Cross-Contamination: Stop the Spread

SubstitutePlans.com
Career and Technical Education · Family and Consumer Sciences / Culinary
SP-FCS-003 · Free to print and use in your classroom · substituteplans.com
Page 2
Cross-Contamination: Stop the Spread
Career and Technical Education · Family and Consumer Sciences / Culinary · Grades 8-10 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student).
Technology
None.
Student
independence
High. Silent reading, then individual work.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will explain how cross-contamination happens and match common kitchen mistakes to the
correct preventive habit.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ This is a paper-only lesson. Students must NOT use any kitchen equipment, tools or food today.
☐ Keep the answer key on your desk. No culinary knowledge is needed.
Say this to start
Today you will learn how germs travel from one food to another, which is called cross-contamination. You will read a
short passage, match mistakes to fixes, and put foods in the right order on a refrigerator shelf. It is all paper work.
Nobody uses kitchen equipment, tools or food in this lesson.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet. Tell students
that no kitchen equipment, tools or food are used today.
Settle in and look over the worksheet.
5–13
Ask students to read the passage silently, then ask one
student to read the last paragraph aloud.
Read and underline the three ways germs
spread.
13–25
Tell students to complete the matching (questions 1–6) and
the refrigerator shelf order (questions 7–10).
Match each mistake to a fix, then number
the shelves.
25–36
Tell students to finish true-or-false (questions 11–14) and
short answer (questions 15–16).
Answer the questions in complete
sentences where needed.
36–42
Read the answers aloud from the key. Students check their
own work.
Mark and correct their answers.
42–45
Collect all worksheets and leave them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If students say they do not know where raw meat goes in a refrigerator, the passage and the question text
explain the rule: foods that must be cooked go lowest.

SubstitutePlans.com
Career and Technical Education · Family and Consumer Sciences / Culinary
SP-FCS-003 · Free to print and use in your classroom · substituteplans.com
Page 3
• If a student says their family does one of the mistakes, say that is a good reason to learn the fix. Do not
argue; just move on.
• If the room gets loud, return to silent work for five minutes.
• If a student mentions feeling sick from food or something else that worries you, follow your school’s reporting
procedure and tell the office right away.
Early finishers
• Draw a refrigerator with four shelves and label what goes on each, using only words.
• Write a short rule list titled “Four habits that stop germs from spreading.”
Support and challenge
• Support: Do questions 1–3 as a group, then let students finish alone.
• Challenge: Write a new cross-contamination scenario and the fix, then trade with a neighbor.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: