Transcript Step 2 (making bread)

Teaching Science Through
Cooking
http://www.veggiesbycandlelight.com/go-harvard-learn-cooking-science-top-chefs/
About Me
 Graduated from the University of Alberta with a degree in
Nutrition and Food Science
 After Graduation I worked at the University as a research assistant
in the department of Pediatrics studying the effects of the gut
bacteria on child and maternal health
 In 2013 I stared working at ATCO Blue Flame Kitchen as a
community educator
 In my current role as a Senior Community and Program Liaison I
create and oversee a variety of programming including cooking
classes, community engagement opportunities, and educational
programs including our in-school program where we visit
elementary schools to teach students about healthy eating,
nutrition, food safety and basic kitchen skills
 I created this program to introduce children to cooking at a young
age, with the ultimate goal of giving them a better chance of
wellness and food security when they are older
About ATCO Blue Flame Kitchen
•Around for nearly 90 years, we give Albertans expert
household advice on topics ranging from cooking and nutrition
to menu planning and stain removal. All employees have a
home economics related degree in either human ecology or
nutrition and food science or are trained as red seal chefs.
About ATCO Blue Flame Kitchen
 We have an answer line where we
answer over 20 000 questions a year
 We teach classes to children and
adults both in our facility and in
communities across Alberta
 We create cookbooks – making sure
all of our recipes are tested to
perfection
 We have a retail store where we sell
cookbooks and kitchen gadgets
 We give presentations at schools,
universities and colleges in hopes of
educating young people on the
importance of cooking and food
safety among other topics
 We have a website where we have
over 3000 recipes online and as well
as helpful how-to videos and tips on
various subjects:
atcoblueflamekitchen.com
Outline
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http://www.giantfreakinrobot.com/sci/harvard-mit-offer-free-online-cookingscience.html
Why you should consider
incorporating cooking
and other food
preparation techniques
into your science
curriculum
Examples of outlines and
experiments that you
can use in the classroom
Questions about how
you can use cooking in
your science class
Why teach science using food based
concepts?
1. Research has shown that
using food to teach students
about science keeps them
more engaged and results in
higher overall enjoyment of
certain science concepts.
“ The majority of
students…were very excited
about the activities and
became increasingly interested
in the subject matter”
Why teach science using food based
concepts?
2. It has also been shown that a food-based science
curriculum results in an increase in multidisciplinary science
knowledge overall including a stronger application of
mathematical concepts that may have been previously hard
for students to understand.
- “the FoodMASTER approach was successful at improving
students’ mathematics knowledge while building a
foundation for becoming quantitatively literate adults.”
Why teach science using food based
concepts?
3. Yet another study has shown that a food based
science curriculum results in a gain in overall nutritional
knowledge.
- “Students may be receiving less than an
average of 4 hours of nutrition instruction per
year”!
Why teach science using food based
concepts?
4. Food based science
experiments don’t have to
be done in a lab, they are
easy and inexpensive ways
to give students a chance to
explore the scientific
method of making
predictions, following a
method and recording
observations – and its
science they can take with
them and do at home!!
Ideas for Classroom Experiments
What is food science?
 The chemical makeup of our food
 How food is made, where it comes from
 Changing temperatures, freezing, evaporating to
create different foods
 Acids, bases, and changing PH in creating new foods
 Experimenting and observing what happens with
various combinations of ingredients and the results
 Food science is all around us!
Ideas for Classroom Experiments
Experiment # 1 - Making Homemade Butter
 Supplies needed: - Heavy cream, whole milk, Skim
milk, small jars with tight fitting lids
Experiment # 1 - Making Homemade
Butter
 Background information to discuss:
 What is cream? What is it made of?
 This lesson goes back to the idea of solutions and
emulsions. Cream is an emulsion of water, protein
and fat.
 How does cream differ from whole milk and skim milk?
 How might this change the outcome when we try to
separate the fat?
Experiment # 1 - Making Homemade
Butter
 Create a Hypothesis: When we put cream in a jar and
shake it, we can create butter.
 Will the results be the same with whole milk and skim
milk?? Why not?
Experiment # 1 - Making Homemade
Butter
 Method:
 Have students separate into groups. Have each group start with
three jars.
