Lesson 1: HACCP

Lesson Plans & Curriculum
High School
90 minutes or more

This is Unit 3, Lesson 1 of 3 from the National FFA Organization on Hazard Analysis and Critical Control Points (HACCP). The lesson teaches students the importance of HACCP and its seven principles, and guides them through developing a process flow diagram and HACCP plan for a food product. It includes a bell ringer, video worksheet, PowerPoint, group activity, gallery walk, cafeteria field trip, and exit ticket, with answer keys provided.

At a glance

Learning objectives: Define and describe Hazard Analysis Critical Control Point (HACCP).

Define and describe critical control points (CCP).

Identify the seven principles of Hazard Analysis Critical Control Point (HACCP).

Develop a process flow diagram for a food product.

Model food industry procedures.
Time required: 240 minutes in four sessions (*Time requirements may vary based upon student understanding and class schedule.)
Grade level: Grades 9 and 10
Materials: Computer with internet

Chalk or dry erase board/SMART board

Projector hooked to computer with internet

One copy of student worksheet "HACCP Introduction Video" for each student

"Hazard Analysis and Critical Control Points" PowerPoint

Students need a notebook or way to take notes (computer, etc.)

One copy of student worksheet "Creating an HACCP Plan" per student

One copy of student "HACCP Exit Ticket" per student

For Activity 1: Real food items may be used (practice safe food handling if using real food items), OR pictures of the products may be used. If using pictures, be sure to include images of all sides of the packaging. Real food items OR pictures of the following are needed: Frankfurters (fully cooked sausage), Summer sausage (fully cooked sausage), Ground beef patties (raw ground beef), Chicken patties (raw chicken patties)
Vocabulary: HACCP (Hazard Analysis and Critical Control Point); Foodborne infection; Foodborne intoxication; CCP (critical control points); Hazard analysis
Resources/References: Website: AgExplorer (2019), AgExplorer.FFA.org; Video: HACCP Introduction, https://youtu.be/5I4f2WL7bwo; Video: extended learning video clip, https://www.youtube.com/watch?v=4itQHsg57qc
Lesson Preparation: Follow-up: Seek permission and arrange a "field trip" to the school cafeteria. This field trip should be done after completion of this lesson. Ask a cafeteria staff member to serve as a guest speaker while students tour the cafeteria.
Cross-Curricular Connections: Science: Activity 1 requires students to consider potential food contamination conditions that may result from poor planning or poor processing procedures (example: bacteria spoilage). English/Language Arts: The lesson introduction challenges students' abilities to listen effectively and respond when prompted; Activity 1 requires students to think critically and write a detailed HACCP plan using correct grammar, spelling, etc. Technology: Activity 1 requires students to use the internet to research additional information regarding food processing procedures.
Virtual Instruction Ideas: This entire lesson can be taught virtually or online. Students need access to proper materials, which can all be shared electronically.
Partnership for 21st Century Skills: Critical Thinking and Problem Solving; Flexibility and Adaptability; Implement Innovations; Information Literacy; Productivity and Accountability; Think Creatively

Downloads & Links

Aligned Standards

AFNR Career Ready Practices

CRP.02Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive.
CRP.04Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/or visual methods.
CRP.05Consider the environmental, social and economic impact of decisions.
CRP.06Demonstrate creativity and innovation.
CRP.07Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies.
CRP.08Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem.
CRP.09Model integrity, ethical leadership and effective management.
CRP.11Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems.

AFNR Cluster Skills

CS.03Examine and summarize the importance of health, safety and environmental management systems in AFNR workplaces.

AFNR Performance Element

FPP.01Develop and implement procedures to ensure safety, sanitation, and quality in food product and processing facilities.

Common Career Technical Core

AG-FD1Develop and implement procedures to ensure safety, sanitation, and quality in food product and processing facilities.

Common Core – Literacy in Science & Technical Subjects: Writing

CCSS.ELA-Literacy.WHST.9-10.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.WHST.9.10.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9.10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core – Math Practices

CCSS.MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP6Attend to precision.

Common Core – Science & Technical Subjects

CCSS.ELA-Literacy.RST.9-10.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Common Core – Speaking and Listening

CCSS.ELA-Literacy.SL.9-10.1.ACome to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.1.CPropel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Common Core – Writing

CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

FFA Precept

FFA-CS-M.CommunicationEffectively interact with others in personal and professional settings.
FFA.PG-J.Mental GrowthEmbrace cognitive and intellectual development relative to reasoning, thinking and coping.
FFA.PL-A.ActionAssume responsibility and take the necessary steps to achieve the desired results, no matter what the goal or task at hand.
FFA.PL-C.VisionVisualize the future and how to get there.
FFA.PL-E.AwarenessUnderstand personal vision, mission and goals.

FFA Precepts

FFA.CS-N.Decision MakingAnalyze a situation and execute an appropriate course of action.

Green/Sustainability Knowledge and Skill Statements

Manufacturing Career Cluster-Maintenance, Installation and Repair Pathway Statement 4Understand the principles of preventive and predictive maintenance and demonstrate their use in a manufacturing setting.
Systems Pathway, Statement 2Analyze the impact of various food production and processing practices and policies on ecological and public health.

NASDCTEc

AGPA01.01Design and implement procedures and plans that demonstrate application of food processing principles to manage quality control in the food product and processing industry.
AGPA01.04Identify and apply food processing, handling, and storage factors to demonstrate their impact on product quality and safety.

Next Generation Science

HS-ETS1-3Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
HS-PS1-5Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.