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Instructor's Outline Chapter iLEARNING OBJECTIVEThe learner will use the SAFE Way to identify problems and implement safety checks to:

. Prevent fires.

.Prevent burns.

LESSON OUTLINE

1. Discuss each item on the SAFE Way Checklist. Involve learners by asking

questions to get their ideas. (copy pages 28-32)

2. Discuss what to do "When An Emergency Happens." (see page 33 and 34)

3. Safety Activity - Give a copy of the SAFE Way Plan to Prevent Fires and

Burns to each learner. Go over the directions (see page 35) and allow time

for learners to complete the planning activity. (copy page 36)

4. Video Lesson - Show the video lesson, Prevent Fires and Burns.

5. Safety Activity - Lead a group discussion using the sitUations and

following the guidance in the activity. (pages 37-39)

6. Summary - Discuss the important points of the lesson and how learners

will use what they have learned in their job.

MATERIALS NEEDED1. VCR and TV monitor

2. Copies of the SAFE Way Checklist (pages 28-32)

3. Copies of the SAFE Way Plan to Plan to Prevent Fires and Burns

4. Copies of Practice Working Safely handout (page 40)

(page 36)

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SAFEWay Checklis. .0 Preven. Fires" BurnsDirections: Each SAFE Way Checklist will help you find ways to make changes for safety. This

checklist can be used to inspect the kitchen and cafeteria for changes that need to be made toprevent fires and burns.

1. Pots on the range top have plenty of room between them.

PREVENT BURNS

2. Pot handles are turned inward, but not over the burner.

3. Pot lids on hot food are lifted away from the face whenchecking the contents. 0 0 0

4. Flame is turned off before removing a pot from the stove top. 0 0 0

5. When the fryer is being used, someone is always at the fryer(it is never left unattended). 0 0 0

6. Oil is cool before fryers are cleaned. 0 0 0

7. Employees have been trained to be sure all steam is released

from steamers before opening the door. 0 0 0

8. Safety devices, such as temperature and pressure-relief valves have beeninstalled to prevent explosion of pressurized water heating systems. 0 0 0

9. Employees have been trained to stand back when using the

automated lid on the braising pan or steam-jacketed kettle. 0 0 0

10. Dry, heat-resistant mitts or gloves are used when moving

hot pots, using steam equipment, or removing food from an oven. 0 0 0

Continued on next page

Handout

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DOESNOT

YES NO APPLY

0 0 0

0 0 0

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Continued on next pageHandout

NotionalFoodServiceManagementInstitute. WorkingSAFE-AccidentPreventionfor ChildNutrition Programs

DOESNOT

YES NO APPLY

11. Employees do not wear plastic aprons near any kind ofheating equipment. 0 0 0

12. Tongs are used when placing large pieces of food in a boiling pot. 0 0 0

13. Hot foods or liquids are covered before they are moved. 0 0 0

14. Hot foods or liquids are moved using a cart. 0 0 0

15. Employees have been trained to give verbal warnings whentransporting hot foods. 0 0 0

16. All employeeswear closed-toe,full-coverage,skid-resistant,leathershoes. 0 0 0

17. Employees' clothing meets school district requirements. 0 0 0

18. Dishroom personnel wear protective aprons and long rubber,slip-resistant gloves. 0 0 0

19. Dishroom personnel have been trained on correct and safeoperation of the dish machine. 0 0 0

20. Hot water in sinks is regulated at the proper temperature toprevent scalding from faucets. 0 0 0

21. Every employee has been trained to use equipment for efficiencyand safety. 0 0 0

22. Chemicals are stored in original containers, or supplied(labeled and dated) containers. 0 0 0

23. Employees have been trained on the safe use of cleaningchemicals (to prevent chemical burns). 0 0 0

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PREVENT FLAMMABLE LIQUID FIRES

34. Cleaning chemicals are stored in original containers accordingto federal, state, and local regulations. 0 0 0

35. Employees have been trained to follow directions when usingcleaning chemicals. Chemicals are never mixed. 0 0 0

36. Spills are cleaned up immediately. 0 0 0

Continued on next page

Handout

NationalFoodServiceManagementInstitute' WorkingSAFE-AccidentPreventionforChildNutritionPrograms

DOESNOT

PREVENT ELECTRICAL FIRESYES NO APPLY

24. Equipment that sparks or smokes is not used. Repairs havebeen requested. 0 0 0

25. Equipment with frayed cords, worn wiring, or missing groundpins is not used. Repairs have been requested. 0 0 0

26. Electrical outlets are not overloaded with more cords than designed for. 0 0 0

27. Electrical outlets and light switches have cover plates and arein good repair. Repairs have been requested for any brokenswitches or cover plates. 0 0 0

28. All plugs and outlets are grounded (three-prong). 0 0 0

29. Extension cords are not used for equipment. 0 0 0

30. The maintenance department roUtinely checks fuses for safety. 0 0 0

31. All lights have shields or covers. 0 0 0

32. There is no dust or grease build-up on sockets or wiring. 0 0 0

33. All circuit breakers are labeled for what they control. 0 0 0

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PREVENT PAPER FIRES

40. Paper products are stored away from heat sources and chemicals. 0 0 0

41. Paper trash is disposed of promptly. 0 0 0

PREVENT CANNED HEATING FUEL FIRES

42. Manufacturer's instructions are carefully followed for usingcanned heat (example: Sterno). 0 0 0

43. Canned heat lid is kept near during use. 0 0 0

PREVENT FIRES FROM CIGARETTE SMOKING AND MATCHES

44. If smoking is permitted on school property, a place and time

is designated for employees to smoke. 0 0 0

45. Designated containers are provided for cigarette ashes and the container

is filled with water before ashes are emptied into trash receptacle. 0 0 0

46. Matches are extinguished properly by running water over thembefore discarding. 0 0 0

Continued on next page

Handout

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DOESNOT

YES NO APPLYPREVENT GREASE FIRES

37. Routine cleaning keeps walls and work surfaces free from

grease build-up. 0 0 0

38. Routine cleaning keeps cooking equipment free fromgrease build-up. 0 0 0

39. Routine cleaning keeps hoods, vents, and filters clean andfree from grease build-up. 0 0 0

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Handout

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DOESUSE FIRE DETECTION & FIRE EXTINGUISHING NOT

EQUIPMENT CORRECTLYYES NO APPLY

47. The kitchen and dining area meet the local fire code. 0 0 0

48. The kitchen and dining areahave fire, smoke, and/or heat detectiondevicesand alarms installed and maintained to meet requirements. 0 0 0

49. One or more hand-held fireextinguishersof correct size and typeare availablein the kitchen and placed near possible fire locations. 0 0 0

50. Fire extinguishers are easily seen, stored at the correct height, andare fully charged (must be checked and tagged annually). 0 0 0

51. Fire safety system within the vent hood is monitOred andchecked semi-annually. 0 0 0

52. Each fire extinguisher is marked with the kind of fire(s) it willput out: (Type A: Trash, paper, and wood; Type B: Liquidsand grease; Type C: Electrical equipment). 0 0 0

53. Employees have been trained on how and when to use eachtype of fire extinguisher. 0 0 0

54. Employees have been trained to follow procedures in caseof fire in the kitchen. 0 0 0

55. Employees have been trained on how to call the firedepartment following school/school district procedures. 0 0 0

56. A plan has been developedfor leaving the kitchen/cafeteriaarea safely (evacuation) when a fire occurs. 0 0 0

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When An Emerlency Happens-FIRE

Follow your school and school district's procedure in case of

fire in the kitchen or dining room. Some general suggestionsare shown below.

1. Call the fire department before using a fire extinguisher.

2. If there is no alarm and you smell smoke but do not see

heavy smoke or flames or perceive any apparent danger toyourself or your co-workers, call the fire departmentFIRST; then turn off equipment near the fire, and shut

off the gas and electrical power if that must be done inthe kitchen.

3. Do not attempt to put out the fire with a fire extinguisherif you have any doubt about your safety or the safety ofyour co-workers, or if you have not been trained to usethe correct fire extinguisher.

4. Do not try to put out a fire that has heavy smoke, is very

hot, is more than three feet high or wide, or is nearcombustible materials.

5. Use the school's procedure to evacuate the dining room.

6. Leave the kitchen by a planned route and assemble in the

designated place. Work together to make sure everyone ispresent. If someone is missing, let firefighters knowimmediate! y.

4.

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SAFETYTIP

Contact your localfire department toget help fromexperts on:

1. Selecting and placingfire extinguishers

appropriate for thevarious types of firesthat could occur in a

foodservice operation.

2. Training all employees

to use each type of fireextinguisher locatedin the kitchen.

3. Planning a safe way(route) to leave the

food service departmentin case of fire.

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I. CHECK*If you did not see the person get burned, try to find out what happened.Talk to the victim to find out if emergency help should be called.

Medical attention is usually needed for burns caused by direct contact withflames, hot grease, a hot liquid, or steam.

