Food Safety Resources Reviews

General Information

The FDA and National Science Teachers Association have produced a solid curriculum resource for both middle and high school level students that provides a solid food safety learning experience. Beyond the specific of food safety, the general biology taught also has exceptional value.

This comment is not so much about the curriculum reviewed as the state of science education. With curriculums overflowing and many times centrally mandated or controlled, many teachers would struggle to find time to fully use this curriculum at either the middle or high school levels. At each level, assuming a class meets five days a week for 50 minutes, full utilization of Science and Our Food Supply would be a four-week commitment. On the other hand, a creative teacher would find it easy to reach into this curriculum and construct single labs, classes, or put together a one-week food safety mini-course that would contain a wealth of knowledge and hands-on science.

From a REHS perspective and working primarily with adult learners, this material has a wealth of information that could be used in food safety training. In particular, food safety training tends to be largely lecture with some demonstration or use of audiovisuals. A food safety instructor could easily extract some of the hands-on lab exercises for adult learners.

The FDA and National Science Teachers Association have produced a solid curriculum resource for both middle and high school level students that provides a solid food safety learning experience. From a REHS perspective and working primarily with adult learners, this material has a wealth of information that could also be used in food safety training for adults. Overall, this material is very worthwhile. It presents accurate information in a clear format as well as providing interactive learning.

Highly Recommended

Purpose:

Purpose of resource is clearly stated in title or introduction

 Yes

If not, please explain:

The introductory material at the beginning of both the middle school and high school teacher's guides provides complete information to steer the user through the complete program and make full use of the materials. It is well organized.

Organization:

Resource is well-organized and major points are presented clearly. Resource does not assume that reader has background information.

Yes

If not, please give specific examples:

There are curriculum guides specifically targeted to middle and high school science teachers, but any food educator will find useable materials in the guides. This material can even be used with adult learners.

Accuracy:

Information, technical or otherwise, is accurate and recommendations are current.

Yes

If not, please give specific examples:

There is not a single inconsistency, outdated recommendation, or an ambiguity in either curriculum or the reference guide.

Consistency with Current Food Code

The latest version of the Food Code is used and the information is consistent with that code.

Yes

If not, please give specific examples:

The Food Code does not get a lot of "play" in the curriculum, but the science and recommendations were fully consistent with the Food Code.

Learning Activities, Questions, Projects, or Interactive Learning Tools:

Resource includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the audience (e.g., an activity where the participant rates their current food safety practices).

Yes

If not, pleae give specific examples:

Consistent with the National Science Teacher's Association philosophy of hands-on, inquiry-based learning, these two curriculum guides covered almost every major learning concept with appropriate science-rich activities.

Special Interests:

Resource is geared toward special needs and interests of intended target audience(s).

Yes

If not, please explain:

Both curriculum guides were grade-level appropriate, and the teacher reference was appropriately designed for the professional science teacher.

Scope:

Scope of information is appropriate for target audience(s) and essential topics are discussed in appropriate detail.

Yes

Please explain:

The middle school and high school curriculums were grade level appropriate; they had clear educational goals and objectives and met these through largely activity-based lessons/classes.

Summary:

All major ideas are summarized or reviewed to reinforce key concepts; summaries are easily identified.

Yes

If not, please give specific examples:

In addition to summarizing key concepts, the curriculum guides contain, in tabular format, all of the National Science Educator's Standards and are in-depth in which each is addressed in each module. This is very helpful to teachers and administrators.

Objectivity/Sponsor Bias:

Subject matter is presented objectively and fairly. No brand name is mentioned or obvious sponsor bias.

Yes

Positive Role Models:

Positive role models are provided in text and illustrations. Role models are presented as having many roles, traits, and emotions.

Yes

If not, please explain

Yes

If not, please give specific examples:

Instructional Aids:

Not Provided

If not needed, please explain:

Availability of Aids:

Instructional aids are necessary and exist.

If aids do not exist or are not necessary, please explain:

Please see previous comment.

Instructor’s Guide:

Instructor’s guide is included with suggestions for enhancing audiovisual presentation, pre-, and post-showing. Suggestions or follow-up learning activities/discussion questions are included.

Yes

If instructor’s guide is not included, is one needed?

Please explain:

Instructor Resources:

Instructor resources are included and reinforce the information provided in the curriculum.

Yes

If instructor resources are not included, should they be included to reinforce the information provided in the curriculum?

Please explain:

Student Resources:

Student resources are included and reinforce the information provided in the curriculum.

Yes

If student resources are not included, should they be included to reinforce the information provided in the curriculum?

Please explain:

The depth of the curriculum guides is impressive: lab reports, guided questionnaire, lab directions, further explorations, etc. are all included. The graphics are of high quality to be scanned or photocopied.

Credits, References, and Resources (including dates, publishers, etc.):

Complete credits, current references, date produced, and resources listed are up-to-date (credits may be on video package).

Yes

If not, please give specific examples:

Each module has learning extensions (additional activities) and a substantial list of research resources.

Vocabulary is appropriate for intended audience(s).Resource minimizes use of technical terms and if used, they are defined.

Yes

If not, please give specific examples:

Materials, such as lab reports and worksheets in both the middle and high school guides are age-appropriate and reading level appropriate. Also, many students, although aimed at teachers, could use the reference guide.

Main ideas are clear and flow smoothly.

Yes

If not, please give specific examples:

Both curriculums clearly state their educational goals and objectives and then lay out their modules in a manner that is clear, easy to follow, and succeeds in meeting the stated goals and objectives.

Writing approach is positive, personal and involves the reader. Active voice is used most of the time.

Yes

If not, please explain:

Illustrations contribute to the resource and are on the same page as their text references.Tables and graphs are simple, easy-to-read, and in a form requiring no further explanation.

Yes

If not, please give specific examples:

There is a lot of information on each page, but it is all clearly grouped or boxed for the ease of the teacher and for extraction for direct student use.

Illustrations contribute to the material and are on the same page as their text references.Active voice is used most of the time.

Yes

If not, please give specific examples:

There is a lot of information on each page, but it is all clearly grouped or boxed for the ease of the teacher and for extraction for direct student use.

Resource uses a heavy weight paper and print from one side cannot be seen on the other side. Text is written in a font size greater than 11 point type, is not difficult to read, and the main body of print is not written in capital letters.

Yes

Please comment:

Color, design, and layout of resource are attractive and stimulate interest without being too busy. A good balance between print and blank space is on the page.

Yes

Please comment:

Most pages are full, but the layout is superb, so it is not a drawback or problem.

Clear headings are provided for each topic area.

Yes

If headings are not provided for each topic area, would they be helpful? Please explain:

The headings are consistent as one moves from module to module, which is helpful.

Quality:

Audiovisual resource is mutually supportive to the presentation of concepts.

Yes

If not, please explain:

Presentation:

Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.

Yes

If not, please explain:

Keeping in mind the bulk of this material is a teacher's guide; the pace in which ideas and concepts are put forth is under the control of the teacher.

Auditory Quality:

Speaker, voice, and music are clear; sound is audible and has good quality.

Yes

If not, please explain:

The video accompanying the material was professionally done, scientifically accurate, and supports the curriculum's learning objectives.

Visual Quality:

Visuals are clear and properly framed; graphics and titles are clearly visible; and color, lighting, and editing enhance presentation content.

Yes

If not, please explain:

Continuity:

Continuity provides cohesiveness and smooth flow. Visuals are in a logical order and auditory portion is precisely matched with visual portion.

Yes

If not, please explain: