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Science of Cooking Lesson 1: Exploring the Science of Bread and Butter, Study Guides, Projects, Research of Science education

A science lesson for elementary school students on the topic of cooking, specifically focusing on bread and butter. The lesson includes objectives, background information, materials, and instructions for making bread and observing the role of yeast, as well as making butter. Students will learn about states of matter and state changes during the cooking process. The document also includes safety guidelines and suggestions for further cooking activities.

What you will learn

  • What states of matter are involved in making bread and butter?
  • How does yeast make bread dough rise?
  • How does the chemical reaction between yeast and sugar create gas bubbles?

Typology: Study Guides, Projects, Research

2021/2022

Uploaded on 09/27/2022

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Science Unit:
Science of Cooking
Lesson 1:
Science of Bread and Butter
School Year:
2010/2011; 2012/2013
Developed for:
McBride Elementary School, Vancouver School District
Sir Wilfrid Laurier Elementary School, Vancouver School District
Developed by:
Ingrid Sulston (scientist); Christy Wong and Kecia Boecking (McBride teachers);
Patricia Ellis and Barbara Duncan (Laurier teachers)
Grade level:
Presented to grades K-3; appropriate for grades K – 7 with age appropriate
modifications
Duration of lesson:
1 hour and 20 minutes
Notes:
If the oven is not in the classroom where this lesson takes place, a second adult is
needed to leave the class and check on the baking process.
Objectives
1. Learn a basic bread recipe, and become familiar with some fundamental ingredients and cooking
methods.
2. Discover the science behind bread making and butter making. These lessons investigated the living
things involved in bread-making and the changes in states of matter during cooking.
3. Link science with the everyday act of cooking and eating.
Background Information
The science of cooking is a rich topic with so many links to the familiar meals we prepare and eat every
day. Some simple cooking recipes can be done in classrooms with minimal equipment (e.g. the butter
recipe here). With an oven or stove-top in the school, many more cooking activities are possible.
Voc ab ul ar y
Yeast:
A living thing (a fungus) used in baking.
Dough:
A thick mixture of ingredients that is kneaded, shaped and baked.
Kneading:
To mix and work, by folding, pressing and stretching.
Molecules and
atoms:
Tiny particles that make up everything around us. Molecules and atoms are too
small to see individually, but with enough of them together they make objects we can
see. Several atoms are bonded together to make a molecule.
Solid:
A state of matter. the molecules in a solid are packed tightly together. Solids keep
their shape (even in a granular solid, the individual grains keep their shape).
Liquid:
A state of matter. The molecules in liquids are free to move but remain close to each
other. Liquids can change shape, but always take up the same amount of space.
Gas:
A state of matter. The molecules in gases are free to move apart from each other.
Gases spread out to fill the container they are in.
State change:
A change between any of the states of matter e.g. liquid to gas.
Chemical reaction:
A chemical reaction occurs when molecules break apart and their atoms rearrange
to make new molecules. Sometimes the new molecules are a different state of
matter, so the chemical reaction involves a state change.
Science of Cooking_Lesson 1
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Science Unit: Science of Cooking

Lesson 1: Science of Bread and Butter

School Year: 2010/2011; 2012/ Developed for: McBride Elementary School, Vancouver School District Sir Wilfrid Laurier Elementary School, Vancouver School District Developed by: Ingrid Sulston (scientist); Christy Wong and Kecia Boecking (McBride teachers); Patricia Ellis and Barbara Duncan (Laurier teachers) Grade level: Presented to grades K-3; appropriate for grades K – 7 with age appropriate modifications Duration of lesson: 1 hour and 20 minutes Notes: If the oven is not in the classroom where this lesson takes place, a second adult is needed to leave the class and check on the baking process. Objectives

  1. Learn a basic bread recipe, and become familiar with some fundamental ingredients and cooking methods.
  2. Discover the science behind bread making and butter making. These lessons investigated the living things involved in bread-making and the changes in states of matter during cooking.
  3. Link science with the everyday act of cooking and eating. Background Information The science of cooking is a rich topic with so many links to the familiar meals we prepare and eat every day. Some simple cooking recipes can be done in classrooms with minimal equipment (e.g. the butter recipe here). With an oven or stove-top in the school, many more cooking activities are possible. Vocabulary Yeast: A living thing (a fungus) used in baking. Dough: A thick mixture of ingredients that is kneaded, shaped and baked. Kneading: To mix and work, by folding, pressing and stretching. Molecules and atoms: Tiny particles that make up everything around us. Molecules and atoms are too small to see individually, but with enough of them together they make objects we can see. Several atoms are bonded together to make a molecule. Solid: A state of matter. the molecules in a solid are packed tightly together. Solids keep their shape (even in a granular solid, the individual grains keep their shape). Liquid: A state of matter. The molecules in liquids are free to move but remain close to each other. Liquids can change shape, but always take up the same amount of space. Gas: A state of matter. The molecules in gases are free to move apart from each other. Gases spread out to fill the container they are in. State change: A change between any of the states of matter e.g. liquid to gas. Chemical reaction: A chemical reaction occurs when molecules break apart and their atoms rearrange to make new molecules. Sometimes the new molecules are a different state of matter, so the chemical reaction involves a state change. Science of Cooking_Lesson 1

Materials

• bowl for each group of 3-

students

• foil square for each student,

about 15cm square

• sugar, 1/8 tsp per student, with a

measuring spoon per group

• warm water, 1/3 cup per group,

with measuring cup for an adult

• permanent marker to label foil • stir stick for each student

• dry yeast, 1 tsp per group, with

measuring spoon for the group

• baking trays to fit all students’

breads on their foil

• 3 clean screw capped jars

• sugar, 1/2 tsp per group, with

measuring spoon for the group

• beaten egg and brush • whipping cream, enough to fill

each jar 1/3 full

• spoon for stirring, one per group • oven, set to 350 degrees F at

the start of the lesson

• small cups to pour buttermilk

into

• salt, 1/4 tsp per group, with

measuring spoon for the group

• test tube, or other tall narrow

tube, for each student

• butter plates and knives

• flour, 1 cup per group, with

measuring cup for the group

• racks to hold test tubes, one for

each group of students

• salt to add to the finished butter

• vegetable oil, 1 tbsp per group,

with measuring spoon for an adult

• dry yeast, 1/8 tsp per student,

with a measuring spoon per group

In the Classroom

Introductory Discussion Ask students if any of them have done any cooking at home. Discuss what they have made and touch on the science involved. Tell students that we will make bread and butter today, and find out about some of the science in cooking. Tell the students that while they are making their bread and butter they will be looking for the different states of matter. Explain, or review as necessary, the states of matter with the students, showing examples with the starting ingredients. As a class, devise a hand signal that the students can make when they discover a state of matter (e.g. two fists together above their head symbolizing molecules next to each other). During the lesson, when a student makes this symbol, the class will pause to hear what state of matter has been found, and to find it themselves. Brief description of science activities:

  • (^) Make bread dough, and bake it.
  • (^) Investigate how yeast makes bread dough rise by mixing yeast and sugar in warm water.
  • (^) Make butter from cream.
  • (^) Eat the science experiment! Brief description of the processes of science that the students will focus on: accurate measuring, observing, predicting. Safety guidelines : adults need to be in close supervision if the students are near the hot oven. Science of Cooking_Lesson 1

from the yeast. The yeast eats the sugar and changes it into a gas [and ethanol]. (With older students, this can be demonstrated with molecule models - a glucose molecule can be split apart into two carbon dioxide and two ethanol molecules).

  1. The same chemical reaction is happening in the breads. The yeast is eating the sugar and turning it into a gas. The gas forms bubbles in the dough. Some of the bubbles cannot get out of the dough, and collect inside it and make holes. (3) Activity Title: Make butter Purpose of Activity: Learn how to make butter from cream, and understand the chemistry of the process. Methods and Instructions: Students work in one large group, with 3 butter jars passing between them.
  2. To each of 3 screw capped jars, fill one third full with whipping cream (liquid). Cap tightly.
  3. Ask the students to take turns shaking the jar hard (students can pass the jars around a large circle, each taking turns to shake). As an adult receives the jar, give it a hard, sharp shake to speed up the butter-making.
  4. Tell students that the cream is made up of water, fat, sugar and protein.
  5. When the cream has a whipped appearance (it is becoming more solid), open one jar to show the students. Tell them that we have made whipped cream by shaking air into the cream. We will keep on shaking.
  6. When the cream has separated into a ball of yellow fat (solid) and a white liquid, open the jar to show the students. The fat has separated out of the cream, leaving the “buttermilk” (water, sugar and protein).
  7. Pour the buttermilk into cups for the students to taste.
  8. Dump the butter onto plates, mix in a little salt, and eat with bread/crackers. (Ideally eat with the breads made in Activity 1, just warm from the oven). Closure Discussion Ask students to recall some of what we did, and reiterate the science behind it. Tell students that every time they help cook at home, whether it’s making toast or a fancy meal, there is interesting chemistry happening. References
  9. Zubrowski, Bernie. 1981. Messing around with Baking Chemistry. Little, Brown and Company. Detailed lesson ideas using baking powder and yeast, including recipes.
  10. Cobb, Vicki. 1994. Science Experiments You Can Eat. Harper Collins. Lots of ideas, but beware, some of Cobb’s activities do not work, so test them first!
  11. McGee, Harold. 1984, 2004. On Food and Cooking. Scribner. An excellent, detailed resource for the science behind most foods and cooking you can think of. Extension of Lesson Plan
  12. Other cooking ideas:
    • (^) make scones with baking soda and an acid e.g. buttermilk/lemon juice.
    • (^) make ice cream by shaking cream and cooling it with salted iced water.
  13. See refs 1, 2 and 3 for other cooking science ideas. Science of Cooking_Lesson 1