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Fall, 2013
Melissa L. Morgan
I taught this lesson as a student teaching assignment today for my Science Methods course at GBS.edu's Aldersgate program, in Church and Family Ministries. Feel free to use , in your this unit study in your homeschool, educational learning co-op, scout group, or summer science club. Teaching courses at GBS enabled me to obtain certification from ASCI (Association of Christian Schools, International). I used index card notes to help remind me to follow the lesson plan, and the introduction went well. The students seemed to be very interested in the Bible verse, and surprised that it directly referenced the reaction of vinegar and baking soda.
In the body of the lesson, my power point slides made the teaching easier. I think I will be using power point slides a lot more often. I have a dream to own a projector someday, as I would love to use that instead of a laptop computer. It is difficult, even in a small group, to see a power point on a laptop. I had two teams of two students each to work the experiment. I helped in one team, which made it difficult to monitor the other team. The students really enjoyed the competition factor in the experiment, and worked well together in the various roles. This is the first time I have attempted various roles in a group lesson, and I can see that it would be complex, in a large classroom, to monitor the situation to ensure that everyone was fully participating.
The conclusion was a bit hurried, as I need to work on monitoring the time of each part of the lesson. It is very interesting to talk about science, but I need to keep the class on topic. The class lasted about an hour, but since it was so small, I could have finished in less time if I had not gotten distracted. I didn’t require the adults to write in their portfolios, but my real student fulfilled all the objectives for full credit.
a Why did you choose to develop this particular unit?
I developed the Unit Lesson Plan “Our Daily Bread: Chemical and Natural Leavening.” I chose this lesson because basic concepts of chemistry are now taught to much younger students than when I was in school. I wanted to offer memorable real world chemistry experiences, so that young students would not develop negative views of science.
b. Around what key idea or question is this unit constructed?
The unit is constructed around key ideas of chemical and natural leavening processes. It uses baking to show students how chemistry is relevant to their lives.
c. What are the core concepts and terms which the students will come to understand as a result of the learning from the entire unit (or by day)?
In addition to learning about the history of baking from ancient times, students will understand the basic and acidic reactions in baking. Next, students will discover different reactions and processes involved in chemical leavening, while learning about molecules, the Periodic Table, unleavened bread, yeast, sourdough baking, and gluten.
d. Why do you think this unit would be appropriate for students at this grade level?
The unit study is written with a great deal of flexibility for students of grades 5 and above. The vocabulary is not complex, and it is high activity to keep students engaged in introductory chemistry concepts. Additional supplemental materials are suggested for older/advanced students.
e. Discuss background knowledge, understanding, and skills the students would need in order to become actively involved in the unit.
In the lesson on Molecules in baking, the class will have previous knowledge of the definition of elements, electrons and atoms, but the teacher will review this information in context, by showing some examples on the Periodic Table, including the molecular formula of carbon dioxide (CO2), sodium chloride (NaCl), carbon (just C) and oxygen (O2). This unit introduces the concept of working in teams, with specific jobs. For instance, in the lesson, “Let it Rise,” group jobs consisted of 1. Sanitation/Health Inspector (clean hands, hair away from food, no contamination) 2. Head Baker (ensure proper ingredient amounts), 3. Material Manager (obtain all the materials for the group) 4. Mixer. If this is the first experience, extra time would need to be spent explaining and monitoring each group, to make sure that all students fully participate, and gain experience in each job category. In my student teaching, my lead teacher suggested that in a large classroom, it would be helpful to post the jobs on the board or on the wall, to make it easier for the students. In addition, a lesson uses fractions to divide ingredients; younger students and students who are still learning fractions will need extra help.
f. Indicate how you would integrate appropriate technology involved in the unit
The unit uses the internet for student research and for video learning. In addition, the teacher uses a power point to explain acids and bases. I realized during the lesson teaching that it is essential to prepare all materials ahead of time. It slowed lesson momentum when I had to briefly find additional materials. I did have the power point and computer ready ahead of time, and set up before the class. This aided the lesson flow.
g. Indicate how you would address the needs of students:
who have gaps in knowledge and/or skills
who come to the unit with very strong Bible knowledge background
who are not highly motivated
who represent diverse cultural backgrounds
who have other special needs
If a teacher finds a student has unexpected gaps in knowledge or skills, questions can be briefly addressed and then followed up after the lesson with individual tutoring. Students with knowledge or skill gaps can receive scaffolding to support them with just enough help to make them successful in the lesson. The goal is to help them succeed, and become more competent, moving into the next skill and knowledge level.
A student with strong Bible knowledge would be an accet in the lessons, as there is an opportunity for discussion about how the devotional affects real life situations. Students can also be asked to find the verse in their own Bibles, and read aloud to the class.
It is always sad to find students who are not highly motivated to do a lesson, although this seldom happens in a homeschool or learning co-op setting. In a class with group projects and experiments, students are usually focused and interested—especially if they can relate the experience to their personal life. In some cases, a teacher needs to discern if a student is not feeling well, has an unrecognized challenge (such as inability to see or hear the material) or if there is an unrelated issue to address outside of the classroom.
In this unit, there is a universal experience across cultures and backgrounds—everyone has eaten some type of bread. The unit begins with the book, Loaves of Fun: A History of Bread with Activities and Recipes from Around the World.
The needs of students who have special needs such as speech difficulties can be addressed using assistive technology, such as text to speech, to enable communication. Students with low vision can make use of video magnification. A buddy system can be employed, to help students with challenges such as low vision or muscle weakness.
h. What are the learning outcomes that you think this unit would best achieve, and why do you think so?
I think that in addition to beginning concepts in chemistry, the lesson is ideally suited as an introduction to working on experiments in teams. It teaches students to view chemistry as an important, relevant part of their lives, and helps them learn to work on group research projects. Most importantly, it helps them related Bible knowledge to real world situations.
i. How would you meaningfully assess students= learning during the course of the unit and then again at the end?
Students are assesses daily according to lesson objectives, as well as their group participation. In addition, the teacher carefully monitors each individual student to ensure they are contributing and understanding information throughout the lessons. The end of unit assessment encourages students to use higher order thinking skills to answer questions about chemical leavening processes in baking.
How would you involve students in self-assessment? Why?
Students and teachers need to communicate and discuss their knowledge, throughout the unit. In addition, at the end of the unit study, teacher should meet with each student individually, and discuss the lesson objectives. When students are involved in self-assessment, they take ownership of their own learning, and they become more independent in their own education. I am excited about creating this Unit Plan, and I feel that I am becoming a better teacher by incorporating more experiments and Bible devotionals into the science lesson.
Creator: Melissa L. Morgan
Date: 11/21/13
Teaching Date (Day 2): 11/23/13
Target Grade/Ability Level: Grades 5-6 (and above, using supplemental materials), in a small classroom, homeschool co-op, or American Heritage Girls setting.
Day One: Everyone Needs Bread!
Materials-- Student materials:, colored pencils or pens, science notebooks and portfolios
Teacher materials:, marker boards and erasable pens, book: Harbison, Elizabeth (1997) Loaves of Fun: A History of Bread with Activities and Recipes from Around the World. Chicago: Chicago Review Press. Optional: samples of ancient wheat, http://www.breadtopia.com/store/organic-grain.html , printed copy of Grains with Gusto Mini Poster, http://healthymeals.nal.usda.gov/resource-library/whole-grains.
Objective #1: By the end of the lesson, Grade 5 and above students will write a short essay, with 0 errors in spelling or grammar, at least two paragraphs with their choice of title, in their science notebook/portfolio, describing the history of bread from ancient Mesopotamia to the modern bakery.
Objective #2: By the end of the lesson, while playing a game, each Grade 5 and above student will contribute at least one health need provided by bread, working together to create, with 100% accuracy, an accurate bread nutrition poster.
Summary of events for the day: The teacher will begin the lesson with the Grains with Gusto Mini Poster, http://healthymeals.nal.usda.gov/resource-library/whole-grains . (Optional: display of ancient wheat samples.) In modeling the behavior, (connecting social studies and history integration with science) the teacher will read the story Loaves of Fun. Next, teacher will explain how bread provides nutrition in the form of vitamins, minerals and protein. In guided practice, the teacher will guide the students to play a game with the students to help them name nutritional benefits of bread. Then the teacher will break the class into two (or more, if needed) groups, to work together to create nutrition posters. Teacher ensures that each student correctly names at least one health needs provided by bread, incorporating it into the poster design. In addition, in a devotional the teacher will guide the students to understand that In Matthew 6: 11, when Jesus is teaching us to pray, He says: “Give us this day our daily bread…” In Conclusion, teacher will help students to hang their posters in the classroom. (Alternately, homeschool co-op students or small classroom students make individual posters, and take them home to display.)
Daily assessments: The teacher will ensure that each student has independently named at least one nutritional benefit provided by bread in a poster, and with 0 errors in spelling and grammar, writes an essay with a title and at least two paragraphs describing facts about the history of bread from ancient Mesopotamia to the modern bakery.
Day Two: Acids, Bases, Bubbles and Bread
Materials-- Student materials:, colored pencils or erasable pens (to mark on containers), science notebooks/portfolios, trays, bowls/paper containers, baking soda, vinegar, lemon juice, distilled water, measuring cups and spoons (a variety from quarter teaspoons to tablespoons). Optional: additional substances to test, such as buttermilk and juice.
Teacher materials: Computer to show PowerPoint slides, large clear dish, baking soda, vinegar, erasable marker pens, Merriam-Webster Learner's Dictionary, http://www.learnersdictionary.com (If you haven't done this experiment in the past, try it a few times before class, to get an idea of the measurements to produce the desired reaction.)
Objective #1: By the end of the lesson, Grade 5 and above students will independently (with 100 % accuracy, with help if needed) write at least one sentence in their portfolios, describing the effect of the mixture of an acid and a base in baking to make baked goods rise.
Objective #2: By the end of the day, Grade 5 and above students will independently list at least one substances as acid and one as a base in their science notebooks/portfolios (soda, vinegar, lemon juice, etc.) (with 100% accuracy in grammar and spelling after correction if necessary). Students with special needs such as low vision or small motor challenges will receive accommodations as necessary, such as the aid of a scribe.
Introduction—
Say: Over the last few weeks, we have been studying solutions. We use chemistry every day. Over the next eight school days, we will be learning about why we need chemistry for our daily bread. What kinds of bread do you like best? (Allow a minute to discuss.)
Transition-
Today, we will learn about acids and bases. Acids and bases affect our life everyday in many ways—including our daily bread—but we have to learn about the right amounts to use, or there will be trouble!
Sequence of Activities--
Modeling the Behavior-
Say:
In our last lesson, we learned that God provides for our needs, including our daily bread. God does this through chemical processes.
To understand chemical processes in baking, we need to understand acids and bases.
Application and Biblical Integration-
The Bible talks about the effect of acids and bases. The reaction of acids and bases is important for making bread rise, but it can also illustrate harm. Proverbs 25:20 says, “Like one who takes off a garment on a cold day, or like vinegar on soda, is he who sings songs to a troubled heart.”
(Spend a few minutes discussing the meaning of the verse. Ask the students how they would feel, if someone sang happy songs, when they were sad or hurt.)
Ask, What do you think will happen, when you put vinegar on soda? (Allow the class to discuss, making a few predictions, and put a few ideas on the board.) Next, in a clear bowl (so the class can see what happens), pour baking soda into the bowl. Make an indentation with a spoon, and pour vinegar in. Using a washable white board marker pen, put a line on the outside of the bowl to show approximately high the bubbles rose in the bowl. Allow the class to discuss what happened. Bubble, bubble, vinegar and soda make trouble! Were their predictions correct?
