science lessons rooted in food phenomena
use food and cooking to make science more engaging and approachable
Who we are
Bite Scized Education is a 501(c)3 nonprofit organization. We create instructional resources and provide teacher professional learning to inspire and support teachers to teach science through the lens of food and cooking.
Our resources are intended to be woven into a typical science curriculum. They are developed by teachers and are data- and research-driven.
Through food, we aim to make science education more engaging, accessible, and equitable.
Our vision is that students appreciate and are curious about how food and science shape their lives, communities, and the world around them. By extension, students are empowered to use food or science in their professional or personal paths to create meaningful impact in the world.
The idea of using food to teach chemistry has been a game changer in terms of engagement and understanding. I am never going back to what I was doing before.
- Marisa F, High School Chemistry Teacher (MA)
trending lessons for this season
Why Bite Scized Education?
We believe that many educators already know the potential impact food can have. Our goal is to help by providing high-quality instructional resources and teacher training to maximize student impact. See what our teachers from our professional learning programs had to say.
Sequences that
Build Skills & Understanding
hear from teachers >
I'm excited to have a series of lessons that build upon each other with food science rather than just one-off lessons. It's exciting to have the videos, readings, and resources to make the lessons rich.
- Beth H., MS Teacher (NJ)
In-Depth Content & Accessible Learning for All
hear from teachers >
"I am really excited to see how my students respond to the readings. They seem accessible to students and are engaging. I am also happy to have lab procedure videos to show. This will help my ELL students quite a bit.
- Makala W., HS Chemistry Teacher (CO)
I learned that students can make really rich observations from seemingly simple food processes, and that food naturally provides many differentiated pathways for what level of detail to go into depending on grade level and where students are in the chemistry curriculum sequence.
- Hannah H, HS Chemistry Teacher (PA)
Strategic Setups for Food-Based Labs
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This gave me an idea of how I'll manage things in my own classroom environment from set-up to implementation to even the conversations and questions that will likely emerge.
- Shoshana K, HS Chemistry Teacher (AZ)
Alignment to Core Science Concepts
hear from teachers >
I'm excited to introduce a concrete and accessible phenomenon for polarity and IMFs, which has historically been a very abstract concept or relied on fairly boring phenomena.
- Teresa M, HS Chemistry Teacher (MA)
I have a much better sense of how food & cooking can function as part of a first-year chemistry curriculum as opposed to being confined to a separate elective course.
- Teresa H, HS Chemistry Teacher (CA)
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99% of teachers report that lessons helped them implement NGSS standards and develop students' science practices
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97% of teachers report that lessons encouraged student confidence or sense of belonging in science
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85% of teachers report that lessons encouraged students to learn about other cultures or connect learning to their own culture and community
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99% of teachers rated each of our resources—lesson plans, classroom slides, videos, & labs—as effective
Data is from 111 post-lesson surveys completed by teachers. It is part of ongoing research efforts to evaluate student & teacher impact. Data collection methods are approved by Harvard’s Internal Review Board (IRB).
Why teach science through food?
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Food and cooking promote inclusive opportunities to draw on student assets and facilitate community-oriented learning
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Food helps connect science to students’ everyday lives and the world around them
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Food can make science learning more accessible and approachable
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Food and cooking provide meaningful and safe ways to “do science” and build science practices through tinkering and student-designed investigations
