resources

Activate Prior KnowledgeExplore the Photo Proper food storage is important in helping to prevent foodborne illnesses. Have you ever contracted a foodborne illness?

Activate Prior

Knowledge

UNIT 5

Unit OverviewIntroduce the UnitDescribe the main concepts of each chapter in the unit.

Unit 5While studying this unit, stu-dents will learn that there are many things that can be done to help ensure the foods they prepare are safe to eat and to help ensure the safety of those working in the kitchen. They will also learn how to be effi -cient and conserve resources in the kitchen.

Chapter 19 discusses how to handle, store, and preserve foods safely to maximize nutrition and enjoyment and prevent food borne illness.

Chapter 20 addresses good safety habits that can prevent accidents and protect against a variety of hazards in the kitchen.

Chapter 21 describes how to design and equip a kitchen.

Chapter 22 covers ways to conserve resources to save money, improve effi ciency in the kitchen, and help future generations to enjoy a healthy environment.

Discussion Ask students to predict how proper food storage might prevent food borne illnesses. (Proper storage helps prevent food from spoiling or getting contaminated.)

Explore the PhotoCaption Answer Ask students

who have had a food borne illness to describe how they got it and what happened to them.

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Unit Thematic Project Preview

Investigating Food SafetyAfter completing this unit, you will

learn that there are many things that can be done to help ensure the foods you pre-pare are safe to eat. In your unit thematic project will create a safety manual for your kitchen.

My Journal

Keeping Food Safe Write a journal entry about one of the topics below. This will help you prepare for the unit project at the end of the unit.

Identify ways to identify safety concerns in your kitchen.Describe practical ways to avoid accidents in the kitchen.Explain how to safely react to an accident if one occurs.

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Unit Thematic Project Preview

UNIT 5

OUT OF TIME?

Discussion StarterThe Kitchen of the FutureAsk students to describe their vision of the kitchen of the future. Direct students to describe the layout of the kitchen and the kinds of appli-ances the kitchen will include. Have them also describe the kinds of equipment and tools the future kitchen will have. Discuss reasons the kitchen of the future might differ from kitchens today.

If class time is too short to cover all of the chapters in this unit, have students:

Write down the key terms and their defi nitions.Read the chapter sum-maries at the beginning of each chapter review.Go to the Food For Today Online Learning Center at glencoe.com to download Study-to-Go content.

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Community Service

Community Service Launch an FCCLA Community Service Project. Community service projects might include activities such as set-ting up or making improve-ments to a local food pantry. Have students publicize their event following FCCLA guidelines, and then collect and organize nonperishable foods for the food pantry.

Investigating Food SafetyTell students that as part of this unit, they will learn

how to ensure that foods you prepare are safe to eat. They

will also learn how to implement safety procedures in their own kitchens. They will consider how to convey safety infor-mation to others and make sure their own kitchens are safe.

My Journal

Home Kitchen Safety and Sanitation

Students select a topic to write a journal entry about. The journal entry should relate to the subject of the thematic project: investi-gating food safety. The purpose of the journal entry is to prepare students for the project at the end of the unit. (Students should accu-rately respond to the topic and provide sound safety advice. You may wish to encourage them to research for information.)


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CHAPTER

Writing Activity

19

How to Keep a Clean Kitchen Why is kitchen cleanliness important? What steps should a

person take to keep their kitchen clean? What supplies will they need in order to complete the steps? Write a How-To paper for a person who is moving into his or her own apartment.

Writing Tips Follow these steps to write a How-To Paper:

Discuss the steps required to complete the task.Identify the supplies you will need to complete the task.Include an introduction and conclusion.

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Food Safety & Storage

How-To Paper

Activate Prior KnowledgeExplore the Photo Storing food properly keeps it safe to eat. Why does proper storage keep food safe?

CHAPTER 19

CLASSROOM Solutions

Writing Activity

Student Edition Teacher Wraparound Edition Student Activity Workbook Student Activity Workbook Teacher

Annotated Edition

Presentation Plus! provides visual teaching aids for every section.

Online Learning Center includes resources and activities for students and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

Print Resources Technology Resources

Chapter OverviewIntroduce the ChapterIn this chapter, students learn how food safety and storage prevents foodborne illness. Students examine how to maintain and clean a kitchen properly, and learn how to pre-pare, preserve, serve, and store food to ensure safety.

Build BackgroundAsk students to brainstorm what food safety means to them and the food safety guidelines that they follow. Ask students to share their responses with the class.

Activate Prior

Knowledge

Caption Answer Proper storage keeps food at the right temperature and pre-vents bacterial growth, pre-serves nutrients, prevents spoilage, yeasts, and molds, and stops foreign materials from entering food.Discussion Ask students: How can you tell if stored food is spoiled? (Answers will vary, but may include if the food is wilted, wrinkled, bruised, brown, slimy, moldy, or has a foul taste or smell.)

Explore the Photo

How-To Paper

This activity prompts students to write a paper that describes how to keep a kitchen clean and why kitchen cleanliness is important. Encourage stu-dents to share their papers with the class.


279

Chapter 19 Food Safety & Storage 279

Reading Guide

Academic Standards

Graphic Organizer Go to this book’s Online Learning Center at glencoe.com to print out this graphic organizer.

Read to LearnKey Concepts

Identify the causes of foodborne illness.Explain the importance of cleanliness in the kitchen.Summarize ways to cook, thaw, and serve food safely.Describe safe food storage practices.Summarize methods for safely preserving food at home. Describe the roles of government agencies in protecting the food supply.

Main IdeaPrepare, store, and preserve foods safely to maximize nutrition and enjoyment and prevent food borne illness.

Content Vocabulary■■ contaminant ■■ syrup-pack method■■ foodborne illness ■■ tray-pack method■■ microorganism ■■ dry-pack method■■ toxin ■■ blanching■■ spore ■■ headspace■■ food safety ■■ raw-pack method■■ sanitation ■■ hot-pack method■■ personal hygiene ■■ boiling-water bath■■ 20-second scrub ■■ pressure canning■■ cross-contamination ■■ rehydrate■■ internal temperature ■■ GRAS list■■ rancidity ■■ irradiation■■ freezer burn ■■ recall■■ preserve ■■ tolerance■■ sugar-pack method ■■ bioterrorism

Academic Vocabulary● tolerate ● reserve

Graphic OrganizerUse a graphic organizer like the one below to take notes about the four methods of freezing fruit.

Sugar Pack Syrup-Pack Tray-Pack Dry-Pack

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Before You ReadPreview Look at the photos in the chapter and write your own caption relating to food safety and storage for each photo.

English Language Arts

NCTE 12 Use language to accomplish individual purposes.

MathematicsNCTM Geometry Use visual-ization, spatial reasoning, and geometric modeling to solve problems.

ScienceNSES B Develop an under-standing of the structures and properties of matter.

Social StudiesNCSS VIII A Science, Tech-nology and Society Identify and describe both current and historical examples of the interaction and interdepen-dence of science, technology, and society in a variety of cul-tural settings.

NCTE National Council of Teachers of English

NCTM National Council of Teachers of Mathematics

NSES National Science Education Standards

NCSS National Council for the Social Studies

NCLB

CHAPTER 19

Reading Guide

D

PreteachingVocabularyHave students create a fi ll-in-the-blank sentence for each of these vocabulary terms.

Graphic Organizer The graphic organizer is

also on the TeacherWorks CD.(The graphic organizer should have four columns. Each col-umn should deal with one of the four methods: sugar-pack, syrup-pack, tray-pack, and dry-pack. The sugar-pack method is freezing fruit after coating it in sugar to retain its color and texture and form syrup when defrosted. The syrup-pack method is storing fruit in containers and cover-ing it with chilled sugar water. The tray-pack method involves freezing fruit whole on a tray, leaving space between pieces, and then transferring them to containers just after they are frozen. The dry-pack method involves freezing small whole fruits directly in containers.)

NCLB

NCLB connects academic correlations to book content.

FOCUSFOCUS

Bell Ringer Activity

What Is Foodborne Illness?Have students brainstorm foodborne illnesses that they have heard of. Ask them if they know the causes of the illnesses. Are they caused by a bacteria or virus? A para-site? Do they spread through contaminated food or con-taminated water? Do you know the common symp-toms of these foodborne illnesses? Explain.

Before You ReadPoint out to students that, in addition to pre-venting foodborne illness, learning how to properly prepare, store, and preserve foods, can maximize the nutrition and quality of foods you eat.

D Develop ConceptsMain Idea Tell students: You reach into the freezer for the loaf of bread you stored there last week and fi nd that it has freezer burn. Why did this happen? (Students should conclude that the bread got freezer burn because it wasn’t sealed properly. Results include having to eat discolored, poor-tasting bread or having to throw it out.)


280


Foodborne IllnessContaminants in food cause over 76 million

illnesses and 5,000 deaths in the United States each year. A contaminant is a substance, such as a chemical or organism, that makes food unsafe to eat.

Sickness caused by eating food that con-tains a contaminant is known as foodborne illness. Fever, headache, and digestive troubles are symptoms of foodborne illness. Children, pregnant women, older adults, and chronically ill people are most at risk.

Roots of Foodborne IllnessMost foodborne illness is caused by micro-

organisms. A microorganism is a living thing so small that it can only be seen through a microscope. Bacteria are single-celled microor-ganisms that cause most cases of foodborne illness. Thousands of species of bacteria are present in the human body. Many bacteria are harmless. Some bacteria, like those that aid in food digestion, are essential for health.

A few bacteria are dangerous to human health. These bacteria produce a toxin, or poi-son, that can cause illness. Some bacteria also produce spores. A spore is a protected cell

that develops into a bacterium when it has the right conditions of food, warmth, and mois-ture. Figure 19.1 lists some of the bacteria that cause foodborne illness and where they might be found.

Bacteria cannot travel far by themselves. They are carried on people, animals, insects, and objects. Harmful bacteria are sometimes already in food when you buy it. More often, bacteria multiply through careless handling. In just a few hours, one bacterium can multiply into thousands—yet the food may look, taste, and smell completely safe to eat. A healthy human body can tolerate, or allow, small amounts of harmful bacteria. Large amounts of harmful bacteria are a health hazard.

You can help prevent foodborne illness through food safety, keeping food safe to eat by following proper food handling and cook-ing practices. The basic food safety rules are:

Keep yourself and your kitchen clean.Do not cross-contaminate. Store and han-dle uncooked meat, poultry, seafood, and eggs separately from other foods.Cook food thoroughly.Refrigerate food promptly.

Identify What are the symptoms of food borne illness?

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Cooking food correctly and thoroughly ensures that food is safe to eat and that it tastes its best. What instrument do you think this cook is using, and why?

Check the Temperature

R1

W1

CHAPTER 19

Discussion StarterWhat Is Food Safety? Ask students: Do you consider keep-ing pets away from food and refrigerating perishable foods to be practices that are part of food safety? Why? (Pet hairs carry bacteria, which can lead to foodborne illnesses. Bacteria spreads fastest at room temper-ature so refrigerating perishable foods is one of the most effec-tive ways to reduce the risk of foodborne illness.)

R1 Reading StrategyResearch a Common Foodborne Illness Ask stu-dents to conduct research to learn more about a disease caused by canned foods that are not properly processed or by raw or undercooked meat. Students should uncover: What bacteria causes the foodborne illness? What are common sources of the bacteria? How is the illness diagnosed? How is it treated? Ask students to create a concept web or process graphic organizer to illustrate their fi ndings. (Students’ answers will depend on the disease they choose to research but should answer the above questions and be well organized.

W1 Writing SupportHow-to PaperFood Safety Rules Have stu-dents write a how-to paper on how you can prevent foodborne illness through food safety. Ask students: What is food safety? Why is it important? What food safety rules can you follow to ensure that food is handled and cooked properly? (Papers should be approximately one page long. Students should use their current knowledge about foodborne illness to write the paper. For how-to paper writing tips, see page 278.)

TEACHTEACH

Explore the Photo

Caption Answer The cook is using an instant-read thermometer to check the tem-perature of the meat. Temperature is the most reliable gauge of doneness in meat and poultry.Discussion Ask students: What is another kitchen tool or product used to ensure food safety? (Answers will vary, but may include: gloves, hair nets, cleaning brushes, sponges, cutting boards, soap.)

Identify Fever, headache, and digestive troubles are symptoms of foodborne illness.

281


Cleanliness in the Kitchen

A clean kitchen plays an important role in sanitation, the prevention of illness through cleanliness. Habits of cleanliness help to ensure food safety and make your kitchen a more pleasant place to work.

Personal HygieneBacteria on your body can contaminate

work surfaces, utensils, and food. By practic-ing personal hygiene, thoroughly washing your body, face, and hands, you help to avoid transferring harmful bacteria when handling food.

Your hands come in frequent contact with food, so keeping them clean is the single most effective way to prevent the transfer of bacteria.

Make a habit of the 20-second scrub, using soap and warm water to scrub your hands for 20 seconds. Use a brush to clean underneath your fingernails. Keep your nails trimmed.

Do a 20-second scrub before working in the kitchen. Scrub your hands right after han-dling raw meat, poultry, fish, shellfish, and eggs. Scrub your hands immediately after you use the toilet, blow your nose, handle pets, or touch your face, hair, or any other part of your body.

Bacteria get into food by other routes as well, such as sneezing or coughing. Bacteria can even grow in spots and stains, so wear clean clothes covered with a clean apron. Remove dangling jewelry and roll up long sleeves. Tie back your hair if it is long. Cover any wounds on your hands with rubber or plastic gloves, and wash gloved hands as often as bare ones.

Figure 19.1 Selected Bacteria that Cause Foodborne Illness

Completely Cooked Harmful bacteria are the most common cause of foodborne illness. Different species of bacteria are found in different foods, as shown below. What harmful bacteria are sometimes found in raw or undercooked meat, poultry, and seafood?

Bacteria and Disease Common Sources

Campylobacter jejuni (disease: campylobacteriosis)

Contaminated water; unpasteurized milk; undercooked meat, poultry, and seafood.

Clostridium botulinum (disease: botulism, which can be fatal)

Improperly processed, home-canned and commercially canned foods; garlic in oils; vacuum-packed or tightly wrapped food.

Clostridium perfringens

(disease: perfringens food poisoning)

Environments where there is little or no oxygen. Sometimes called the “cafeteria germ” because it is often found in food served in quantity and left for long periods on a steam table or at room temperature.

Escherichia coli

(disease: hemorrhagic colitis)Unchlorinated water; raw or rare ground beef; raw alfalfa sprouts; unwashed produce; unpasteurized milk or apple cider.

Listeria monocytogenes

(disease: listeriosis)Raw or undercooked meat, poultry, or fi sh; unwashed produce; soft cheeses; unpasteurized milk; ready-to-eat foods, such as hot dogs, cold cuts, dry sausages, and deli-style meats and poultry.

Salmonella

(disease: salmonellosis)Raw or undercooked poultry, eggs, meat, and seafood; unpasteurized milk.

Staphylococcus aureus

(disease: staphylococcal food poisoning)

Prepared foods left too long at room temperature. Typical sources are meat, poultry, egg products, and such mixtures as tuna, chicken, potato, and egg salad; cream-fi lled pastries.

CW2

W2

CHAPTER 19

W2 Writing SupportKitchen HygieneCreate a Five-Question Quiz Ask students to create a fi ve-question quiz based on personal hygiene in the kitchen. Ask students to choose a format for the questions (for example, fi ll-in-the-blank, multiple choice, matching). After students have fi nished creating their quiz, pair students up and have them exchange and take each other’s quizzes. Ask students to note any that they got wrong and identify the correct answer. (Students’ answers will depend on the questions they ask. Collect the quizzes to use as an oral review or for a Jeopardy-type quiz game.)

C Critical ThinkingPrevent Bacteria Read the following scenario to students: Jim works at a local restau-rant and has just arrived for his shift. There are no clean aprons left. His co-worker Samantha, who is ending her shift, offers Jim her apron. Ask students: Is this a good idea? Why or why not? What should Jim do? (Answers will vary, but may include: Jim should decline Samantha’s offer. A dirty apron can contaminate work surfaces, utensils, and food. As long as Jim has good personal hygiene and clean clothes, he would be better off without an apron or if he used a dish towel as an apron.)

TEACHTEACH

Mini ClipReading:Exploringthe Big Idea

Students share, in the format of their choice, the answer to a lesson’s big question.

Caption Answer Campylobacter jejuni, Escherichia coli, Listeria monocytogenes, and Salmonella

Discussion Ask students to discuss the causes of foodborne illness in Figure 19.1. Ask students: Why might you choose to avoid a potato salad that has been out all afternoon at a picnic? (Harmful bacteria is sometimes found in foods that are left out too long at room temperature.)

Figure 19.1 Selected Bacteria that Cause Foodborne Illness

cont.

282


A Clean KitchenA clean kitchen also helps to limit the

growth of bacteria. Practice these kitchen rou-tines until they become habits:

Wash work surfaces and utensils in hot, sudsy water before you prepare food.Wash the tops of cans before opening them.If you use a clean spoon to taste food dur-ing cooking.Change dishtowels often. Use separate towels for wiping hands, wiping dishes, and any other purposes.At the end of the day, put the dishcloth in the laundry and replace it with a clean one. Wash sponges by hand or in a dish-washer and let them air-dry overnight.Keep pets out of the kitchen. Pet hairs carry bacteria.

Pest ControlInsects can bring harmful bacteria into the

kitchen. Clean up crumbs and food spills from floors, counters, and tables that might attract insects. Take garbage to an outside, covered can at least once a day. Wash garbage cans regularly.

Chemical insecticides can be hazardous to people and the environment. Try prevention first. Repair holes in walls and screens where pests get in. Caulk cracks and crevices. Sprin-kle chili powder, paprika, or dried peppermint

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across ant trails. If you must use a commercial insecticide, follow the label directions care-fully, and do not let the spray get onto dishes, countertops, or food.

Clean-upThorough clean-up is essential for food

safety. Wash all the work areas and tools you have used, and wipe down all appliances. As you work, rinse your dishcloth or sponge often in hot, sudsy water.

Mop up any spills on the floor. Wash the sink to remove grease and bits of food. If the sink has a disposal, run it. Put any garbage in a plastic bag and close tightly.

Washing DishesIf your kitchen has a dishwasher, use it

according to the owner’s manual. You can also wash dishes thoroughly by hand by following these steps:

Scrape and rinse soiled dishes and place them to one side of the sink. Group dishes. Put glasses closest to the sink, then flatware, plates and bowls, kitchen tools, serving pieces and contain-ers, and cookware. Keep sharp knives separate. Presoak any cookware that has food stuck to it. Pour in a little detergent, add hot water, and let it stand while you wash the other dishes.

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Get in the habit of doing the 20-second scrub. Use soap and warm water and rub vigorously for 20 seconds. Rinse and dry well. Why is keeping your hands clean important for cleanliness?

Hygiene Habits

S1

CHAPTER 19

S1 Skill PracticeGuided Practice Identify Have students iden-tify one clean kitchen practice that can help limit the growth of bacteria. In one sentence, students should identify the practice and explain why it helps limit the growth of bacte-ria. (Answers will vary, but may include: wash work surfaces and utensils in hot, sudsy water to kill bacteria; wash the tops of cans before opening them to prevent bacteria from getting into the can’s contents; or if you use a spoon to taste food dur-ing cooking, wash the spoon to prevent transfering bacteria to food; change dishtowels often to prevent the spread of bacte-ria from the towels to hands, dishes, cooking surfaces, and food; at the end of the day, put the dishcloth in the laundry and replace it with a clean one; wash sponges and let them air-dry overnight and keep pets out of the kitchen to avoid pet hairs, which carry bacteria.) L1

Connect Have students identify fi ve clean kitchen practices and explain why each practice helps to limit the growth of bacteria. Ask students: How does a clean kitchen play an important role in food safety? (Answers will vary, but should include some of the clean kitchen practices listed above. Students should also describe the role a clean kitchen plays in food safety, with such examples as: a clean countertop will be free from bacteria and will be safe for the preeparation of food.) L2

Apply Have students write a paragraph in which they describe how a clean kitchen helps to limit the growth of bac-teria and plays an important role in food safety. (Students’ paragraphs will vary, but should describe how a clean kitchen helps to limit the growth of bac-teria and plays an important role in food safety.) L3

TEACHTEACH cont.cont.

Explore the Photo

Caption Answer Because your hands come in frequent contact with food. Keeping them clean helps to prevent the transfer of bacteria.Discussion Ask students: Why do you think it is important to change and wash dish towels often? (Answers will vary, but may include: To prevent the spread of bacteria from the towels to hands, dishes, cooking surfaces, and food.)

283


Fill a dishpan or sink with sudsy water that is hot enough to remove grease but not so hot that it burns your hands. Use a sponge or dishcloth to wash dishes in order, from glasses first to greasy cook-ware last. Refill the sink or dishpan with clean, hot, soapy water as needed.Rinse dishes thoroughly in hot water. Make sure to thoroughly rinse the insides of containers. Let dishes air-dry in a rack or dry them with a clean, dry towel. Wash knives after the other dishes. Handle them with care and towel them dry.

Avoid Cross-ContaminationCross-contamination is the spread of

harmful bacteria from one food to another. Cross-contamination can occur with any food, raw or cooked, but it is most common with raw meat, poultry, seafood, and eggs. Keep these foods separate in your shopping cart and grocery bags. Store them in the refrigerator in sealed containers or plastic bags.

When you prepare raw meat, poultry, or seafood, wash every surface the food touched with hot, soapy water. Wash plates, tools, and utensils, as well as your hands. Always put cooked food on a clean plate, not a plate that held the raw food.

Wash the dining table before and after eating. Always handle cooked foods with clean utensils, never by hand. Place a serving utensil in every serving dish so that people are not tempted to use their own utensils. Do not refill a used serving dish. Instead, get a clean dish.

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Hold cups and flatware by their handles and glassware by the lower third, away from the lip. When you carry more than one plate of food, do not let the plates touch.

Cutting BoardsCutting boards are a common source of

cross-contamination. Keep two cutting boards and always use the same one for meat, poultry, and seafood. Reserve the other cutting board for foods other than meat. To reserve means to set aside.

Keep cutting boards clean by washing them in hot, sudsy water after each use. Rinse and air-dry the boards, or dry them with a clean towel. Some plastic boards can be washed in a dishwasher. Discard boards with hard-to-clean cuts and grooves. Microorganisms are easier to wash from plastic than from wood, so con-sider choosing plastic cutting boards instead of wood.

Explain Why is it smart to have at least two cutting boards in your kitchen?

Remove kitchen garbage to an outside garbage can at least once a day to prevent pest infestations and reduce germs and odors. What are the drawbacks of using insecticides to manage pests?

Conscientious Clean-Up

S2

S2 CHAPTER 19

S2 Skill PracticeGuided Practice List Ask students to list three methods to avoid cross-con-taimination. (Answers will vary, but may include: keep raw meat, poultry, seafood, and eggs separate, wash every surface and handle cooked foods with clean utensils.) L1

Create Have students cre-ate a graphic organizer that explains how cross-contami-nation can occur and how to avoid it. (Graphic organizers will vary.) L2 ELL

Apply Have students imagine that they are a chef at a local eatery. In one paragraph, ask students to describe the pre-cautions they would take while shopping, preparing, and serv-ing foods to avoid cross-con-tamination. (Paragraphs will vary, but students may include any precautions to avoid cross-contamination.) L3

W Writing SupportWrite an EssayWood or Plastic? Research on the safety of wood and plastic cutting boards is con-stantly being updated. Ask students to research current debate on the safety of wood and plastic cutting boards, and to write a one-page essay on their fi ndings, citing their sources. (Many sources will show that composite and plas-tic boards are safer than wood. However, there has been a recent study that wood may actually be safer.)

Explain To prevent cross-contamination, use one cutting board for meat, poultry and seafood, and another cutting board for foods other than meat.


Caption Answer Insecticides are toxic chem-icals. They can harm people and pets and may even get onto dishes or into food.

Discussion Ask students: What can you do to help keep pests away without using chemical insecticides? (Answers may include: It is best to try prevention fi rst. Clean up crumbs and food spills from fl oors, counters, and tables, take garbage out once a day, wash garbage cans regularly, and repair holes in walls and screens, or fi ll cracks and crevices, where pests get in.)

Explore the Photo

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Cooking Food SafelyFood temperature affects how quickly bac-

teria grow. The danger zone is the tempera-ture range in which bacteria grow fastest: 40°F to 140°F (4°C to 60°C). See Figure 19.2. The less time food spends at room temperature, the more slowly bacteria will multiply.

High temperatures during cooking kill most bacteria, but spores and some toxins can sur-vive. Bacteria grow more slowly when food is in the refrigerator and freezer, but some bacte-ria can survive freezing. When food warms up, the bacteria start to grow again. No amount of heating or chilling, however, will make food safe to eat if it has been improperly stored.

How do you know when meat and poultry have been cooked thoroughly enough to kill

bacteria? You cannot tell by appearance alone whether the meat has reached the proper tem-perature. Use a food thermometer to check the internal temperature, the temperature deep inside the thickest part of the food. The inter-nal temperature must reach at least 160°F for most foods. Upcoming chapters give safe inter-nal temperatures for meat, poultry, and other specific foods. To help prevent the growth of harmful bacteria, follow these guidelines when you cook:

Taste foods containing ingredients from animal sources only after they are fully cooked.Never partially cook food and then wait to finish the cooking later. Cook the food completely all at once.

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180 ˚F

170 ˚F

165 ˚F

160 ˚F

145 ˚F

140 ˚F

40 ˚F

0 ˚F

Whole poultry

Safe

Co

oki

ng

Tem

per

atu

res

Poultry breasts

Stuffing, ground poultry,leftovers, casserolesMeats (medium), egg dishes,pork, ground meats

Beef steaks, roasts, veal, lamb (medium rare), seafoodKeep hot foods at this temperature

Refrigeratortemperature

Freezer temperature

Safe Storag

e Temp

eratures

DANGER ZONEDANGER ZONE

Figure 19.2 Temperature Danger Zone

Danger Zone Bacteria die when foods are thoroughly cooked at high temperatures. Do bacteria die when food is frozen?

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CHAPTER 19

S1 Skill Practice Guided PracticeList Ask students to iden-tify one method to ensure that food is cooked safely. (Responses will vary, but may include: To ensure that food is cooked safely, never partially cook food and then wait to fi nish the cooking later.) L1

Create Ask students to create a graphic organizer that explains how to prevent the growth of harmful bacteria while cook-ing foods. (Answers will vary, but may include: taste foods containing ingredients from animal sources only after they are fully cooked; never partially cook food and then wait to fi nish the cooking later; when microwaving, stir or rotate foods to cook evenly; reheat food to an internal temperature of 165° or higher.) L2 ELL

Apply Tell students they are preparing to cook a large meal for a group of friends. How would they prevent the growth of bacteria when they cook? (Paragraphs may include any of the above precautions.) L3

R Reading StrategyMinimum Temperature Times The internal tempera-ture of cooked eggs, meats, poultry, and seafood must be held for a certain amount of time for the food to be safe. Ask students to research how long each of these foods must be kept at a minimum internal temperature: beef roasts, cas-seroles, ground meats, beef steaks. (Beef roasts: 145° for 4 minutes; casseroles: 165° for 15 seconds; ground meats: 160° for 15 seconds; beef steaks: 145° for 15 seconds.)


Caption Answer Some bacteria can survive freezing.Discussion Point out to students that temper-ature has a strong impact on bacterial growth in foods. Ask students: What are the suggested cooking temperatures for poultry? Why do you think the safe cooking temperature for ground poultry is diff erent than the safe cooking tem-

perature for both poultry breasts and whole poultry? (Suggested cooking temps for poultry include: ground poultry, 165º; poultry breasts, 170º; and whole poultry, 180º. Students may say that the temperatures diff er due to the size of the poultry parts. A whole bird would take lon-ger to cook than a breast or ground meat.)

Figure 19.2 Temperature Danger Zone

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When microwaving, cover the food and stir or rotate it. Some foods cook unevenly in a microwave oven, and cool spots may remain where bacteria can survive.When reheating food that has been refrig-erated, bring it to an internal temperature of 165°F or higher.

Thawing FoodBacteria can multiply when food is thaw-

ing, so you should never defrost frozen food at room temperature. By the time the inside is thawed, millions of bacteria will have grown on the outside. Instead, put the food into a container in the refrigerator. The container pre-vents the frozen food from leaking onto other foods as it thaws. The cold temperature slows bacterial growth.

For faster thawing, you can put the food into a watertight plastic bag and submerge it in a bowl or sink filled with cold water. Change the water every 30 minutes to keep it cold. You can also defrost food in the microwave according to the manufacturer’s directions. Defrosting in the microwave starts the cooking process, so do this only if you plan to cook the food right away.

You can also skip the thawing step alto-gether. Just cook the food longer and make sure it reaches the proper internal temperature.

Serving FoodWhen serving food, remember these three

rules:

1. Keep hot foods hot. Keep hot foods at a tem-perature higher than 140°F. Keep extra quan-tities of food hot on the range, on a warming tray, or in an electrical serving dish.

2. Keep cold foods cold. Refrigerate cold foods until serving time.

3. Follow the two-hour rule. Perishable foods that contain meat, poultry, fish, eggs, or dairy products should not sit at room temperature longer than two hours. If the air temperature is higher than 90°F, the limit is one hour.

Explain Is it safe to defrost food at room temperature?

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Storing Food SafelyFood that is stored improperly or for too

long loses quality and nutrients, and eventu-ally spoils. Some types of spoilage cause food-borne illness. Protect your health by using proper storage techniques.

Identifying Spoiled FoodWhy does food spoil? Dirt, heat, and mois-

ture promote the growth of harmful bacteria, yeasts, and molds. Dry air wilts some fresh foods and causes staleness in others. Air and light can destroy nutrients. Heat speeds the action of enzymes in food, which trigger chemical changes that lessen food quality.

Food spoilage is often obvious. Fresh pro-duce may look wilted, wrinkled, bruised, or brown. Meats may become slimy. Spots of mold and a foul taste or smell are also sure signs that food has gone bad.

Food packages can also warn of spoiled contents. Damaged packaging makes the food inside more likely to spoil. Bulging cans, liq-uids that spurt when you open a container, and cloudy fluids that should be clear all indi-cate bacterial action.

What should you do if you think food is spoiled? Throw it away—do not taste it first. If the food is moldy, prevent the spread of spores by gently wraping the food in a bag before discarding it. Examine other foods that may have been in contact with the moldy item. If you suspect that mold is spreading to other foods, wash out the refrigerator.

Food-Storage GuidelinesProper storage prevents spoilage and pre-

serves food’s nutrients, flavor, texture, and appearance. Follow these guidelines to protect quality in stored food:

Follow package directions for storing food.Follow the principle of “first in, first out.” Store newly purchased food behind older food of the same kind so that you use the older items first. If containers have no sell-by or use-by dates, write the purchase date on them before storing. Use canned food within a year.

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S2

Mini ClipReading: Fluency Development

A teacher uses three different instructional

strategies to develop students’ reading fl uency.

CHAPTER 19

S2 Skill Practice Guided Practice Explain Ask students to explain why you should never thaw frozen food at room tem-perature. (Answers will vary, but may include: You should not thaw frozen food at room temperature because millions of bacteria will grow on food by the time it is defrosted.) L1

Describe Ask students to explain why you should never thaw food at room tempera-ture and describe the proper way to thaw frozen food. (Answers will vary, but may include: You should not thaw frozen food at room tempera-ture because millions of bac-teria will grow on food by the time it is defrosted. To defrost food properly, put the food into a container in the refrig-erator. The cold temperature slows bacterial growth and the container prevents the food from cross-contaminating other foods as it thaws.) L2

Apply Have students imagine that they do not have time to wait for a frozen food to thaw in the refrigerator. In one par-graph, ask students to describe how they would thaw a fro-zen food faster. (Paragraphs will vary, but may include: To thaw foods faster, put the frozen food into a watertight plastic bag and submerge it in a bowl or sink fi lled with cold water. Change the water every 30 minutes to keep it cold. Students may also say that you can defrost food in the micro-wave, but you should be care-ful because defrosting food in the microwave starts the cooking process. If you plan to thaw food in the microwave, it is best to cook the food right away. Have students share their paragraphs with the class.) L3


Explain No, millions of bacteria will grow on food defrosted at room temperature.

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Clean storage areas regularly. Wipe up spills right away. Wash and dry surfaces thoroughly.Buy only as much food as you need. Extra food is likely to go bad before you can eat it.

Room Temperature StorageShelf-stable foods can be stored at normal

room temperatures, generally below 85°F and above freezing, 32°F. Shelf-stable foods include unopened canned foods, dry beans and peas, oils and shortening, and many grain products except whole grains, which should be refriger-ated. Most fruits and vegetables should not be stored at room remperature.

Storage cabinets should be clean and dry, with doors to keep out light, dirt, and pests. They should not be near heat sources, such as a range, radiator, toaster, or refrigerator coils. Do not store food in damp areas such as under the sink.

Keep stored food away from household chemicals, such as cleaners. Keep chemicals

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in their original packages, never in empty food packages or other food storage containers. Someone might mistake a poisonous chemical for food.

After you open canned goods, store the leftovers in a glass or plastic container in the refrigerator. Dry goods and bulk foods such as dry beans and cereal can stay in the cabinet at room temperature. Reseal the package as much as possible to keep out dirt and insects, or move the food to a storage container with a tight-fitting cover.

Refrigerator StorageBacteria thrive at room temperature, so it

is important to refrigerate food promptly. Put away any perishable food you are not using in the refrigerator or freezer.

Keep the temperature inside your refrigera-tor under 40°F but above 32°F to avoid freez-ing liquids. If you see frost or ice forming, the temperature is too low. Read the owner’s man-ual to learn how to set the temperature control on your refrigerator. It is a good idea to keep a thermometer in the refrigerator to monitor the temperature.

Help air circulate to all parts of the refriger-ator by not overloading the fridge. Be sure that foods are tightly covered, too. This keeps them

Killing Bacteria…and Nutrients

When handled properly, the process of canning destroys many harmful bacteria. Unfortunately, it can also destroy valuable nutrients. When foods are subjected to high temperatures and immersed in water, they lose between 60 and 80 percent of their valuable vitamins, enzymes, and other nutrients. Nutrients are also lost when the excess liquid is poured off of simmered and canned foods. Instead of discarding this liquid, try using it in soups, stews, or sauces.

Think About It Nora says, “One raw apricot contain 15 percent of the daily value for vitamin A. I eat a jar of 7 canned apricots every day, so I know I’m meeting 100% of my daily needs for vitamin A.” Is she correct? Explain.

Rotting is a sign that food has spoiled and is no longer safe to eat. What should you do with spoiled food?

Signs of Spoilage

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CHAPTER 19

W Writing SupportHow-To PaperEnsure Proper Temperatures Why is food storage tempera-ture important? Why do stor-age requirements of shelf-sta-ble foods differ? What foods need to be refrigerated? What foods can remain at room temperature? Write a how-to paper about ensuring proper temperatures of shelf-stable foods after they are opened. (For how-to paper writing tips, see page 278. Papers should be approximately one page long. Introductions should explain why food stor-age temperature is important. Steps for ensuring proper temperatures of shelf-stable foods after they are opened may include: store foods at normal room temperatures, generally below 85° and above freezing, 32°; and keep stored food away from household chemicals, such as cleaners.)

U Universal AccessStudents with Visual Impairment Understanding Parstock The amount of food supplies that will cover a professional kitch-en’s needs from one food deliv-ery to the next is called par-stock. Ask students to suggest food items that they might need as parstock for their own home kitchens. write the suggestions on the board, and see which food items are most commonly mentioned. (Parstock items might include fl our, sugar, vegetables, fruits, seasonings, meats, and rice or pasta. Ask students why they think keeping a parstock is important.)


Explore the Photo

Caption Answer Throw spoiled food away wrapped in a bag to prevent the spread of spores.Discussion Ask students: What might a food’s foul smell indicate? (Answers will vary, but may include: When foods have a foul smell, it is usu-ally because of bacteria. A bad odor may indi-cate that the food is spoiled, old, or may have been stored improperly.)

Answer Nora may not be correct. While 7 raw apricots would provide her with 105% of the DV for Vitamin A, canned apricots will have suff ered some nutrient loss and are unlikely to provide the DV for Vitamin A.

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from drying out or picking up odors from other foods. Storage areas in the door are exposed to warm air every time you open the fridge, so save that space for soft drinks and other less perishable items.

These foods need refrigerationFoods that are refrigerated in the store, including dairy products, eggs, and deli items.Most fresh fruits and vegetables. Excep-tions are onions, garlic, potatoes, and sweet potatoes, which should be kept in a cool, dry place. Wash produce before stor-ing it only if you need to remove dirt. Dry fruits and vegetables before storing.Whole-grain products, seeds, and nuts. Their high oil content makes them prone to rancidity (ran-=si-d`-t#), or spoilage due to the breakdown of fats. Rancid foods have a stale, bitter flavor.Baked products with fruit or cream fillings.Any food with a label that says “refrigerate after opening.”

Refrigerating Cooked FoodRefrigerate or freeze leftovers immediately.

Do not wait for them to cool to room temper-ature first. To ensure quick chilling, put left-overs in tightly closed, shallow containers. Cut large chunks of food into smaller pieces. Label containers with the date you stored them. Eat leftovers within three or four days, or freeze them for longer storage. You may want to keep all leftovers on the same refrigerator shelf so it is easy to see them all at a glance. Throw away perishable food that has been left at room tem-perature for too long.

Freezer StorageFrozen food keeps longer than refrigerated

food. At temperatures of 0°F or below, foods keep from one month to a year, depending on the type of food and its packaging. Figures 19.3 and 19.4 on pages 288–289 give a general timetable for storing perishable foods in the refrigerator freezer.

A full refrigerator works poorly, but a fairly full freezer functions best. Frozen items act like ice blocks, keeping each other cold.

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When you buy frozen food, put it in the freezer right away. You can also freeze other foods to lengthen their shelf life. You can freeze tofu, meat, poultry, and seafood; baked prod-ucts; and home-prepared meals and leftovers.

Foods with high water content, such as salad greens and celery, do not freeze well. As the water freezes, it expands and explodes the food’s cells, making it soft and soggy when thawed.

Thickened sauces, gravies, fillings, yogurt, and sour cream tend to separate in the freezer. Custards and cream fillings, meat and poultry stuffing, and raw or cooked whole eggs also do not freeze well.

Packaging Foods for FreezingFoods that are sold frozen are specially

packaged to preserve quality. Foods that you freeze at home need special protection to avoid freezer burn. Freezer burn is moisture loss caused by improper packaging or overly long storage in the freezer. Cold air gets into the package, damaging the food’s quality. Food with freezer burn may have tough, grayish-brown spots and a stale taste and aroma.

Containers for freezing food should be air-tight and should resist vapor and moisture.

From Firm to Floppy

Not all foods look or taste as good after freezing as they do before it. Foods with high water con-tent, such as spinach and celery, do not freeze well. Because water molecules expand when they freeze, they stretch and explode foods’ cells. Consequently, frozen foods that contain a lot of water become soft and soggy when thawed. Textural changes due to freezing are not as apparent in products that are cooded before freezing because cooking softens the cell walls.

Procedure Imagine this scenario: A busy restaurant prepares its cucumber salad side dishes in advance and stores them in the freezer.

Analysis What might customers complain about? What will be the cause of their complaints?

NSES B Develop an understanding of the structures and properties of matter.NSES B Develop an understanding of the structures and properties of matter.

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NCLB

CHAPTER 19

S Skill Practice Guided Practice List Ask students to list three foods that need refrigeration. (Answers will vary, but may include: foods that were refrig-erated in the store, including dairy products, eggs, and deli items; most fresh fruits and vegetables; or baked products with fruit or cream fi llings.) L1 ELL

Create Have students cre-ate a graphic organizer that explains what shoppers need to know about refrigeration when purchasing perishable items. (Organizers will vary, but may include: refrigerate perishable food promptly; keep the temperature inside your refrigerator under 40° but above 32°; do not over-load the fridge; be sure that foods are tightly covered; and keep less perishable items in the storage areas in the door. Students may also include information about foods that need refrigeration.) L2 ELL

Apply Have students imagine that they have purchased a large amount of whole-grain products, seeds, and nuts by the bulk to cut down on food costs this month. In one paragraph, ask students to descibe why they would need to ensure proper storage and refrigeration for these items. (Paragraphs will vary, but stu-dents may say that you need to ensure that the whole-grain products, seeds, and nuts are stored in the refrigerator because their high oil content makes them prone to ran-cidity, or spoilage due to the breakdown of fats. If they are not refrigerated, the foods will be stale, and bitter to taste. Have students share their paragraphs with the class.) L3


Answer Customers might complain that their salads are soft, mushy, or

soggy. Cucumbers contain a lot of water, and do not freeze well. The water in the cucum-bers will expand when frozen, leaving the salads with an unappealing texture when thawed.

NCLB

Activity correlated toScience standard.

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Good choices include plastic containers with tight-fitting lids, heavy-duty plastic freezer bags, and heavy-duty foil and freezer wrap. Regular refrigerator storage bags and plastic margarine or yogurt tubs do not give enough protection. The lightweight store wrap on fresh meat, poultry, and seafood also needs added layers for freezing.

To freeze meat, wrap it tightly and seal the package with freezer tape. When filling a con-tainer, leave enough space for food to expand as it freezes, about 1 inch of space per quart. Then

seal the container tightly. Label all items with the contents, amount or number of servings, the date frozen, and any special instructions.

For best quality, freeze food quickly. Spread packages out in one layer so they touch the cool-ing coils or sides of the freezer. Leave enough space between packages for air to circulate. Give the food at least 24 hours to freeze, then stack similar items together. Keep an inventory of the food in the freezer. List the food, date frozen, and quantity. Update the inventory as you use food so that you know how much is left.

Figure 19.3 Cold Storage of Meats, Poultry, and Fish

Clean, Cold, Covered Both cooked and uncooked meats keep for only a few days in the refrigerator. Cured meats keep longer. Which kind of meat keeps the longest in the refrigerator? The shortest?

Food Refrigerator Storage 40°F Freezer Storage 0°F

UncookedBeef, lamb, pork, or veal chops; steaks; roast 3–5 days 4–12 mos.

Chicken or turkey, whole 1–2 days 1 yr.

Chicken or turkey, pieces 1–2 days 9 mos.

Ground meats or poultry 1–2 days 3–4 mos.

Lean fi sh (cod) 1–2 days 6 mos.

Fatty fi sh (salmon) 1–2 days 2–3 mos.

Shellfi sh (shrimp) 1–2 days 3–6 mos.

Cooked/LeftoverCooked meats; meat dishes 3–4 days 2–3 mos.

Fried chicken 3–4 days 4 mos.

Poultry, in broth 3–4 days 6 mos.

Fish stews, soups (not creamed) 3–4 days 4–6 mos.

Cured MeatsHot dogs, opened 1 wk. 1–2 mos.

Lunch meats, opened 3–5 days 1–2 mos.

Hot dogs, lunch meats, unopened 2 wks. 1–2 mos.

Bacon 7 days 1 mo.

Smoked sausage (beef, pork, turkey) 7 days 1–2 mos.

Hard sausage (pepperoni) 2–3 wks. 1–2 mos.

Ham, canned, unopened 2–3 wks. *

Ham, fully cooked, whole 7 days 1–2 mos.

Ham, fully cooked, half or slices 3–5 days 1–2 mos.

*Food should not be stored here.

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CHAPTER 19

U Universal AccessMath LearnersEstimate Amounts Remind students that since food expands as it freezes, it is smart to leave about 1 inch of extra space per quart when fi ll-ing containers. Have students determine the amount of extra space they would leave when fi lling containers with the fol-lowing amounts: 3 quarts pea soup; ½ quart buttermilk; 2½ quarts spaghetti sauce. Ask: What might happen if you do not leave enough extra space when fi lling containers? (3 inches, ½ inch, 2½ inches; the seal on the container may break and foods will spoil or freezer burn.)


Caption Answer Unopened canned ham keeps the longest: six to nine months. Uncooked chicken, turkey, ground meat, and fi sh keep only one to two days.

Discussion Ask students: When freezing meat, why is it important to wrap it tightly and seal the package with freezer tape? (Answers will vary, but may include: to prevent moisture loss and avoid freezer burn.)

Figure 19.3 Cold Temperature Storage of Meates, Poultry, and Fish

Mini ClipMath:Real-LifeConnections—Proportions

A teacher introduces and models scale factors and similar fi gures using real-life examples.

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When the Power Goes OffIf the power goes off or the refrigerator-

freezer breaks down, chilled food can spoil. Carry the frozen foods to another refrigerator or freezer in coolers or heavily wrapped in paper or plastic. If you cannot move the food, keep the freezer or refrigerator door closed to help keep the temperature down.

After losing power, a full freezer should keep food frozen for about two days. A half-full freezer may keep food frozen for only one day. If the freezer is not full, quickly stack packages

closely together so they will stay cold. Separate frozen raw meat, poultry, and seafood from other foods to avoid any cross-contamination if they start to thaw.

If the power will be off longer than two days, you can nest foods in the freezer in bags of ice cubes from the store. Place a blanket or several layers of newspaper on the outside of the freezer to insulate it. You can also use dry ice (frozen carbon dioxide), but be very careful. Never touch dry ice with your bare hands or breathe its vapors in an enclosed area. Carbon dioxide gas in high concentration is poisonous.

Figure 19.4 Cold Storage of Dairy Products and Other Foods

Stay Cool Some cultured dairy products, such as butter and sour cream, keep longer than fresh milk or cream. Can you store any egg products in the freezer? If so, which ones?

Food Refrigerator Storage 40°F Freezer Storage 0°F

Dairy ProductsFresh milk, cream 7 days 3 mos.

Butter, margarine 1–3 mos. 6–9 mos.

Buttermilk 2 wks. 3 mos.

Sour cream 1–3 wks. *

Yogurt, plain or fl avored 1–2 wks. 1–12 mos.

Cottage cheese 1 wk. *

Hard cheese, opened (cheddar) 3–4 wks. 6 mos.

Hard cheese, unopened 6 mos. 6 mos.

Ice cream, sherbet * 2–4 mos.

Miscellaneous FoodsBread 7–14 days 3 mos.

Cakes; pies (not cream-fi lled) 7 days 2–3 mos.

Cream pies 1–2 days *

Fresh eggs, in shell 3 wks. *

Raw yolks, whites 2–4 days 1 yr.

Hard-cooked eggs 1 wk. *

Egg substitutes, opened 3 days *

Egg substitutes, unopened 10 days *

Mayonnaise, opened 2 mos. *

Salad dressing, opened 3 mos. *

Salsa, opened 3 mos. *

Cookies 2 mos. 8–12 mos.

*Food should not be stored here.

CC

CHAPTER 19

C Critical ThinkingPower Outage Tell students: Imagine that a storm has caused a power outage at your home. Your sister wants to throw out all the food in the refrigerator and freezer even though the power has only been out for four hours. Ask students: Do you agree? How would you respond? (Responses will vary, but may include that depending on how full the freezer is, food can keep for at least a day or two. If it is out longer than that, you can nest foods in bags of ice to keep them from thawing or spoiling. Foods in the refrigerator will keep from four to six hours. Placing bags of ice in the refrigerator can help to keep foods cold. In the meantime, keep the refrigera-tor and freezer door shut to keep the temperature down.)


Caption Answer Raw yolks and whites (sepa-rated, and not in the shell) are the only egg products that can be stored in the freezer.

Discussion Ask students: Why should food items in the freezer be packed close together? (Answers will vary, but may include: When fro-zen items are packed together, they act like blocks of ice, keeping each other cold.)

Figure 19.4 Cold Temperature Storage of Dairly Products

Mini ClipReading:UnderstandingEnglishLanguageLearners

Ruben Zepeda, EdD, discusses the issues teachers must address when they have English learners in their classrooms.

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in Food

Once the freezer is back in service, use the coldest setting to quickly refreeze any sal-vageable items. A food is safe to refreeze if ice crystals are visible, though it may have lost quality. Use these foods as soon as possible. Food that has thawed but is still cold can be refrigerated and used as soon as possible. Raw meat, poultry, and seafood can be refrozen after cooking. Throw out any food that has a strange odor.

Food will usually keep in a nonworking refrigerator for four to six hours, depending on the temperature of the room and how often you open the door. If the power will be out for

a long time, try to keep foods cold by placing a large bag of ice cubes in the refrigerator.

When the power returns, check all foods for signs of spoilage, especially butter, mar-garine, and fresh produce. Clean up any food spills and wipe surfaces dry. If odors remain, wash surfaces with a solution of 2 tablespoons of baking soda dissolved in 1 quart of warm water. Put an open box of baking soda in the refrigerator to absorb odors.

Respond How soon should you eat leftovers after refrigerating them?

Tom NerneyFood Safety Inspector

Q: What does a food safety inspector do?

A: Food safety inspectors identify hazards in food establishments and verify that those hazards are eliminated. They also assist in investi-gations of foodborne illnesses, collect food samples for laboratory analysis, and investigate consumer complaints. In addition, they often provide 24-hour response to disasters or accidents involving food products.