Say, Our Bible verse teaches us to be compassionate toward others, and not stir up trouble.
Share the PowerPoint slides with the class.
Text from PowerPoint slides: Acids and Bases:
God provides...bread. How?
Mix an acid and base to make a chemical reaction.
Vinegar is a sour acid.
Baking soda is a bitter base.
Combine them...
What do you think will happen?
Combining Acids and Bases
The mixture bubbles and fizzes, as the acid and base interact! This experiment shows the chemical reaction when the acid--vinegar--mixes with the base--baking soda.
The bubbles are carbon dioxide gas, which makes bread and cakes rise into fluffy, light goodness.
Acids taste sour, and bases taste bitter...but when they combine, you can make tasty baked goods!
Baking Powder: a mixture of Acid and Base
“If you've ever made a cake or baked a loaf of quick bread (the kind that doesn't use yeast), you've already done some experimenting with the bubbles that come from an acid-base reaction...Baking powder is made by combining baking soda with an acidic ingredient, such as tartaric acid or calcium acid phosphate. When you add water to baking powder, it will fizz as the acid and base interact. In fact, if you ever run out of baking powder, you can make your own by mixing two teaspoons cream of tartar (it provides the acid), one teaspoon of baking soda (it's the base), and a half-teaspoon of salt.”
--http://www.exploratorium.edu/science_explorer/bubblebomb.html
Chemicals: Adult Supervision Required
Note that some strong and even weak acids and bases can be dangerous. Always ask a responsible adult, before mixing any chemicals!
“…Very strong acids are able to burn holes in things….”-- Merriam-Webster Learner's Dictionary, http://www.learnersdictionary.com
Guided Practice-
Explain that it is important to use the proper amounts of bases and acids in baking. Tell the students that you will now have a competition, to see which team can work together to make the biggest reaction, without overflowing.
Divide the students into groups, with two to four students in each group, depending on the size of your class. (One method is to count off students,1-2-3-4; then call all those designated as “number 1” in one group, “number 2” in another group, and so on. This ensures that students get randomly picked for groups.)
Tell them that their assignment is to mix vinegar and soda, to determine how to make the greatest bubble reaction without making the mixture overflow. Students will measure the amounts of baking soda and vinegar, in order to make a reaction without overflowing their container. If they overflow the container, they may try again, but the team who gets the biggest reaction without overflowing, using the least amount of containers, wins the competition.
Assign students to “jobs” in their groups—material manager will obtain supplies (measuring utensils, trays, the lab technician will mix ingredients, the Cleanup person will clean up spills and dispose of used materials, and the Scribe will write down the ingredient amounts for each try, marking the results with A for just right reaction (bubble but not overflow), B (overflow) or C (no or not enough bubble reaction). Each student will get a chance at each job, before rotating into another position. Combine jobs, if there are not enough students. The teacher will carefully monitor each group, to ensure that each student gets a successful turn in each position.
Adapt the lesson for students with special needs, by enlisting a helper to provide a steady hand for a child with difficulty in movement, or a process describer for a child with limited or no vision. If you do not have enough students in a classroom, or you are in a homeschool setting, you can adapt the lesson by allowing the student to perform each of the “jobs.” Alternately, the student/s in a small group can enlist “assistants” from younger groups or siblings, as well as adult relatives or friends.
Independent Practice
After students return to their seats, ask:
About how much
vinegar did you need, to make a reaction? (Answers will vary, but
will probably be a teaspoon or less. Note—only a very small
amount, compared to the soda.)
What other liquids cause could a
reaction?
Allow students to try other liquids, such as milk or juice (at a minimum include lemon juice and distilled water) and write the reaction or non-reaction in their science portfolios/notebooks of the vinegar, lemon juice and water on soda.
Provide additional help for any students with special needs. Students with advanced knowledge or skills can extend the lesson by creating a PowerPoint, researching the chemical formula for substances which are acids and bases.
At a minimum, all students should record an example of a base and an acid. Teacher will check to ensure that all students will have added at least one sentence in their portfolios, describing the effect of the mixture of an acid and a base in baking to make baked goods rise (accept any reasonable statements).
Conclusion-
Each student team will discuss their results to the class. Allow each student an opportunity to present the results in a marked container. Alternately, the student groups can perform the experiment as a demonstration to a group of younger students. This lesson partially meets the badge requirements for the “Kitchen Scientist” in the American Girls Handbook. Students in the American Heritage Girls should document this lesson with their Troop Leader.
Assessment—
In addition to ensuring understanding of the lesson throughout the experiment, the teacher will check each student’s portfolio, ensuring that they correctly (with 100 % accuracy, with help if needed) written at least one example of a base and an acid. Students will have added at least one sentence in their portfolios, describing the effect of the mixture of an acid and a base in baking to make baked goods rise (answers should be in the student’s own words; accept any accurate statements). Students with special needs such as low vision or small motor challenges will receive accommodations as necessary, such as the aid of a scribe.
Resources:
American Heritage Girls Handbook (2006), “Kitchen Scientist,” ahgonline.org.
Exploratorium Science, http://www.exploratorium.edu/science_explorer/bubblebomb.html
Merriam-Webster Learner's Dictionary, http://www.learnersdictionary.com/search
Utah Education Network, “Chemical Leavening Agents”, http://www.uen.org/Lessonplan/preview.cgi?LPid=1184
Day Three: Molecules in Baking
Materials-- Student materials:, colored pencils or pens, paper for drawing, copy of Periodic Table, science notebooks and portfolios,
Teacher materials:, Periodical Table, p. 13, marker boards and erasable pens,
Objective #1: By the end of the lesson, Grade 5 and above students will list in their science notebook/portfolio the molecular formula of carbon dioxide (CO2), sodium chloride (NaCl), carbon (just C) and oxygen (O2), and will circle the elements for Carbon, Sodium, Chlorine and Oxygen on their copy of the Periodic Table of the Elements.