2. CALLFollow YOut school/school district's emergency procedute. If there is another per-son available, tell the person to call 911 while you stay with the victim. If thereis any question about the severity of the burn or whether the burn victim needsmedical care, get medical help.

3. CAREFollow the standard procedures for giving basic care for a first-degree burn for asmall area. For a deeper burn or a burn over a large area, contact the school nurse

or get other medical help. A first-degree burn affects only the outer layer of skinwhich becomes red, painful, and may swell slightly. There are no blisters.

1. Use water to cool the burn. Do not use ice or ice water.

2. Do not touch the burned area. Do not apply grease or ointment of any kind,except for minor burns to a small area.

3. For a minor burn to a small area, after cooling, wash the area with soap andwater and put on an antibiotic ointment. Watch for infection.

4. Cover the burned area with a dry, clean dressing (use first aid kit) to preventinfection. Covering a burn keeps out the air and keeps the burn from beingso painful.

In case of an accident, follow your schooUschool district's procedures. Know the precautions

to take to prevent contact with blood or other potentially infectious body fluids.

*Three emergency steps, courtesy of the American Red Cross. All rights reserved in all countries.

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Directions for the Instructor1.

2.

Give each person a copy of the SAFE Way Plan on page 36.

Explain the four-step SAFE Way process using page 4 in Chapter 1 and the exampleshown below in the box.

3.

4.

5.

Allow time for the learners to work together to complete the SAFE Way Plan for their area.

Lead a discussion so learners can share their plans.

After showing the videotape in the next pan of the lesson, learners may want to add moreto their SAFE Way Plan.

Encourage learners to keep their SAFE Way Plan to check themselves on how well they areusing what they learned.

6.

7. Follow-up on how well employees are using their SAFE Way Plan on the job.

STEP I

STE P 2

STEP 4

SELECT AREAS WHERE FIRES COULD START OR SOMEONECOULD GET BURNED

Example of an area where a burn could happen: Steam equipment, such as a steamer.

ASSESS POTENTIAL CAUSES OF FIRES AND BURNS

Example: Cause of burn - Using a towel to remove steamtable pans from the steamer

instead of a safety mitt or glove.

FIND WAYS TO MAKE CHANGES FOR SAFETY

Example: Change to prevent a burn - Make sure that safety mitts are stored near the

steam equipment so everyone has easy access.

EXPECT SAFETY

Example: Act safely to prevent a burn - Remind a co-worker to use a safety mitt if you

see her reaching for a hot pan with her apron or a towel.

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E3 SELECTAREAS WHERE FIRES OR BURNS COULD OCCUR

~ ASSESS POTENTIAL CAUSES OF FIRES AND BURNS

I] FIND WAYS TO MAKE CHANGES FOR SAFETY

I] EXPECT SAFETY

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Discuss your SAFE Way Plan with other co-workers and the manager. In the weeks after the lesson, get feedback on howwell you are using the SAFE Way to prevent fires and burns in the areas where you work. ~

I] I]SELECT AREAS where ASSESSPOTENTIAL FIND WAYS TO MAKE EXPECT SAFETY.accidents could occur. CAUSES. CHANGES FOR SAFETY. Ways I will show I expectAreas in our kitchen where Potential causes of a fire or Changes I will make in my safety and work safely:a fire could start or a burn a burn in the areas in area to prevent a fire orcould occur: which I work: burn:

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DIRECTIONS FOR THE INSTRUCTOR

The purpose of the activity is to give learners an opportunity to practice

working safely. It should be done after the videotape has been shown.

For each situation, lead a discussion aboUt how a Child NUtrition

Program employee should act safely. Learners should refer to the SAFE Way Checklist to

Prevent Fires and Burns and also use what has been learned in the lesson. This is a good

time to emphasize safety procedures for your school and school district.

ANSWERS FOR PRACTICE WORKING SAFELY

SITUATION 1.

Mary Jane is a new employee who is eager to do a good job. She is heating chicken

stock in a stock pot on the stove. The chicken stock will be used in a sauce. Mary Jane

gets her hot mitts and walks to the stove to pick up the stock pot and take it to the

braising pan where she will make the sauce. Jim, an experienced cook, sees her as she

moves to the stove. What should Jim do to act safely?

ANSWER:

Working safely means using the safety guidelines described in the SAFE Way

Checklist for your own safety and the safety of others. As a team member, Jim knows

he should help a new employee learn how to work safely. He immediately goes to

Mary Jane and tells her to get a cart for moving the stock pot. The pot should be

covered before placing on the cart. (See Checklist Items 4, 13, 14)

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DIRECTIONS FOR THE INSTRUCTOR, continued

SITUATION 2.