Q: What are some of the business and government entities that

might hire a food safety inspector?

A: Local and state health departments, the U.S. Food and Drug Administration, The Centers For Disease Control, and the U.S. Department of Agriculture all need health inspectors. In the pri-vate sector, there are food consulting firms, food safety certification organizations, and chain food service establishments and markets.

Q: If an inspector deems something unsafe or hazardous, what

typically happens next?

A: The person in charge of the facility is asked to dispose of the food product voluntarily. However, these people do not always cooper-ate. Most local and state regulations grant inspectors the power to embargo food that is deemed unsafe, meaning to initiate a legal process to have it removed or eliminated. In some cases, the prod-uct may be able to be re-processed rather than destroyed.

Education and Training

Most agencies require a bach-elor’s degree with an emphasis on the sciences. There are also certification classes for food safety inspectors.

Qualities and Skills

Communication skills and orga-nization skills are very important, as is computer competency.

Related Career Opportunities

The most closely related is a manager of quality assurance or quality control for a food manufacturer or retailer.

“ Food safety inspectors are

dedicated to protecting all

consumers.”

— Tom Nerney Compliance Officer, Rhode Island

Department of Health U

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CHAPTER 19

U Universal AccessAuditory LearnersFood Inspectors Pick up a clipboard and a pen and tell students you are now a Food Safety Inspector. Give students 10 minutes to inter-view you and ask questions about your job. Use the text from the Careers in Food fea-ture to form your answers. Then have students close their books and try to list the duties and training required for this career. ELL


Respond Eat refrigerated leftovers within three or four days.

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TECHNOLOGY FOR TOMORROW

Preserving Food Safely

Canning, freezing, and drying have long been used as safe methods for food preservation. To preserve is to prepare food in a way that allows it to be safely stored for later use. Many peo-ple still preserve food, especially vegetables and fruits, by canning, freezing, or drying. Preserving saves money and can be satisfying.

Some people preserve foods they raise themselves. They enjoy the seasonal fruits, vegetables, and herbs they grew themselves all year long. Use correct techniques to ensure the quality and the safety of the food.

Preserving food can be a fun family activity and a way to preserve traditions. A recipe for an unusual family favorite like red pepper jam might be handed down for generations. A store of preserved jam jars is good to have on hand.

Preserving food at home can also give you more control over what you eat. You can choose high-quality food and decide whether it will contain salt, sugar, or other additives. You can create your own delicious recipes and give them as gifts to friends and family. To avoid foodborne illness, it is important to fol-low safety rules when preserving food.

Preparing to PreserveGet off to a good start by doing some plan-

ning first.Decide what foods to preserve, how much, and by what method. Buy only as much as you can prepare in the time available.Select foods to preserve based what is in sea-son. Selecting foods that are in season also allows you to get great value for your money.Be sure that all supplies are in usable condition.Always use high-quality food: ripe, firm fruit and young, tender vegetables. Follow recipes exactly. Do not take short-cuts or experiment. Wash food carefully and prepare it accord-ing to recipe directions. Have all equipment and supplies ready before you begin to work with the food.Follow all food-safety rules.

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Freezing Fruits and VegetablesFreezing preserves food at a temperature of

0ºF or below. Freezing is the most convenient way to preserve produce, except for fruits and vegetables with a high water content, such as salad greens and celery. Frozen tomatoes and citrus fruits are fine for juice or sauce but not appealing raw.

Freeze foods quickly. Slow freezing allows large ice crystals to form, damaging food tex-ture. To promote quick and even chilling, freeze foods in small containers and small batches.

Freezing FruitsPrepare fruit the way you plan to use it—

sliced or peeled, for example. Some fruits need to be treated with ascorbic acid (vitamin C) to disable their enzymes. Follow the directions on the package. Certain fruits, like apples, apricots, peaches, and nectarines, particularly need this treatment.

Unsafe Preservation MethodsThe open kettle method was once a standard way to preserve foods. Foods were simply cooked and then sealed in jars with no further treat-ment. This technique is now recognized as unsafe because the food never gets hot enough to kill all microorganisms. In more recent years, some people have misused technology by processing canned foods by heating them in a conventional or microwave oven. This method is also unsafe, because the foods cannot reach temperatures higher than the boiling point of water, and the jars could explode. Today’s pressure canners are an example of how smart technology can be appropriately used to increase food safety.

Investigate Find out what a modern pressure canner looks like, how it operates, and how much it costs.


Identify and describe both current and historical exam-ples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.


Identify and describe both current and historical exam-ples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

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S Skill Practice Guided Practice Identify Ask students to iden-tify fi ve ways to ensure that foods are preserved safely. (Answers may include: be sure all supplies are in usable con-dition; use high-quality food; choose tested, up-to-date reci-pes and follow them exactly; wash food carefully and pre-pare it according to recipe directions; and follow food-safety rules.) L1

Create Have students cre-ate an outline for a pamphlet to help people ensure they are preserving foods safely. (Outlines may include: decide what foods to preserve, how much, and by what method; be sure supplies are in usable condition; use high-quality food; choose tested, up-to-date recipes and follow them exactly; wash food carefully and prepare it according to recipe directions; have equip-ment and supplies ready before you begin; and follow food-safety rules.) L2

Apply Have students write a paragraph in which they describe how to preserve food safely and explain why planning before you preserve is important to ensure that food is preserved safely. What preparation is involved? Why is it important to ensure food safety when preserving food? (Paragraphs will vary, but stu-dents may include any of the above suggestions for how to preserve food safely. If you plan before you preserve and use the correct techniques, you can ensure the quality of food and that it will be safely stored for later use.) L3

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Activity correlatedto Social Studiesstandards.


TECHNOLOGY FOR TOMORROW

Answer Findings may vary slightly. Modern pressure canners are lightweight metal kettles with lids. They have removable racks and a steam vent. To operate a pressure canner, place jars on the racks and add water according to the prod-uct instructions. While the water boils, the steam

pushes all the air out of the vent, leaving the jars in a space fi lled with just steam and boiling water. The temperature inside the canner reaches 240˚. Since there is no air, the heat reaches all sides of the jars evenly.

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Freeze the fruit with one of these methods:

Sugar-Pack Method The sugar-pack method is the technique of freezing fruit coated in sugar. Toss the fruit in sugar until it is well coated, then pack it into freezer-safe contain-ers. The sugar helps retain the fruit’s color and texture and combines with the juice to form a syrup when defrosted.

Syrup-Pack Method The syrup-pack method is the technique of freezing fruit in sugar water. Make a syrup by dissolving sugar in water. Pack fruit in freezer-safe containers and cover it with the chilled syrup. Keep the fruit under the syrup with a small piece of crumpled wax paper on top of the fruit.

Tray-Pack Method The tray-pack method is the technique of freezing fruit whole on a tray. This method works well with blackberries, blueberries, cranberries, and other small fruits. Place the fruit on a tray or baking sheet, leaving space between pieces. Cover tightly with alu-minum foil and freeze just until frozen. Then pack the pieces into freezer-safe containers.

Dry-pack method The dry-pack method is the technique of freezing fruit directly in freezer continers. This method works best for small whole fruits.

Freezing VegetablesAll vegetables except tomatoes require

blanching, or brief cooking in boiling water, before freezing. Blanching neutralizes enzymes. To blanch vegetables, use 1 gallon of boiling water in a large pot for 1 pound of vegetables. Place the prepared vegetables in a large strainer and immerse them in the water. A blanching chart shows how long to blanch different veg-etables. Another clue that vegetables are done is their color. Look for an intensified color change.

When the time is up, remove the vegetables and plunge them into a large pot of ice water until cool. Add ice cubes as needed to keep the water ice-cold. Drain the vegetables on clean, dry towels. Pat them dry to prevent ice crystals from forming as they freeze. Pack them into freezer-safe containers.

Do not use a microwave oven for blanch-ing. Microwaves do not cook evenly, so they do not blanch evenly.

Packing and FreezingWhen you pack foods in containers to

freeze, leave a 1-inch of headspace between the food and the lid of the container. Headspace is room left in a container for food to expand. If you are freezing food in plastic bags, squeeze out as much air as possible before sealing. Wipe containers clean and label them with the date, contents, and amount.

Freeze foods as soon as they are packed. Arrange containers in a single layer with plenty of space between them. This promotes air cir-culation and rapid, even freezing. Do not place food in the freezer door, because the door is warmer than the rest of the compartment.

Canning Fruits and Vegetables

Canning is the process of cooking and pre-serving food in glass jars. You need to follow specific instructions and use special equip-ment to can food safely. The time, effort, and expense are worth the result.

Jars and LidsCanning jars are strong, reusable glass jars

with a flat rim and a threaded neck that cre-ates an airtight seal with the lid. The airtight seal prevents harmful microorganisms from getting into the jar. Jars from mayonnaise, pea-nut butter, and other commercial products do not work for canning, because they lack these features. Only use canning jars in perfect con-dition. Inspect the jar’s rim for chips or nicks. Discard any jars with tiny cracks that could fracture when heated.

Canning lids have two metal pieces, a top and a screw band. The flat top is rimmed with a rubber compound that molds to the jar. The screw band holds the top in place. Figure 19.5 shows what these parts look like. Bands can be reused as long as they remain in good con-dition, but tops are used only once. Do not use older, porcelain-lined lids or one-piece lids with separate rubber rings.

Just before canning, wash the jars and lids in hot, sudsy water or in the dishwasher. Rinse the jars well. Keep them immersed in clean, hot water until you are ready to use them.

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S1 Skill Practice Guided PracticeDefi ne Ask students to defi ne blanching. (Answers will vary, but may include: Blanching is brief cooking in boiling water, before freezing. After boiling, the food is plunged into ice water until cool, drained and then packed for freezing.) L1

Describe Ask students to describe how to blanch vegeta-bles. What vegetable does not require blanching before freez-ing? (Answers will vary, but may include: To blanch veg-etables, cook them briefl y in the boiling water. Then plunge them into a large pot of ice water until cool. Drain and dry the vegetables and pack them into freezer-safe containers. All vegetables except toma-toes require blanching, before freezing.) L2

Apply Ask students to write a paragraph in which they describe how to prepare vege-tables for freezing and explain why a microwave should not be used for blanching. (Paragraphs will vary, but may include: Before freezing most vegetables, you must blanch them. To blanch vegetables, cook them briefl y in the boil-ing water. Then plunge them into a large pot of ice water until cool. Drain and dry the vegetables and pack them into freezer-safe containers. A microwave oven should not be used for blanching because it does not cook food evenly, so it will not blanch food evenly. Have students share their paragraphs with the class.) L3


R Reading StrategyFreezing Fruit Ask students to use a graphic organizer to illustrate the following freezing methods: sugar-packed method, syrup-pack method, tray-pack method, and dry-pack method. (Organizers will vary, but should illus-trate the similarities and differences between

the packing methods, such as: the sugar-pack method freezes fruit coated in sugar; the syrup-pack freezes fruit in sugar water; the tray-pack method freezes fruit whole on a tray; and the dry-pack method freezes fruit directly in freezer containers.)

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Packing MethodsPack food into jars with either the raw-pack

method or the hot-pack method.

Raw-Pack Method The raw-pack method is the technique of canning raw foods. Put the pre-pared raw food into the jars. Pour in a hot liquid, such as syrup, water, or juice. Raw packing helps delicate foods retain their shape and texture.

Hot-Pack Method The hot-pack method is the technique of canning simmered foods. Simmer the food briefly, then place it and some of the liquid into the jars. Light cooking “preshrinks” foods. They fit together more closely, leaving less air in the jar. This increases the vacuum effect.

When you pack jars, leave about ½ to 1 inch of headspace for the food to expand. Run a spatula between the food and the jar to remove any air bubbles. Wipe the jar top clean. Apply the lid and screw on the band until just tight. A lid that’s too tight might not allow air to escape during processing.

Some microorganisms may survive the heat of blanching and packing. It is very important to boil the jars after canning, as described in the next section.

Processing MethodsFor home canning, foods are divided into

two classes—high acid and low acid. Each type is processed differently.

Boiling-Water Bath High-acid foods, includ-ing most fruits, can be processed in a boiling-water bath. A boiling-water bath is a large, deep kettle with a tight-fitting lid. The jars are covered with boiling water and processed for a specified length of time. A removable, divided rack separates and holds the jars off the bot-tom of the kettle, allowing water to circulate around all sides of the jars.

Pressure Canning Low-acid foods, including tomatoes and other vegetables, need pressure canning. Pressure canning is canning using a pressure canner, which is like a large pressure cooker. Jars of food are processed in steam under pressure. Pressure canning raises the temperature above the boiling point of water to kill the deadly botulinum bacteria, which can survive the heat of boiling.

Read the manufacturer’s directions care-fully before using a canner. Have the gauge on the pressure canner checked every year to make sure it is accurate.

After processing, place the jars on a rack or clean dish towel away from drafts until com-pletely cool, usually 12 hours or longer. Dur-ing this time, the lids should “pop.” This sound indicates that the jar and lid have formed the perfect seal needed to prevent spoilage. To make sure, press down on the center of the lid. It should stay down when released because of the vacuum inside.

Jars that do not seal properly in the pressure canner can be reprocessed within 24 hours using a new lid. Food quality will suffer, how-ever. You may want to remove the food from the can and refrigerate or freeze it.

To allow flavors to develop, you should store home-canned foods in a clean, cool, dry area for at least two weeks before using. Remove or loosen the screw bands to prevent them from rusting. A rusted band can cause a faulty seal.

Figure 19.5 Canning Food

Canning Know-How Jars for canning have two-piece lids that create a tight seal. Which of the parts shown here can you use more than once?

Metal screw

band

Metal lid

with sealing

compound

Seals here

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S2 Skill Practice Guided PracticeIdentify Ask students to iden-tify two methods for pack-ing foods into jars. (raw-pack method and hot-pack method) L1

Create Ask students to cre-ate a chart comparing and contrasting the two methods to pack foods in jars. (Charts will vary, but may include: The raw-pack method is can-ning raw foods. Raw food is put into jars and hot liquid is added. Raw-pack helps foods retain shape and texture. The hot-pack method is canning simmered foods. Simmered food is put into jars with some of its liquid. Hot-pack “pre-shrinks” foods and they fi t closely together, leaving less air in the jar, which improves food quality.) L2

Apply Ask students to write a paragraph in which they describe the two methods of packing foods into jars and explain why it is important to boil jars after canning. (Paragraphs will vary, but students may include: The raw-pack method is the can-ning of raw foods. Put the prepared raw food into the jars. Pour in a hot liquid, such as syrup, water, or juice. Raw packing helps delicate foods retain their shape and texture. The hot-pack method is the canning of simmered foods. Simmer the food, then place the food and some of the liq-uid into the jars. The light cooking “preshrinks” foods. They fi t together more closely, leaving less air in the jar. This increases the vacuum effect, which improves the food’s quality. It is important to boil jars after canning since some microorganisms can survive blanching and packing. Have students share their para-graphs with the class.) L3


Caption Answer You can use intact jars and screw bands more than once. A new lid must be used each time.

Discussion Ask students: When and why would you replace the jar lid’s metal screw band? (Answers will vary, but may include: you may want to replace the metal screw band if it is no longer in good condition. If the band no longer holds the top in place, or is rusted, you should replace it.)

Figure 19.5 Canning Food

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Canning Fruit and Vegetable Spreads

You can also can homemade fruit and veg-etable spreads, such as jellies, preserves, jams, and fruit butters. Jellies are mixtures of juice and sugar, firmed with a gelling agent. Pre-serves are whole fruits or large pieces cooked with sugar. Jams use chopped fruits or vegeta-bles. Butters are puréed fruit pulp cooked with sugar and spices until smooth and creamy.

Cook jellies, preserves, jams, and fruit but-ters in a large, wide pot with a flat bottom so the mixture has room to boil and foam with-out bubbling over. Prepare small batches so the food cooks quickly. Process the mixture in a boiling-water bath.

There are thousands of recipes for tasty fruit and vegetable spreads, including many that are low in added sugar.

Pickling FoodPickling means packing food in a mixture

of pickling salt, vinegar, water, and spices. Pickling turns cabbage into sauerkraut or kim-chi and cucumbers into pickles. You can also pickle mixed vegetables and beans and sweet-ened combinations of chopped fruits, vegeta-bles, or both. Hard-cooked pickled eggs are a regional favorite. Pickled fruits are simmered in a spicy, sweet-sour syrup that complements naturally tart foods, including crabapples and watermelon rind.

The vinegar in pickling liquid is high in acid, so all pickled recipes can be processed in a boiling-water bath.

Drying FoodDrying, or dehydration, preserves food by

depriving microorganisms of the moisture they need for survival. This method is the oldest type of preservation, yet it requires special equipment. Food must dry slowly and evenly, retaining enough water to be edible but not enough water to breed microorganisms.

The most convenient, reliable way to dry food is to use a food dehydrator. A food dehy-drator dries foods safely through a balance of moderate temperatures, low humidity, and good air circulation. Most dehydrators have a 24-hour timer and an adjustable thermostat to dry each food in the proper time and at the proper temperature.

Food can also be dried in an oven set to 140º. A convection oven works better, since the temperature can be kept even and air can circulate, drying the food. If the temperature gets over 140º, the food will cook, rather than dry. Another concern is the cost of running the oven for the eight hours it takes to dry most foods.

Almost any kind of food can be dried. Apples, berries, peaches, and pears are delicious dried. Peppers, peas, corn, onions, and green beans also dry well. Treat fruits with ascorbic acid before dry-ing, and blanch vegetables before drying them.

Simple precautions play a large role in preventing food borne illness in the food industry. What food safety precaution do you see here?

Responsible Food Handling

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U Universal AccessVisual LearnersResearch Pickling Ask stu-dents to brainstorm foods that are commonly pickled. Assign a type of pickled food to each student and have them con-duct research to learn more about how to pickle the food. Students should identify the pickled food and the processes used to pickle it. Have stu-dents create a fl yer to share their fi ndings with the class. (Flyers will vary, but students should identify a pickled food and describe the process(es) used to pickle it. Have stu-dents share their fl yers with the class.)

QuizAsk students to answer the fol-lowing questions: 1. Defi ne contaminant. (A

contaminant is a substance, such as a chemical or organism, that makes food unsafe to eat.)

2. What is personal hygiene and how does it play a role in sanitation? (If you prac-tice good personal hygiene by thoroughly washing your body, face, and hands, you help to avoid trans-ferring harmful bacteria. Personal hygiene plays an important role in sanita-tion, or the prevention of illness through cleanliness, because you are prevent-ing the bacteria on your body from contaminating work surfaces, utensils, and food.)

3. _______ refers to moisture loss caused by improper or overly long storage in the freezer. (freezer burn)


ASSESSASSESS

Explore the Photo

Caption Answer The cook is wearing gloves to prevent the transfer of bacteria from hands to food.

Discussion Point out to students that food requirements change for foods after they are opened. Ask students: How would you store canned foods after they are opened? (Answers will vary, but may include: The contents of canned foods must be refrigerated after they are opened.)

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The owner’s manual for your dehydrator should give recommendations for drying different foods.

Store home-dried produce just as you would store dried store-bought produce: in glass jars or sturdy plastic containers or bags. Choose containers that close securely to keep out moisture.

Using Home-Preserved FoodsDried foods make nutritious snacks and are

great for dipping. You can add dried foods to soups or soften them in warm water. The warm water causes dried foods rehydrate, or absorb water and become soft again. For example, you can soften dried blueberries by soaking them in warm water before adding them to muffin or pancake batter.

Properly frozen fruits and vegetables keep their quality for 12 to 18 months. Thawed fro-zen fruits and vegetables tend to have a softer, mushier texture than fresh fruits and vegeta-bles. This is less noticeable if you cook frozen foods in recipes. Try serving frozen fruits when they are still slightly frozen. Except for corn on the cob, which should be partially thawed, veg-etables can be cooked frozen without thawing.

Before using canned foods, examine jars care-fully. Bulging lids and liquids trickling from under the lid are signs of spoilage. Examine jars when you open them, too. Check for mold, unusually soft food, or cloudy, bubbling, or spurting liq-uid. Discard the food without tasting it.

Never taste canned low-acid foods cold. Canned foods containing botulinum bacteria often look and smell normal, but even a tea-spoon can be fatal. Boil low-acid foods for 10 to 15 minutes before tasting them. Use a conven-tional cooktop only. A microwave oven heats too unevenly to kill all the microorganisms.

Identify What is the oldest method of food preservation?

Safeguarding the Food Supply

Just as you work to keep your own food supply safe, the government works to keep the nation’s food supply safe. Several government

agencies work to help ensure that foods are handled properly from farm to marketplace. Each agency has responsibilities, such as examining ingredients, testing new processing technologies, and preventing contamination.

Food and Drug Administration

The Food and Drug Administration (FDA) is the division of the Department of Health and Human Services that oversees the over-all safety of the food supply. The FDA has an impact on every food and beverage you buy.

Food AdditivesThe FDA examines food additives such as

preservatives and dyes to see whether they are safe. After conducting public hearings and reviewing test results, the FDA determines how the additive may be used and in what amount. It also decides how the ingredient should be listed on the food label, like the one shown in Figure 19.6.

Figure 19.6 Extra Ingredients

Know Your Additives Some food additives improve quality and lengthen shelf life. What ingredient in this bread is likely to be an additive?

INGREDIENTS: ENRICHED FLOUR (NIACIN, REDUCED IRON, THIAMINE MONONITRATE, RIBOFLAVIN), WATER, HIGH FRUCTOSE CORN SYRUP. CONTAINS 2% OR LESS OF WHEY, SOYBEAN OIL, YEAST, SALT, CULTURED WHEY, SOY FLOUR, DOUGH CONDITIONERS (SODIUM STEAROYL LACTYLATE, AMMONIUM SULFATE, CALCIUM SULFATE, CALCIUM PEROXIDE, AND/OR ASCORBIC ACID, PROTEASE), MONOCALCIUM PHOSPHATE.

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W Writing Support

Memo WritingCanned Food Safety Memo Have students imagine that they are in charge of organiz-ing a canned food drive at their workplace and have been asked to create a memo to ask for donations. Tell students: In the memo, you must warn people about canned food safety, including how to check for spoiled canned foods and how long canned foods are safe. Remind students that memos are brief and to the point and include a heading, body, and closing. Provide students with a sample memo so they know what to include in the heading of their memo. (Memos will vary, but students should ask for canned food donations and warn about canned food safety, includ-ing how to check for spoiled canned foods and how long canned foods are safe. Memos should be formatted correctly.)

RETEACHRETEACH

Identify Drying is the oldest method of food preservation.

Caption Answer The dough conditioners. High-fructose corn syrup is also usually consid-ered an additive.Discussion Ask students: What are some other reasons for using food additives? (Answers will vary, but may include: Food additives are also added to improve fl avor, taste and appearance.)

Figure 19.6 Extra Ingredients

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The FDA classifies additives with a long history of safe use as “Generally Recognized as Safe” (GRAS). Items on the GRAS list, or safe list, range from sugar to seaweed and can be used by food processors for specific uses without further testing.

No additive is approved permanently. If new evidence shows that an additive might be unsafe, the FDA may require retesting and may tell manufacturers to stop using it.

Fat ReplacersThe FDA also oversees the use of “fat

replacers” found in many fat-free and reduced-fat processed foods. Fat replacers mimic the smoothness and creaminess of fat, without the calories. They are made from carbohydrates, proteins, fats, or a combination of these.

Carbohydrate-based fat replacers include modified food starch, cellulose, dextrin, and guar gum, which thicken foods. These ingredi-ents are common in fat-free salad dressings.

Fat replacers based on carbohydrates can-not survive much heat, so they do not work well in fried foods.

Protein-based fat replacers are made from egg whites and fat-free milk. They are often used in frozen and refrigerated products. Low-fat cheese,

ice cream, baked products, and cream soups contain protein-based fat replacers. Fat replacers based on protein cannot survive much heat, so they also do not work well in fried foods.

Fat-based fat replacers are made from chemi-cally altered fats. They are stable in heat and very versatile, making them suitable for baked foods, cake mixes, frostings, dairy foods, and some fried foods. Olestra (%-=les-tr`) is a fat-based replacer that passes through the body without being absorbed. Foods made with olestra are fortified with vitamins A, D, E, and K to boost the absorp-tion of fat-soluble vitamins. Olestra causes mild digestive problems for some people. Salatrim is another fat-based replacer found in baked goods, dairy products, and sweet products.

Most fat replacers have fewer calories per gram than fat, but some fat-free and low-fat foods are still high in calories. Check the Nutri-tion Facts panel for the fat, sugar, and calories per serving.

Hazard Analysis and

Critical Control PointSome outbreaks of foodborne illness have

been traced to contamination during process-ing. To avoid contamination, the FDA requires some processors to use a system called Hazard Analysis and Critical Control Point (HACCP, pronounced “hassip”). HACCP is an individu-alized plan or set of procedures that predicts and prevents threats to food safety during food processing and service. For example, meat can become contaminated while it is being handled to make packaged sandwiches. A delicatessen that makes sandwiches might have HACCP plan that requires specific safety procedures to pre-vent contamination. Workers might be required to wear sanitary gloves and change them when-ever they need to handle money. A set of pro-cedures might be followed each time sandwich meat is moved from the refrigerator to the coun-ter. Still another set of rules might be set each time food is received at the delicatessen.

International food agencies and manufac-turers around the world follow HACCP. Manu-facturers that use HACCP keep records to show whether the HACCP program is working. Public Health agencies usually evaluate food service, business compliance with HACCP procedures.

Protecting the Food SupplyAll companies that process, package, or sell food in the United States are required to register with the FDA. This helps health officials track sources of tainted food in case of an outbreak of food-borne illness. The rule applies to makers and distributors of fresh and processed items, even chewing gum and animal foods, whether they are located in the United States or overseas. A few types of businesses, including farms, res-taurants, and supermarkets, are excluded. Meat, egg, and poultry producers, which are regulated by the USDA, are also exempt.

Challenge With your teacher’s permission, use the FDA’s Web site to learn about food-related recalls, market withdraw-als, and safety alerts for the last 60 days. What foods are mentioned? Why? Where did they come from?

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C Critical ThinkingFood Safety After students fi nish reading about food-related recalls, market with-drawals, and safety alerts in the Be a Smart Consumer activity, ask students: If a company voluntarily recalls a food product that is sus-pected of contamination, even though no illnesses have been reported to date, should it be held responsible for illnesses reported at a later date? Why or why not? Have students write a paragraph in response to these questions. Paragraphs must include at least two spe-cifi c, thoughtful reasons to support the student’s stance. Initiate a class discussion by asking students to share their reasoning with the class. (Responses may include that all businesses, even those that voluntarily recall products that may be contaminated, have an ethical responsibility to ensure that the public is made aware of possible health risks.)

R1 Reading StrategyFat Replacers Encourage students to learn more about olestra and the changes in labeling requirements for oles-tra over the years. Suggest that they fi nd a magazine or newspaper article that explains why the Food and Drug Administration requires manufacturers to add vitamins A, D, E, and K to products containing olestra. Have stu-dents use a graphic organizer to compile their fi ndings. (Students may point out that manufacturers must label all products containing olestra to inform consumers of its side effects, that it inhibits the body’s absorption of vitamins A, D, E, and K, and that the product has been fortifi ed with these vitamins to compensate for olestra’s effects on these nutrients.)

RETEACHRETEACH cont.cont.

Answer Answers will vary, but should include up-to-date information from the FDA Web site about recalls, market withdrawals and safety alerts for the last 60 days. Students should make it clear with their answers that they understand why recalls and alerts were issued.

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Safety Matters

IrradiationThe FDA also judges the safety of food pro-

cessing methods, including new and sometimes controversial methods such as irradiation. Irradiation is the process of exposing food to high-intensity energy waves to increase shelf life and kill harmful microorganisms. Irradia-tion does not make foods radioactive. Like other processing methods, irradiation can slightly affect flavor, texture, and vitamin levels.

The FDA first approved the use of irradiation for spices and wheat flour in 1963. The pro-cess proved successful, with no known nega-tive health effects. The FDA gradually extended approval for irradiation to produce, poultry, pork, beef, and seafood. Irradiated foods must be identified with the radura symbol.

Some people support irradiation because it can reduce cases of foodborne illness and control pests without poisons. Other people oppose irradiation because they worry that the radioactive elements used in irradiation plants may create harmful byproducts.

RecallsWhat happens if a manufacturer or the FDA

learns that a food is unsafe? Usually, a food maker issues a recall, the immediate removal of a product from store shelves. The brand name and package code numbers are publi-cized in the media. Consumers who have pur-chased the food are urged to return it to the store for a refund. If the company does not vol-untarily recall an item, the FDA may take legal action.

Environmental Protection Agency

The Environmental Protection Agency (EPA) is an agency of the federal government that helps to protect the environment. It helps to monitor the impact of food production on land, air, and water.

The EPA also regulates the use of pesticides. Just as the FDA regulates which additives can be used in foods, the EPA also decides when, how, and in what amounts pesticides can be used in growing food.

The radura symbol is used around the world to show that a food has been irradiated. What kinds of foods may be irradiated?

Radura Symbol

Predict, Prevent, ProtectThere are seven principles of HACCP. These seven principles require food manufacturers to predict what may go wrong during food pro-cessing. They encourage food manufacturers to identify ways to prevent potentially danger-ous errors. And they ask food manufacturers to think of specific ways to protect the food from hazards in the event that something does go wrong. Each of the seven principles of HACCP promotes prediction, prevention, and protec-tion in a different way. For example, the fifth principle asks food manufacturers to establish “corrective actions”—or brainstorm steps to take in order to correct a mistake or accident that occurs during food processing.

! What Would You Do? What correc-tive actions would you take if you broke a dish or glass while working in the foods lab? How would you prevent this from happening in the future? Develop your own specific HACCP plan of procedures.

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CHAPTER 19

W Writing SupportHow-To PaperFood Irradiation What is food irradiation? Why are foods irradiated? How does irradiation affect foods? How can you tell if a food has been irradiated? Ask students to write a how-to paper on how irradiation can help to pre-vent foodborne illnesess and explain what shoppers should look for when buying irradi-ated foods. (For tips on how-to papers, see page 278. Papers should be approximately one page long. Papers should con-tain an introduction, one or more paragraphs devoted to explaining how irradiation can help to prevent foodborne illnesses, and a conclusion. Introductions should explain what irradiation is and why it helps to prevent foodborne illness.)

R2 Reading StrategyFind a Recall Have students select one of the following: chicken, turkey, spinach, or tomato. Have students con-duct research to fi nd a recall for the food they selected. Ask students to create a four-col-umn chart detailing the rea-sons for the recall, the actions that were taken, the locations or states that are affected by the recall, and if there are any reports of injury or illness. Ask students: What other types of information are included in the recall reports that you found? How do the reports help protect the food supply? (Charts will vary depending on the selected food. Students should demonstrate an understanding of their recall research while describing how these recall reports help pro-tect the food supply.)


Explore the Photo

Caption Answer spices, fl our, produce, poul-try, meat, and seafoodDiscussion Why might a pregnant woman avoid a food product with a radura symbol on the package? (Critics of irradiation claim that the process may create harmful byproducts that cause cancer and birth defects.)

Answer Answers will vary, but should include a series of steps devised to make washing dishes safer.

298


The EPA and other government agencies reg-ularly test levels of chemical residues on food. Residues are substances left in food as byprod-ucts of processing or agriculture. For example, the EPA monitors the amount of pesticides in grains, produce, and animal feed. Pesticides in animal feed can build up in animals’ tissues, harming them and the people who eat them.

A build-up of pesticides and other chemical residues can lead to serious health problems in people and other inhabitants of an ecosys-tem. For every pesticide, the EPA establishes a tolerance, or a maximum safe level in food. If a pesticide is found above tolerance levels, it may be banned or restricted.

Food Safety and Inspection Service The Food Safety and Inspection Service (FSIS) is the branch of the United States Department of Agriculture (USDA) responsible for the whole-someness of meat, poultry, and eggs. FSIS inspectors check the sanitation of packing

plants and storage facilities. They test food products for residues of hormones, antibiotics, and other drugs used in raising animals. They keep diseased animals out of the food supply. FSIS officials work with foreign governments to ensure that imported animal products meet U.S. safety standards. Like the FDA, the FSIS can request a recall if it believes that a meat, poultry, or egg product poses a health risk.

Centers for Disease Control and Prevention

The Centers for Disease Control and Prevention (CDC) is the lead federal agency for protect-ing the health and safety of people. Foodborne and waterborne diseases are one concern of the CDC’s National Center for Infectious Diseases (NCID). The NCID works with governmental and nongovernmental organizations at the fed-eral, state, and local level to monitor foodborne and waterborne diseases, to train people to iden-tify them, to research causes of these diseases, and to promote prevention and control.

No-Bake Oatmeal Raisin Cookies

Nutrition Analysis per Serving

Calories 186Total fat 7 g

Saturated fat 4 gCholesterol 11 mg

Sodium 5 mgCarbohydrate 31g

Dietary fiber 1 gSugars 25 g

Protein 2 g

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■

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Ingredients 1 cup Sugar

4 oz. Butter ½ cups Low-fat milk 1 cup Oats ½ cups Raisins ½ cups Chocolate chips

Yield 12 servings (two cookies per serving)

Directions1. Put the sugar, butter and milk in a pot and bring to a

boil, stirring constantly. Allow the mixture to cook for five minutes.

2. Turn off the heat and add the oats and raisins and mix them in.

3. Add the chocolate chips and mix again.

4. Drop tablespoonfuls of the mixture onto wax paper. They will stiffen as they cool. Refrigerate uneaten cookies.

These cookies provide enough

fiber and protein to make a

good snack without driving

your calorie count up.

R

R

CHAPTER 19

R Reading StrategyCompare and Contrast Point out to students that pesti-cides are widely used in pro-ducing food, and hormones, antibiotics, and other drugs are often used in raising ani-mals. Ask students: What is the difference between the Environmental Protection Agency and the Food Safety and Inspection Service? How are they similar? How do both help regulate the foods we eat? Have students compare and contrast the differences between these two agencies. Have students use a Venn dia-gram to organize their fi nd-ings. (Venn diagrams will vary, but should compare and con-trast the differences between the Environmental Protection Agency and the Food Safety and Inspection Service. Have students share their diagrams with the class.)

Study ToolsHave students go to the Online Learning Center at glencoe.com:

Take the Practice Test.Download Study-to-Go content.Use the Student Activity Workbook for additional practice.

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ASSESSASSESS

Regional Food Safety Have students inves-tigate the laws and policies that address food and safety in their own state or community. Encourage students to contact county and state health departments for information. Ask students to write one paragraph in which they describe their fi ndings. Have students share their paragraphs and fi ndings with the class.

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Chapter 1 Student Activity Workbook1

Name _________________________________________ Date ____________ Class _______________

Chapter 1 The Amazing World of Food

Chapter1

Note Taking

Directions As you read, write notes, facts, and main ideas in the Note Taking column.

Write key words and short phrases in the Cues column. Then summarize the section in the

Summary box.

Cues

• nutrients are chemical

substances

• science in the kitchen

• connecting through food

• skill-building and

self-esteem

Note Taking

THE POWER OF FOOD

• Food is essential to survival and helps physical, mental and

emotional health.

THE ROLE OF SCIENCE IN FOOD

• Science helps in understanding the body’s use of food.

THE PLEASURES OF FOOD

• Food provides time for family and friends to strengthen bonds.

SKILLS YOU WILL BUILD WHILE LEARNING ABOUT FOOD

• Improving food preparation skills and building teams may

help self-esteem.

Summary

Food holds a great deal of power in its ability to sustain a healthy life though its chemical

properties and nutrition.

• nutrition is the study of

nutrients

• wellness, good health and

positive well-being

• science’s influence on

agriculture, food processing

and food safety

• comfort food

• stress hormones that are

released in the body

• food as fun

• testing the palate

• critical thinking

• verbal and nonverbal

communication

• leadership in the field of

nutrition

• handling resources wisely

• Food is made of life-sustaining nutrients.

• Good nutrition happens when food choices include nutrients

necessary for good health.

• Science provides proof to support making healthy food choices

and ensures the health of our food supply.

• Food provides comfort and makes people feel good.

• Food enhances social experiences.

• Food supplies adventure through experimenting with different

tastes and cultures.

• Food preparation can help you express creativity.

• Food provides careers for people in science, art, and agriculture.

• Building critical thinking skills will help you resist negative food

choices.

• Working in food labs builds communication skills.

• Learning about nutrition may improve leadership skills.

• Studying food helps build skills such as time management,

budgeting, meal planning, and organization.

It also provides pleasure and improves life skills. Science plays an

important role in helping us understand all of food’s properties.

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/Volumes/114/GC00084/Food_For_To

/Volumes/114/GC00084/Food_F

Recipe Prep Tip You can have students bring diff erent no-bake cookie recipes. Have them bring the recipes in early so that you can gather ingredients ahead of time.


299

Chapter 19 Review & Applications 299

CHAPTER Review & Applications

After You Read

19

Content and Academic Vocabulary Review 1. Create multiple-choice test questions for each of these content and academic vocabulary terms.

Content Vocabulary■■ contaminant (p. 280)■■ foodborne illness (p. 280)■■ microorganism (p. 280)■■ toxin (p. 280)■■ spore (p. 280)■■ food safety (p. 280)■■ sanitation (p. 281)■■ personal hygiene (p. 281)■■ 20-second scrub (p. 281)■■ cross-contamination (p. 283)■■ internal temperature (p. 284)

■■ rancidity (p. 286)■■ freezer burn (p. 287)■■ preserve (p. 290)■■ sugar-pack method (p. 291)■■ syrap-pack method (p. 291)■■ tray-pack method (p. 291)■■ dry-pack method (p. 291)■■ blanching (p. 292)■■ headspace (p. 292)■■ raw-pack method (p. 293)■■ hot-pack method (p. 293)

■■ boiling-water bath (p. 293)■■ pressure canning (p. 293)■■ rehydrate (p. 294)■■ GRAS list (p. 295)■■ irradiation (p. 297)■■ recall (p. 297)■■ tolerance (p. 298)

Academic Vocabulary● tolerate (p. 280)● reserve (p. 283)

Review Key Concepts 2. Identify the causes of foodborne illness. 3. Explain the importance of cleanliness in the kitchen. 4. Summarize ways to cook food safely. 5. Describe safe food storage practices. 6. Summarize methods for safely preserving food at home.

Critical Thinking 7. Explain the pros and cons of irradiation. 8. Conclude whether a sandwich maker is practicing food safety if he

touches cooked chicken, his face, and cutting boards with gloved hands. 9. Explain whether Mona should throw away all of the food in her full

freezer and refrigerator. Upon returning from a trip, she learns her power was out for 46 hours.

10. Describe how income, time, and the size of a family might affect which methods are used to preserve foods.

Chapter SummaryProper food safety and storage prevents foodborne illness. Practicing personal

hygiene, maintaining kitchen cleanliness routines, cleaning up properly, and avoiding cross-contamination are all ways to keep a clean kitchen and ensure food safety. Cook, thaw, and serve food properly and at the right temperature. Store food correctly and prevent spoilage. Preserve food safely by freezing, can-ning, pickling, or drying. Government organizations inspect food, prevent dis-eases, and safeguard the food production process.

CHAPTER 19Content and Academic Vocabulary Review 1. Students should write mul-

tiple-choice test questions for each content and academic vocabulary word.

Review Key Concepts 2. Most foodborne illnesses are

caused by bacteria, single-celled microorganisms that can only be seen through a microscope. The bacteria pro-duce toxins that can cause illness. Some produce spores, cells that develop into bacte-ria under the right conditions.

3. Cleanliness in the kitchen is important because it ensures food safety and prevents illness through cross con-tamination. The fi rst step in maintaining a clean kitchen is to practice good personal hygiene. This prevents bacte-ria from being spread among surfaces and foods. Many routines, such as washing the tops of cans before opening them promote kitchen cleanli-ness. Cleaning up thoroughly and washing surfaces dili-gently before and after using them to eat or prepare food are also important steps in kitchen cleanliness.

4. Cook food thoroughly to kill bacteria. Only taste foods from animal sources when they are fully cooked; cook food completely all at once; cover, stir or rotate food when microwaving; bring reheated food to an internal tempera-ture of 165˚ or higher. To thaw frozen food before cooking, keep it in the refrigerator,

submerge it in a container of cold water, use the microwave, or cook it for a longer period. Serve cooked food at its proper temperature, and do not let perishable foods sit at room temperature for more than two hours.

5. To store food safely, follow the package instructions, use older stored items before newer ones, write the purchase date on containers without use- or sell-by dates,

use canned food within a year, clean stor-age areas regularly, and buy only as much food as you need. Store shelf-stable foods at room temperature. Refrigerate or freeze perishable foods promptly and when not in use. Properly package foods for freezing to prevent freezer burn. In the event of a power outage, open the refrigerator and freezer as infrequently as possible.

6. Methods for safe food preservation include freezing, canning, pickling, and drying. Freezing stores food at a temperature of 0˚ and is the most convenient way to store most types of produce. Canning is the practice of cooking and preserving foods in glass jars. Pickling is packing food in a mixture of pickling salt, vinegar, water, and spices. Drying preserves food by depriving microorganisms of moisture.

300300



Real-World Skills

19

11. Dehydrating

Foods Drying is the oldest method of food preser-vation. Food dehydrators balance temperature, humidity, and air to dry foods safely. Different foods, however, are dehydrated in different ways.

Procedure Use a dehydrator to dry two different fruits. Consult the dehy-drator manual for recommendations for drying different fruits. Contrast the methods and evaluate the results.

Analysis Write answers to these questions: How did you prepare the two fruits for dehydration? Why was each preparation needed? Which of the foods gave better results?

14. Mystery Foods The Ling family has a freezer stocked with carefully wrapped food. Unfortunately, they have forgotten which foods most of the packages contain. What can they do to prevent this in the future?

15. Demonstrations Follow your teacher’s instructions to form a small group. In the food lab, work with your group to demonstrate one of these topics: cross-contamination prevention; personal hygiene when handling food; proper dishwashing procedure; serving food safely; defrosting techniques; action during a power failure. Enact your dem-onstration in front of the class, and have the class identify which topic you are demonstrating.

16. Calculate Savings The Swansons have peach trees in their yard. They consume 30 jars of jam a year. A jar of peach jam costs $4 at the mar-ket. A pressure canner costs $75. Empty canning jars cost $1 each. Is it cheaper for the Swansons to can their own peach jam or to buy 30 jars of it from the market each year?

Problem-Solving Skills

Problem-Solving Skills

Interpersonal and Collaborative Skills

Interpersonal and Collaborative Skills

Financial Literacy Skills

Financial Literacy Skills

12. Thawing Methods To prepare for tomor-row’s barbecue, Mike wants to defrost several frozen steaks. He wants to defrost them on the kitchen counter to ensure they will be ready for grilling. His wife wants to defrost them in the refrigerator. Who is correct? Why is it important they begin defrosting the steaks tonight?

13. Preserving History Under your teacher’s supervision, use the Internet to research the history of either canning or freezing foods. How did these methods begin? What chal-lenges did the pioneers of these processes encounter? What improvements has technol-ogy brought to this process? Use comptuer software to create a slide show that depicts your findings, and share it with the class.

CHAPTER 19CHAPTER 19Critical Thinking 7. Irradiation is the process of

exposing food to high-inten-sity energy waves to increase shelf life and kill harmful microorganisms. Supporters favor irradiation because it can reduce cases of food-borne illness and control pests without poisons. Some oppose it because they worry the radioactive elements used in irradiation plants may cre-ate harmful byproducts.

8. The sandwich maker is not practicing food safety. He should wash his gloved hands or change his gloves after touching uncooked chicken and his face. Wearing gloves does not prevent cross contamination of bacteria from one food or surface to another.

9. Mona’s actions are not entirely correct. Since a full freezer should keep food frozen for about two days in the event of a power outage, the food in her freezer was probably still safe to keep and eat. Mona could use the coldest set-ting to refreeze the food, and transfer any foods that may have thawed but are still cold to the refrigerator to use as soon as possible. Mona was correct to throw away the foods in her refrigerator, which will only keep for four to six hours during a power outage.

10. Income can infl uence the selection of a preservation method because some meth-ods are more costly than oth-ers. For example, freezing is the least costly method, while can-ning, which requires glass jars and possibly a pressure canner, is probably the most costly. A food dehydrator for use in dry-ing may also be costly.

11. Answers will vary depend-ing on the fruits used. For the sake of variety and interest, each lab team should use dif-ferent fruits.

12. Mike’s wife is correct. To defrost the steaks on the kitchen counter at room temperature would cause bacteria to grow on the meat. Defrosting them in the refrigerator is a safe method. They should start defrosting the steaks tonight so they are thawed in time for the barbecue.

13. Slide shows will vary slightly according to which method students choose to research and their fi ndings.

Real-World SkillsProblem-Solving Skills 14. The Lings should carefully label each package

before they put it in the freezer, noting the food it contains.

301

STANDARDIZED TEST PRACTICE

Chapter 19 Review & Applications 301


Academic Skills

Food Science17. Food Contaminants Mold spores are

everywhere, and given the right conditions, can grow into fungal colonies.

Procedure Cut two bread slices in half. Label four plastic sandwich bags: dry, water, lemon juice, and simple syrup (equal parts sugar and water). Put one of the bread pieces into the “dry” bag. Put 8–9 drops of water on the next bread piece, and repeat with the lemon juice and the syrup. Seal up all 4 bags, and put in a dark warm place. Check the bread daily over the next 12 days. Record the results.

Analysis Create a bar graph with percent-ages of mold on bread on the y axis, and the labels from the bags as the x axis. Which showed the most growth and which the least?

NSES B Develop an understanding of the structures and properties of matter.NSES B Develop an understanding of the structures and properties of matter.

Mathematics18. Choosing Containers Ramona knows that

she will be very busy at work next week and won’t have time to do a lot of cook-ing. She would like to make a big pot of soup this week and freeze it to eat next week. Ramona has several cylindrical, re-sealable, freezer-proof containers that mea-sure 6 inches wide and 4.1 inches tall. If she makes 6 quarts (346.5 cubic inches) of soup, how many containers will she need?

Cylindrical Volume A cylinder is a solid with circular parallel bases. Calculate the volume (V) of a cylinder as V = πr2h, where r is the radius of the circular base, and h is the cylinder’s height.

Math ConceptMath ConceptMath ConceptMath Concept

Starting Hint The container’s radius is half of its diameter (width). Remember to subtract 1 in. from the height to allow for a proper headspace. Use 3.14 for π.

English Language Arts19. Public Service Announcement Develop,

write, and record a 30-second public ser-vice announcement about food safety. Your announcement should capture listen-ers’ attention and inform them about one important aspect of food safety. Air it on the school’s public address system.

NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.NCTM Geometry Use visualization, spatial reasoning, and geometric modeling to solve problems.

NCTE 12 Use language to accomplish individual purposes. NCTE 12 Use language to accomplish individual purposes.

19

MULTIPLE CHOICERead the question and select the best answer.

20. Which government organization oversees the overall safety of the food supply?a. The senateb. The FDAc. The HACCPd. The USFA

Test-Taking Tip Multiple-choice questions may prompt you to select the “best” answer. They may present you with answers that seem partially true. The best answer is the one that is completely true, and can be supported by infor-mation you have read in the text.

CHAPTER 19

TECHNOLOGY Solutions

ExamView Assessment Suite CD allows you to create and

print out customized tests or ready-made unit and chapter tests, complete with answer keys.

Online Learning Center includes resources and activities for students

and teachers.

TeacherWorks Plus is an electronic lesson planner

that provides instant access to complete teacher resources in one convenient package.

STANDARDIZED TEST PRACTICE

Use these technology solutions to streamline chapter assessment!

Interpersonal and Collaborative Skills 15. Try to assign a diff erent dem-

onstration topic to each group. Demonstrations will vary.

Financial Literacy Skills 16. It is cheaper for the Swansons

to can their own peach jam. To buy 30 jars of jam from the market costs $120 a year. To buy a pressure canner and can their own jam costs $105 the year they buy the canner and jars. In subsequent years, if they reuse the jars and keep the can-ner in good condition, canning may not cost them anything.

Academic Skills

Food Science 17. The syrup inoculation will

show the most growth, by supplying additional food. Plain water will be second, the lemon juice inoculation third. (The acidity deters growth to a degree.)

Mathematics 18. Ramona needs 4 containers. If

the diameter of one container is 6 inches, the radius is 3 inches. Since Ramona should allow one inch of headspace for the soup to expand during freezing, use 3.1 inches (4.1 inches – 1 inch) for the height. The volume of one container thus equals (3.14)(3 in.)(3 in.)(3.1 in.) = 87.606 cubic inches. Therefore, Ramona will need 346.5 ÷ 87.606 = 3.955209 containers, or 4 containers.

English Language Arts 19. Announcements will vary, but

should be informative, gram-matically correct, and easy to understand when heard.

NCLB

NCLB connects academic correlations to book content.

Answer20. b. The FDA

NCLB

NCLB

NCLB


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