Objective #2: By the end of the lesson, Grade 5 and above students will independently draw a picture of a carbon dioxide molecule and place it and their copy of the Periodic Table of the Elements in their science notebook/portfolio.
Summary of events for the day: In modeling the behavior the teacher will show the students the Periodic Table, reminding the students that a chemical symbol for an element is in each separate box. The class has previous knowledge of the definition of elements, electrons and atoms, but the teacher will review this information in context, by showing some examples on the Periodic Table, including the molecular formula of carbon dioxide (CO2), sodium chloride (NaCl), carbon (just C) and oxygen (O2),
For a devotional, two verses will be compared and contrasted: “In the beginning God created the heavens and the earth.”(Genesis 1:1-3) and 2 Peter 3:10:"But the day of the Lord will come like a thief. The heavens will disappear with a roar; the elements will be destroyed by fire, and the earth and everything done in it will be laid bare." God created the element; He controls the elements and chemical reactions!
Next, the teacher explains that a molecule consists of two or more atoms attached together—for example, sodium and chlorine together make sodium chloride (NaCl), or table salt. Salt is used in baking. The teacher shows the students other examples of molecular formulas and pictures including Co2 (Carbon dioxide), which causes baked goods to rise in reaction to an acid and a base. In guided practice, the teacher will divide the class into two groups to play a game to guess the substance in simple chemical formulas. Then the teacher will ask students to write draw their own pictures of chemical formulas independently, and ensure that at least one is the picture and molecular formula of carbon dioxide (CO2), sodium chloride (NaCl), carbon (just C) and oxygen (O2),. In addition, students will place their copy of the Periodic Table in their science notebook/portfolios, with Carbon and Oxygen circled. Students with low vision will use video magnification or alternative resource (such as Braille) for this activity, if the Periodic Table is difficult to read. Advanced students who finish quickly (and students who are motivated and interested in chemistry) will be encouraged to study further, in Physical Science: Middle School Mastery Skills.
Daily assessments: The teacher will ensure that each student has listed in their science notebook/portfolio the molecular formula of carbon dioxide (CO2), sodium chloride (NaCl), carbon (just C) and oxygen (O2), and will circle the elements for Carbon, Sodium, Chlorine and Oxygen on their copy of the Periodic Table of the Elements, as well as drawn a picture of a carbon dioxide molecule and placed it and their copy of the Periodic Table of the Elements in their science notebook/portfolio.
Day Four: pH Scale
Materials-- Student materials:, colored pencils or pens, science notebooks and portfolios, containers for solutions, bananas and apples to perform browning test
Teacher materials: An Explanation of the PH Scale - Teacher Resource, marker boards and erasable pens, common liquids, including tap water, vinegar, distilled water, lemon juice, buttermilk, baking soda, table salt, rubbing alcohol, turmeric, red cabbage leaves, knives to help students cut fruit into pieces for browning test, saucepan and stove for making cabbage solution for pH indicator, glasses or jars for solutions, strips of white paper towels or art paper (pre-cut into one-inch strips to save time).
Objective #1: By the end of the lesson, Grade 5 and above students will write, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio recording the meaning of “pH.”.
Objective #2: By the end of the lesson, Grade 5 and above students will independently use various indicators (litmus paper) to demonstrate the pH level of several of the following common liquids, including tap water, distilled water, lemon juice, milk, a baking soda/water solution and a sodium chloride solution. The teacher will ensure that each student records, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio recording the pH of at least two solutions (and whether they are an acid or base.
Objective #3: In addition, each student will verbally share the results of their fruit browning experiments with the class (may need to wait until late in the day or the next day to complete.)
Summary of events for the day:
Devotional: Theme: Useless Salt
Bible Verse: Luke 14:31-35
Materials Needed: (See above)
Devotional Message:
The teacher will read the verse, Luke 14:31-35.
Jesus says, "In the same way, those of you who do not give up everything you have cannot be my disciples. Salt is good, but if it loses its saltiness, how can it be made salty again?"
Science Demonstration:
Teacher will show the students how to pour salt into a cup (a few tablespoons will do), and add a small amount of water, and ask the students, “Acid or base?” Next, the teacher will test the pH of the mixture and demonstrate that the mixture is a base. Finally, the teacher will pour vinegar into the mix (careful not to allow the mixture to bubble over), and retest the mixture. What happened? (The pH indicator will change from blue—base—to red--acid.)
Life
Application:
As salt becomes useless for baking when it is diluted by too much
vinegar, in the same way Christians become useless when diluted by
sin in the world.
Science
Explanation:
The
salt was diluted in a mix of vinegar and water, but Christians become
useless when diluted by the world. The indicators turn color to show
the pH of substances; pure (distilled) water is neutral, with a pH of
7 (the pH paper coloring stays violet). Numbers below 7 are
increasingly acidic, and numbers above 7 are basic. Most solutions
will have a pH between 0 and 14. Bases (sodium chloride or baking
soda) are salty. Although salt is also used, baking soda is the
most common base used in modern baking. Common acid ingredients used
in cooking include Vinegar, lemon juice, cream of tartar, citrus
juices. Acids are sour and preservative
(lemon juice, vinegar).
In guided practice, the teacher will help students to create other types of indicators, such as paper strips dipped in turmeric and cabbage, according to instructions in Physical Science: Middle School Mastery. Note: carefully monitor class for safety, and ensure students do not drink solutions, as rubbing alcohol is used to make turmeric solution, and cabbage is boiled with adult supervision only.
Next, students will use their indicators (which will show by color if a solution is an acid or base, but not the exact pH) to independently experiment with their homemade strips and record results in their notebooks/portfolios (or in their American Heritage Girls Handbooks under Kitchen Scientist, as applicable). Teacher will cut up fresh bananas and apples into small pieces. Each student will also experiment with putting various substances on cut up pieces of apples and bananas to answer the question from the American Heritage Girl Handbook, “How can reducing the PH on the surface of a fruit help keep an apple or banana from browning?” The teacher will check student understanding of pH by noting if students attempt to prevent browning using a base or an acid.
The class will meet together to discuss the limitations and results of their homemade indicator strips. Students will also share results of their fruit browning experiments with the class. Would some substances prevent browning, but cause the fruit to have a bad taste? Students will individually write at least one sentence in their science notebook/portfolio recording the meaning of “pH,” as well as the pH of at least two solutions (and whether they are an acid or base. In addition, each student will verbally share the results of their fruit browning experiments with the class. (The class may need to wait until late in the day or the next day to complete, to see the full browning effects. Note that some varieties of apples are more acidic than others, and will take longer to brown. )
Daily assessments: The teacher will ensure that each student has written, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio recording the meaning of “pH,” the pH of at least two solutions (and whether they are an acid or base. In addition, each student will verbally share the results of their fruit browning experiments with the class (may need to wait until late in the day or the next day to complete). Note: These objectives partially meet the requirements for “Kitchen Scientist” from the American Heritage Girl Handbook.
Day Five: Unleavened—Bread in a Hurry!
Materials-- Student materials: colored pencils or pens, science notebooks and portfolios.
Teacher materials-- marker boards and erasable pens, ingredients for baking (4 cups whole wheat flour, 1 cup white flour, 2 cups water, 1/4 cup honey, 1 1/2 teaspoons salt, 1/4 cup oil), additional amounts according to the class sizes, for students to bake small individual loaves), individual baking pans, oven; Teacher will ensure, before the class, that no students are allergic to ingredients.
Objective #1: By the end of the lesson, Grade 5 and above students will write, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio describing unleavened bread results.
Objective #2: By the end of the lesson, Grade 5 and above students will independently bake a small cake of bread without leavening.
Summary of events for the day: The teacher will begin by contrasting leavened and unleavened bread (leavening takes time to work), explaining about the Biblical significance in Exodus 2:11. God has set his people apart, and we need to obey, right away. (Optional: expand the devotional to discuss the relationship between unleavened bread and communion.)
In modeling the behavior, teacher will show the students how to bake unleavened bread using the recipe from Recipe from Food.com,
Unleavened Bread for Passover, http://www.food.com/recipe/unleavened-bread-for-passover-134022
“Directions:
1 Roll out to 1/8 inch thick.
2 Place on greased cookie sheet.
3 Score into about 1 inch squares.
4 Cut into 4 x 5 rectangles.
5 Bake at 400 degrees about 15 minutes.
6 In the first minutes of baking, prick bubbles that may form.”
In guided practice, the teacher will explain that the students will need to use math to make small amounts, as there are not enough ingredients. Teacher will provide necessary scaffolding to help students divide the ingredients (perhaps by 4) to make smaller, individual cakes. This will be difficult for younger students and students who are challenged by fractions.
Then the students will individually mix ingredients for a small loaf of bread, which will be baked immediately. After it cools, students will make observations about their bread, taste it, and discuss the results with the class. In addition, students will write at least one sentence in their notebooks/portfolios describing unleavened bread, and the results of their experience. Optional: students can photograph their creations, and then taste them.
Daily assessments: The teacher will ensure that each student has independently written at least one sentence describing unleavened bread. They will also write at least one sentence describing the results of their experience baking unleavened bread.
Day Six: Let It Rise!
Materials-- Student materials:, colored pencils or pens, science notebooks and portfolios.
Teacher materials: marker board and erasable pens, New York Times, No Knead Bread video—water, all purpose flour, whole wheat or ancient wheat flour, instant yeast, salt, materials and large pans for baking (two different colors) http://www.youtube.com/watch?v=13Ah9ES2yTU&feature=youtu.be . Before lesson, teacher will ensure that students are allergy-free. If students have allergies (such as wheat or gluten), teacher will determine the level of student participation that is possible.
Objective #1: By the end of the lesson, Grade 5 and above students will correctly write the No Knead Bread recipe in their science notebook/portfolio, with 0 errors in spelling or grammar, and
Objective #2: By the end of the lesson, Grade 5 and above students will participate in a group baking project, and will serve in at least three positions in order to get full participation credit.
Summary of events for the day: Teacher will read the verse, 1 Cor. 5:6-8 and show the New York Times No Knead Bread demonstration video. Teacher will explain that the leavening in bread, which we know occurs due to carbon dioxide bubbles, occurs because of yeast. Yeast, rising agent in leavened bread, has been in use since ancient times. 1 Cor. 5:6-8; leavening reminds of that a little bit of leavening—sin—can rise out of control, just as carbon dioxide bubbles cause bread to rise. Explain that we will see how this works, in a two day experiment. In this experiment, the class will work together to compare bread made with no yeast and modern instant yeast. What do you think will happen? How is the following recipe different than our recipe for unleavened bread? How is it the same?
The teacher will write the following recipe on the board.
Mix 3 cups all-purpose Flour, ¼ tsp Instant Yeast, 1 1/4 tsp Salt. Add 1 ½ warm (distilled) Water, mix. Put a little bit of whole wheat flour (or ancient wheat, if available) on the bottom of the mixed up dough (so it doesn’t stick to the pan). Leave overnight in a warm spot (sunlight or cooling oven) for at least 12 hours.
What, if anything, do you predict will be different about the results if we do not use yeast? Will the bread rise, and how will the differences affect the taste of the bread after baking?