 Fill one jar ½ way full with cream, one with whole milk and one with
skim milk. Label jars so we remember which is which.
 Students should take turns shaking jars, passing to classmates when
their arms get tired.
 After about 10 minutes, have students open jars and record
observations. Put lids back on jars and continue shaking for another
5-10 minutes until the jar with cream seems to have stopped
changing (ideally there should be a lump of butter and liquid,
however, it might be hard to reach this stage. You might end up
with a stiff solution of whipped butter).
 Record final observations.
Experiment # 1 - Making Homemade
Butter
 Exploration:
 What was different between the three jars? Why did this
happen?
 What happened halfway through shaking the jars? (We made
whipped cream!) Why did this happen?
 Bring in bread/crackers and allow students to sample the butter
that they created! Ask them about what they thought of the
butter – would they make it at home? Were they surprised how
easy it was to make?
 Next steps – have students add spices or herbs to their butter
to experiment with flavours – have a taste test at the end.
Experiment #2 - Making Cheese!
 Supplies needed: Hot plate or
stove top, pot, whole milk,
thermometer, vinegar, a fine
sieve, cheese cloth, salt.
 Recipe:
http://www.atcoblueflamekitchen.com/Reci
pes/Recipe-Box/CROSTINI-WITH-CITRUSRICOTTA
Experiment #2 - Making Cheese!
 Background information to discuss:
 What is cheese?
 Why do we use whole milk, not cream?
 What are examples of acidic ingredients? How do we know it is
acidic? (Acids usually taste sour!) What happens when we add an
acid to an ingredient that is less acidic (think of vinegar and
baking soda!)? This is a chemical reaction!
 Making cheese is also a chemical reaction – the acid, separates
the protein from the milk to give us cheese curds.
 Heating ingredients adds energy to the equation and this, in
turn, speeds up the reaction between the acid and the milk.
Without the heat, the protein will not denature enough to give
us cheese.
Experiment #2 - Making Cheese!
 Make a Hypothesis: What do we think will happen
when we add an acidic ingredient to milk? What are
some examples of acidic ingredients that can do the
same thing as vinegar? Will it work even if we do not
add heat?
Experiment #2 - Making Cheese!
 Method:
 This will be an experiment that you will demonstrate in front of the class.
Have ingredients ready; Milk and vinegar measured out. If you want to try
this more than once, have a couple of other examples of acidic ingredients
to try to see if they will work – lemon juice, orange juice, apple cider vinegar,
etc.
 Heat the milk on the hot plate. Show the students how you can take the
temperature of the milk with a thermometer. You want to heat the milk
slowly over medium heat until it is steaming and begins to bubble but not
fully boil. It should reach 190F (88C).
 At this point turn the heat off and add vinegar/acid. Stir once and let sit. Let
the milk cool for 10 minutes.
 Pour milk into the fine mesh sieve lined with cheese cloth. You will see the
“whey” portion drain off and be left with the curds = Cheese!
 Let drain a couple of hours in a fridge or squeeze cheese cloths with hands
to get as much moisture as possible out.
 If cheese is not smooth enough (should be similar to ricotta texture) add a
small amount of cream or milk and stir until smooth.
Experiment #2 - Making Cheese!
 Exploration:
What happened when we added the acid to the hot
milk? Why did the milk separate when the acid was
added?
What is cheese made of?
Are there other acids that worked in place of vinegar
to create a similar chemical reaction?
What flavours made the best tasting cheese?
Experiment #3 – Bread (and other
baked goods!)
 Step 1 – What is yeast? Small water bottle with ½ cup water, 1 tsp
instant dry yeast, balloon, 2 tbsp. sugar.
 Step 2 – Making bread with yeast (for each group) – 2 ¼ cups flour, 1
cup warm water, 1 tsp. instant dry yeast, 1 tsp salt, bowl, baking
pan, oven, mixing spoon
http://www.atcoblueflamekitchen.com/PDF-Guides/Digital-Cookbooks
Experiment #3 – Bread (and other
baked goods!)
 Background information to
discuss:
 What is bread made of? What
are the components?
Carbohydrates, protein, fat?
 What is gluten?
 What is yeast?
 Why do we need to add yeast
to bread?
 What gas is created by yeast?
 What other ingredients create
gas in baked goods?
 How do we know gas is being
created?
http://sciencewithme.com/what-is-yeast/
Experiment #3 – Bread (and other
baked goods!)
 Make a hypothesis:
We know that yeast feeds on sugar, so if we add
yeast to sugar and water, it should release gas.
Can we make homemade bread with only flour, yeast,
water and salt?
If we were to make bread without yeast, what would
happen? Can we substitute baking powder instead?
Experiment #3 – Bread (and other
baked goods!)
 Method:
Step 1 (discovering yeast) –
In small pop or water bottle mix together a small
amount of warm water and sugar (about ½ cup warm
water and 2 tbsp sugar).
Add 1 tsp dried yeast (can use instant or traditional)
to the mixture. Gently swirl bottle.
Quickly put balloon over top of bottle and observe as
balloon fills up, record observations.
Experiment #3 – Bread (and other
baked goods!)
Step 2 (making bread) –
 In a bowl combine the yeast and water.
 Add 2 cups flour and salt and stir until combined. The batter will be lumpy,
but there should not be any visibly dry flour left.
 Cover with a towel or loose plastic wrap and let rise until double in size,
about 1 ½ hours.
 Sprinkle ¼ flour over top of risen dough and cover hands with flour. Pick up
the dough and pull down on the sides shaping into desired shape. Transfer
onto baking sheet.
 Let dough rise again for about 45 mins.
 Preheat oven to 375ºF.
 Slash the top of the dough several times with a sharp knife.
 Bake for 45 mins-1 hour until golden brown and cooked through.
 If desired, repeat experiment, making one batch of dough without yeast and
1 batch of dough with 1 tbsp. baking powder in place of yeast. Record
observations.
Experiment #3 – Bread (and other
baked goods!)
 Exploration:
 What happened to the balloon in the first step? Why?
Were we successful in making bread with only flour, salt,
yeast and water?
What does the yeast do in the bread dough? How can we
tell there is gas being released? What is acting as the
“food” for the yeast?
What happened when we didn’t use yeast?
What happened when we used baking soda?
How could we change this bread to add more flavour?
What else could we make with yeast?
Other Experiment Suggestions
 Making Homemade Ice cream –
Ice cream can be made with very
simple supplies (a small and large
plastic bag, cream, sugar, vanilla,
ice and salt) and students will be
surprised by how easy it is. This
experiment will explore freezing
and melting points, turning
liquids into solids and changing
flavour and texture of ice cream
with various added ingredients
https://www.youtube.com/watch?v=1sVp87HWVdw
Other Experiment Suggestions
 Homemade Rock CandyCrystallization is a subject
that is usually explored in
grade 3-4 by making
homemade crystals. By
adding food colouring
and artificial flavours to
the saturated sugar and
water solution, we can
make beautiful and
edible crystals!
http://www.happinessishomemade.net/rock-candy-tutorial/
Other Experiment Suggestions
 Grow a garden from Kitchen Scraps – Many roots and stems that
are leftover cooking scraps can be sprouted into new plants!
Teach your students all about how vegetables grow by getting
them to bring in kitchen scraps (carrot tops, celery ends, lettuce
stubs, etc.) and grow a classroom garden!
http://ilovebeingsusty.com/grow-vegetables-from-scraps/
http://www.atcoblueflamekitchen.com/Blog/Lists/Posts/Post.aspx?ID=49#.WJt28V
UrKUk
Other Experiment Suggestions
 How greasy are your snacks?
– Have students bring in
some of their favorite
snack/junk foods. Take foods
out of wrappers and place on
brown paper bags. Draw a
circle around the food item.
Leave out on tables/desks
overnight. The next day,
observe how the grease stain
has spread inside the circle
and compare food items with
each other to see what foods
are the greasiest!
http://inspiremeasap.com/2011/03/fat-test-lesson-students-have-to-see-to.html
Conclusion
 Science is everywhere. There are literally a hundred
different ways you can incorporate food in the
classroom as a means of increasing student
engagement with the subject of science, as well as
increasing their understanding of abstract or difficult
ideas. By combining cooking and food with everyday
classroom subjects, students will strengthen their
awareness of food and nutrition will improve their
overall wellness in the future.
Questions?