The manager has an office in the back of the storeroom. There is no electrical outlet

in the storeroom so the manager brought an extension cord from home. She has her

lamp, adding machine,. and an electric typewriter plugged into the extension cordwhich runs out the storeroom door to an outlet in the hall. What should this

manager do to act safely?

ANSWER:

The SAFE Way Checklist states that extension cords should not be used. The

sitUation in this storeroom is particularly dangerous because there are three appliances

using one extension cord which overloads the outlet. It is also dangerous to have the

extension cord running from the storeroom to the outlet in the hall through the

doorway. The cord could cause a fall and the door could cause the wire to become

frayed. The manager should contact the district director or the school principal to get

help in solving the problem. Until the problem can be solved safely, the manager

should find another place in the kitchen or dining room where she can use the adding

machine and type writer. She could consider using a battery- or manually-operated

adding machine. The lamp on her desk should not be used with the extension cord.

(See Checklist Items 26, 29)

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DIRECTIONS FOR THE INSTRUCTOR, continued

SITUATION 3.After the safety lesson, several employees asked about how to operate the two fire

extinguishers in the kitchen. The manager has been at the school for three years and

the fire extinguishers have never been needed. What should this manager doto act safely?

ANSWER:

The SAFE Way Checklist states that "employees have been trained on how and when

to use each type of fire extinguisher." (SeeChecklist Item 53) The Safety Tip onpage 33 suggests that the local fire department should be contacted to train

employees on how and when to use fire extinguishers.

SITUATION 4.

It is Friday at 11:30 a.m. and production is at its peak. An employee is working thefryers and another is standing near the steamer. All of a sudden, black smoke comesfrom under the vent hood. What should these two individuals do to

act safely?

ANSWER:

The two employees should follow their school and school district's procedure. Some

general suggestions were provided on page 33, "When An Emergency Happens - Fire."

One person should quickly tell the manager and call the fire department. The other

person should turn off the equipment under the hood. All other employees should be

alerted to leave the kitchen by the planned route and school procedures should be

used to evacuate the dining area. (See Checklist Items 53, 54, 55, 56)

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PRACTICE WORKING SAFELY

1. Mary Jane is a new employee who is eager to do a good job. She isheating chicken stock in a stock pot on the stove. The chicken stock

will be used in a sauce. Mary Jane gets her hot mitts and walks to the stove to pick upthe stock pot and take it to the braising pan where she will make the sauce. Jim, anexperienced cook, sees her as she moves to the stove. What should Jim do to actsafely?

2. The manager has an office in the back of the storeroom. There is no electrical outlet in

the storeroom so the manager brought an extension cord from home. She has her

lamp, adding machine, and an electric typewriter plugged into the extension cordwhich runs oUt the storeroom door to an outlet in the hall. What should this

manager do to act safely?

3. After the safety lesson, several employees asked about how to operate the two fireextinguishers in the kitchen. The manager has been at the school for three years andthe fire extinguishers have never been needed. What should this manager doto act safely?

4. It is Friday at 11 :30 a.m. and production is at its peak. An employee is working thefryers and another is standing near the steamer. All of a sudden, black smoke comesfrom under the vent hood. What should these two individuals do to

act safely?

Handout

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Referencesfor Chapter 3

American National Red Cross. (1993). Standard first aid. Sr. Louis: Mosby

Lifeline, Mosby-Year Book, lne.

The Educational Foundation of the National Restaurant Association. (1997).

Ensuring fire safety in your operation. A WARE: Employeeand customersafety

program. Chicago: Author.

The Educational Foundation of the National Restaurant Association. (1997).

Preventing burns. A WARE: Employeeand customersafety program. Chicago: Author

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Robinson, A. E., Hankins, B. J., & Baugh, C. (1996). DECIDE to succeed:Safety

in the kitchen. Raleigh, NC: North Carolina Department of Education, Child

Nutrition Programs.

Spears, M. C. (1995). Foodservice organizations - a managerial and systems approach

(3rd ed.). Englewood Cliffs, NJ: Merrill.

U.S. Department of Agriculture, Food and Consumer Service. (1996). Serving it

safe: A manager's tool kit (FCS-295). Washington, DC: Author.

U.S. Department of Labor, Mine Safety and Health Administration. (1993). First

aid book. Washington, DC: Superintendent of Documents, U.S. Government

Printing Office.

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