The teacher will count off students (1-2-3-4) assigning the group jobs as 1. Sanitation/Health Inspector (clean hands, hair away from food, no contamination) 2. Head Baker (ensure proper ingredient amounts), 3. Material Manager (obtain all the materials for the group) 4. Mixer.
Make as many loaves as you need, so that each student is able to participate in each position and also participate in each kind of bread. Ensure that the students create equal numbers of loaves of No Knead Bread and bread without any leavening at all. Mark the difference in loaves by using different colors of disposable pans (available during Christmas and sometimes other holidays.) Verbally engage students to ensure that every student understands the difference in the recipes for yeast and no yeast. If you have enough time and students, experiment with additional ingredients, such as adding cinnamon/sugar, raisons, nuts, (if students are not allergic) or sugar and cocoa. Homeschool or very small groups will have students doing several or all jobs at once. Then the teacher will monitor students as they independently write the yeast recipe in their science journals/portfolios, and record information from measuring how high the bread dough is in the pan before rising, for both yeast and no yeast bread loaves.
Daily assessments: The teacher will ensure that each student has independently and correctly written the No Knead Recipe in their portfolio, with 0 errors in spelling and grammar, as well as serving in at least three positions in a group baking project. Note: These objectives partially meet the requirements for “Kitchen Scientist” from the American Heritage Girl Handbook.
Day Seven: Sourdough—Natural Yeast
Materials-- Student materials:, colored pencils or pens, science notebooks and portfolios,
Teacher materials:, marker boards and erasable pens, New York Times, No Knead Bread video—water, flour, yeast, salt, yeast starter, http://www.youtube.com/watch?v=13Ah9ES2yTU&feature=youtu.be ; as always, ensure there are no allergies.
Objective #1: By the end of the lesson, Grade 5 and above students will write, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio describing the results of No Knead Bread with and without yeast.
Objective #2: By the end of the lesson, Grade 5 and above students will participate in a group bread making project, mixing a loaf of sourdough bread.
Summary of events for the day: Teacher will read Matthew 16:6, 7, show the students ¼ cup of sourdough starter, and add a small amount of flour. Students will observe and discuss the reaction. Teacher will explain that Matthew 16: 6, 12 doesn’t mean that yeast in itself is bad, but yeast is used as an illustration (a word picture) to show us the bad consequences of false teaching and unbelief.
Finish lesson from previous day. Observe results, measure, and discuss observations; did the bread rise with yeast? How much? Did the bread rise without yeast? How can you describe the process? Preheat oven for 500 °F. Cover bread dough with flour and bake, covered, for 30 minutes. Bake uncovered 15-20 minutes more. Let Cool; divide it and share.
While bread is baking from previous lesson, show the video about sourdough (wild yeast), at http://www.breadtopia.com/make-your-own-sourdough-starter .
No knead Sourdough bread recipe is the same recipe as before, except you substitute ¼ cup of sourdough starter for the ¼ teaspoon of yeast.
Let bread baked today cool; divide it and share. Vote on which loaf tastes better. For guided practice the teacher will guide the students to work in teams mixing ingredients to make a loaf of sourdough bread and measuring the height in the pan before rising. Run the experiment with the same jobs as previous day; students will serve in at least three positions in order to get full participation credit. For individual practice, students will write at least one sentence describing the results of No Knead bread with and without yeast.
Let the sourdough bread loaf rest, covered, for baking on the next day.
Learning Activities in this lesson include a mix of lecture, discussion, and demonstrations. The students participate in follow up activity from the previous day, baking, eating and discussing results. They will use science process skills measuring and making observations about yeast and bread rise. They will observe and discuss a science demonstration of sour dough starter, as well as listen to a teacher lecture about key concepts about sour dough recipes. Students participate in a group research/discussion activity to explore questions about sour dough, participate as a group to vote on preferences, and participate in an experimental group baking project, recording their learning according to the lesson objectives. Students with special learning needs will be given needed support, such as using a buddy to help in measuring ingredients.
Daily assessments: The teacher will ensure that each student has independently written at least one sentence describing with 0 errors in spelling or grammar, the results of No Knead Bread, and no yeast bread, and has served in at least three positions in order to get full participation credit. Note: These objectives partially meet the requirements for “Kitchen Scientist” from the American Heritage Girl Handbook.
Day Eight: The Good, the Bad, and the Gluten
Materials-- Student materials: colored pencils or pens, science notebooks and portfolios, copy of Summative Evaluation test for each student, napkins or plates for eating sourdough bread.
Teacher materials:, marker boards and erasable pens, bread knife, Summative Evaluation test answer sheet, small can of gluten (often available at stores that supply Asian recipe ingredients). At a minimum, teacher will have access to a device (computer, tablet, etc.) for searching the internet. If available, at least one device per four students should be provided. Before teaching the lesson, teacher should contact all parents to ensure that no children have sensitivity to gluten.
Objective #1: By the end of the lesson, Grade 5 and above students will write, with 0 errors in spelling or grammar, at least one sentence in their science notebook/portfolio describing that wheat gluten, a protein, makes whole grain wheat rise higher.
Objective #2: By the end of the lesson, Grade 5 and above students will take part in research groups discussing wheat gluten, and report to the class on at least one research question.
Objective #3: Students will individually answer the questions, to the best of their ability, on the Summative Evaluation – Chemical Leavening Agents in Quick Breads Unit Test
Summary of events for the day: Bake the sourdough loaf from yesterday. While the bread is baking,, the teacher will show the students a can of gluten (cover up the label). For biblical applications the teacher will read Matthew 14:19. Students will take turns guessing what the can of gluten is, and what it is used for. In addition, the teacher will guide the students to understand that Jesus gave the people bread and fish, which was good for them. The teacher will explain that we don’t know for sure what ingredients were in the bread which Jesus gave to the people, but they were familiar with several forms of wheat. These forms of wheat contained less gluten than modern wheat, which has been selectively grown over many years to have a lighter texture. Modern bread also contains many chemicals in manufacturing, making the chemical and nutritional content different from the bread of ancient times. After the sourdough bread cools, students will share the bread and discuss the texture, taste, and smell. Sourdough, if it was made from ancient wheat, would most likely be closer to the bread of ancient times.
In modeling the behavior, the teacher will show the students how to find the answer to a question about gluten, using a safe search engine. Teacher will show the students how to search for information on how gluten is made (by removing the starch) and what gluten is used for (in bread making and as substitute for meat). The teacher can work with a student volunteer to search “gluten sourdough bread” and share a few results with the other students.
Then the teacher will break the class into groups, to examine a small amount of gluten, and brainstorm research questions about gluten. The teacher will provide any needed scaffolding to help students brainstorm and research additional questions. If needed, get students started with questions such as 1. What benefits does wheat gluten provide, if any? 2. What problems may be associated with wheat gluten? 3. What are alternatives to wheat gluten, if you need to avoid it? 4. Does sourdough bread contain less gluten than bread made with chemical leavening? 5. Can you find some sourdough bread recipes made from ancient wheat, and if so, what is the history of the wheat variety?
Students will work in teams to use a safe search program on the Internet to research their questions and record their answers in a notebook. Teacher will ensure that each student contributes at least one question, and researches at least one question. After research, students will rejoin the class and discuss the benefits and problems associated with gluten. The teacher will carefully monitor and support students during their research, and help them to take turns recording the resources and information. Students will take turns performing different functions in their research groups; for instance, internet searcher, science writer, editor, and research team leader. Each student will report on the results to the class of one question, either verbally or using alternative communication (such as a text to speech electronic device, in the case of students with speech challenges). The teacher will ensure that each student gets to perform in each capacity at least once, as the students take turns.
Daily assessments: The teacher will ensure that each student has independently written at least one sentence describing that wheat gluten, a protein, makes whole grain wheat rise higher, and explaining at least one possible benefit and problem of gluten in their science notebook/portfolio, with 0 errors in spelling and grammar. Teacher will also ensure that each student has participated in groups discussing questions related to wheat gluten, and has individually reported to the class at least once. Students will complete Summative Evaluation – Chemical Leavening Agents in Quick Breads Unit Test, and individually meet with teacher for an overall unit assessment.
Overall unit assessment
Students will answer questions on the Summative Evaluation – Chemical Leavening Agents in Quick Breads Unit Test (see below), and will
meet with teacher for individual conferences on the last day of the Unit Study. Teacher and student will discuss the results of the self-test and review all work in the unit study. The teacher will review the student’s portfolio to ensure that all objectives were met. The teacher will encourage students in any specific area, and will also mark the student’s progress as needing improvement in a specific area (if they do not maintain or show improvement in any area), fully acceptable (if they maintain their scores in all areas), or showing improvement in one or more of their personal goals from previous conferences. Grading for the unit is suggested as follows: Daily Objectives 80%, Group projects/experiments 20%, for a maximum total of 100 points.
Suggested
Daily Objectives evaluation:
Met 100% of
daily objectives, 80 points (10 points per day for fully meeting
objectives and answering 7 or 8 questions correctly on the Unit
Evaluation Test); met majority of objectives and most questions
correct, 70 points, met some objectives/some questions correct, 50
points, few or no objectives met/few or no questions correct, 0
points/repeat.
Suggested
group project evaluation:
Students who
served in all required positions (jobs) in group projects receive
full (20 point) participation credit. Students who serve in some
positions will receive 15 points, and 1 position will receive 10
points. Students who observe the process and can describe it
verbally, in writing, or with an alternative method (such as a speech
device or demonstration) receive 2 points, and students who observe
the process and can not describe it receive 1 point. Students who do
not participate or observe receive 0/repeat or alternative
instruction. (Reevaluate any reasons why the student is not
successful, monitor work more closely, and provide scaffolding to
encourage the student in future lessons, which should be presented
according to the student learning style.)
Unit Resources:
American Heritage Girls Handbook (2006), “Kitchen Scientist,” http://ahgonline.org
Crotts, Deborah (1997) Physical Science: Middle School Mastery. Grand Rapids: McGraw-Hill Children’s Publishing.
Exploratorium Science, http://www.exploratorium.edu/science_explorer/bubblebomb.html
Food.com, Unleavened Bread for Passover, http://www.food.com/recipe/unleavened-bread-for-passover-134022
Grains with Gusto Mini Poster, http://healthymeals.nal.usda.gov/resource-library/whole-grains
Harbison, Elizabeth (1997) Loaves of Fun: A History of Bread with Activities and Recipes from Around the World. Chicago: Chicago Review Press
Merriam-Webster Learner's Dictionary, http://www.learnersdictionary.com/search
Nutrition: http://www.health.state.mn.us/nutrition
New York Times, No Knead Bread video, http://www.youtube.com/watch?v=13Ah9ES2yTU&feature=youtu.be
No Knead Bread, also Campfire Bread, ancient wheat grains and Live (wild yeast) Sourdough Starter, http://www.breadtopia.com/basic-no-knead-method/
Utah Education Network, “Chemical Leavening Agents” Unit Test, and An Explanation of the PH Scale - Teacher Resource
http://www.uen.org/Lessonplan/preview.cgi?LPid=1184
Whole Grain Nutrition Facts, from http://www.health.state.mn.us/divs/hpcd/chp/cdrr/nutrition/facts/wholegrains.html
Summative Evaluation – Chemical Leavening Agents in Quick Breads Unit Test
Name Period _ Assign#
1. What is the most common leavening agent used in quick breads?
2. What two chemicals must be in a quick bread recipe in order for it to have a chemical leavening reaction which gives off carbon dioxide and makes quick breads rise?
3. If you were making a bread or cake recipe using buttermilk, what kind of leavening would you use? Why?
4. What is the leavening agent in the following recipe?
Navajo Fry Bread
· 3 c. flour
· 1/2 c. powdered milk
· 1 c. water
· 3/4 tsp. baking powder
· 1 tsp. salt
5. What is the leavening agent in the following recipe?
Danish Ableskivers
· 2 eggs, separated
· 1 c. sour milk
· 1 c. flour
· 1/2 tsp. soda
· 1/2 tsp. salt
6. What is wrong with the following recipe?
Cupcakes
· 7/8 c. flour
· 1/2 c. sugar
· 1 egg
· 1/4 c. butter
· 1/4 c. milk
· 1 tsp. vanilla
· 1/2 tsp. cream of tartar
7. What is the most common base ingredient used in cooking?
8. What are three common acid ingredients used in cooking?
Summative Evaluation – Chemical Leavening Agents in Quick Breads Unit Test - Key
Name Period - Assign #
1. What is the most common leavening agent used in quick breads?
Baking powder.
2. What two chemicals must be in a quick bread recipe in order for it to have a chemical leavening reaction which gives off carbon dioxide and makes quick breads rise?
An acid and a base.
3. If you were making a bread or cake recipe using buttermilk, what kind of leavening would you use? Why?
Baking soda, the buttermilk is an acid.
4. What is the leavening agent in the following recipe?
Navajo Fry Bread
· 3 c. flour
· 1/2 c. powdered milk
· 1 c. water
· 3/4 tsp. baking powder
· 1 tsp. salt
3/4 tsp. baking powder is the leavening agent.
5. What is the leavening agent in the following recipe?
Danish Ableskivers
· 2 eggs, separated
· 1 c. sour milk
· 1 c. flour
· 1/2 tsp. soda
· 1/2 tsp. salt
1/2 tsp. soda and 1 c. sour milk are the leavening agents.
6. What is wrong with the following recipe?
Cupcakes
· 7/8 c. flour
· 1/2 c. sugar
· 1 egg
· 1/4 c. butter
· 1/4 c. milk
· 1 tsp. vanilla
· 1/2 tsp. cream of tartar
There is no base to react with the acid cream of tartar.
7. What is the most common base ingredient used in cooking?
Baking soda.
8. What are three common acid ingredients used in cooking?
Vinegar, lemon juice, cream of tartar, citrus juices.
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Supplemental Resource for Advanced Students
“An Explanation of the PH Scale - Teacher Resource
1. Pure water is a poor conductor of electricity which proves it has few ions (free electrons). An ion is an atom or a group of atoms that carries a positive or a negative charge as a result of having lost or gained one or more electrons. A free electron or other subatomic-charged particle is also referred to as an ion.
2. Pure water can be used to measure the ions or pH of a substance dissolved in the water. Please note that some substances do not dissolve completely, others do.
3. An acid can be defined as any water-soluble and sour compound capable of reacting with a base to form salts that are hydrogen-containing molecules that will give up a proton to the base and accept an unshared pair of electrons from that base.
4. A base is fundamentals foundation or a main ingredient. It is the starting place and acts upon the acid. A base is the compound that reacts with the acid to form a salt because the molecules (ions) are able to take a proton from the acid and share a pair of electrons with the acid. (A salt consists of positive ions from a base and negative ions from an acid.)
5. The pH scale can be used to measure acidity or basicity of any water solution by measuring the ion concentration which is expressed as the concentration of H3O+ (hydronium ions) in powers of 10, from 10-14 to 10. (Hydronium is a hydrated hydrogen ion. A regular hydrogen ion in water is expressed as 1420.)
6. For example, a substance can measure 10-9, which is expressed as -9. By eliminating the - because the scale is logarithmic, we say the pH of the substance is 9.
7. The pH scale is shown graphically as:
acid neutral base
0 7 14
[H30+] |M 1O-7 M 10-14 M
8. Pure water has a pH of 7. It is neutral.
9. As the hydronium ion increases as a neutral solution, it is more acidic. The pH goes from 7 toward 0.
10. If the pH solution falls between 7 and 14, the solution is basic.
11. A small strip of pH paper (litmus paper) dipped in a solution will test (through the visible change of color) the pH of most substances.
NOTE: In foods, acids and bases give distinctive tastes. Acids are sour (lemon juice, vinegar). Bases are salt (sodium chloride or table salt). “ --“Chemical Leavening Agents”, http://www.uen.org/Lessonplan/preview.cgi?LPid=1184.
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Print up copies of the chart:
“What are whole grains?
“Whole grains contain all parts of the grain (bran,endosperm and germ)
Whole grains help:
Protect against many types of cancer and other diseases
Decrease risk of heart disease
Control weight
Keep bowel habits regular
When grains are refined, the bran and germ is removed.
Many important nutrients are lost.
Ways to add whole grains:
Choose whole grain cereals.
Choose whole wheat bread instead of white bread.
Replace up to ½ of the white flour with whole wheat flour in your recipes.
Add brown rice to a casserole or soup.
Choose whole grain pasta.
Buy corn or whole grain tortillas instead of flour tortillas.
Add cooked barley to soup.
Choose whole grain crackers for snacks.
Make Half Your Grains Whole Grains
Grow a healthy family! Eat whole grains!
Examples of whole grain foods:
Brown rice
Barley and bulgur
Whole grain crackers
Whole cornmeal
Whole grain oats, oatmeal
Whole grain bread, pasta and tortillas
My Grain Goal is:
Look for the word “whole” listed as the first ingredient.
This institution is an equal opportunity provider.
Try to eat 3 servings of whole grains every day.”—
Adapted from USDA handout, www.nal.usda.gov/.../Whole_Grains_Eng.pdf
