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Flour & Flatbread: Measurements & Precision
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the importance of precision and accuracy when measuring ingredients by gathering evidence in multiple activities that can be used to support a Claim in a Claim-Evidence-Reasoning response.
grades:
6
-
9
time:
3
-
4
class periods
standards:
No video is available for this lesson.
science concepts:
measurements
Get a taste of the lesson by checking out the video!
essential questions:
● How can we measure ingredients in a recipe?
● Does the way we measure ingredients matter?
● What is the most consistent way to measure flour?
objectives:
● Practice measuring and collecting data
● Explore precision and accuracy through measurement, data analysis, and real world applications (baking)
● Explain with evidence and reasoning why using a measuring scale is a better tool for measuring ingredients in baking
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
45
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
small pan, hot plate
Other Notes:
● Only Lab 2 requires heat. Additionally, you can do these activities and meet the objectives of this lesson without frying the flatbreads (simply make the dough and do not cook).
● Lab 2 is divided over 2 class periods (15 min on day 1, 25 min on day 2). Heat is only used on day 2.
Scaling a Brownie Recipe: Volume, Units, & Heat Transfer
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore volume, unit conversions, and the relationship between energy transfer and mass by comparing pan sizes and scaling a brownie recipe.
grades:
6
-
9
time:
4
-
6
class periods
standards:
MS-PS3-4
No video is available for this lesson.
science concepts:
measurements, dimensional analysis, density/mass/volume
Get a taste of the lesson by checking out the video!
essential questions:
● What factors need to be considered when scaling up or down a brownie recipe to fit in a different pan?
● How can I scale up or down a recipe?
● What affects the amount of time a food needs to bake for?
objectives:
● Compare different size pans by exploring ways to calculate volume and using ratios
● Learn how to scale up or down a recipe by using unit conversions and application of ratios, multiplication, and division
● Explore the relationship between transfer of thermal energy and mass
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
35
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
oven, muffin tin
Other Notes:
● Both Labs 1 and 2 use heat.
● Lab 1 can also be done as a demonstration to minimize time and cost.
● A 8x8 and 9x13 pan is helpful for a demonstration (but is not involved in baking)
Air in Ice Cream: Lab Design & Density
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the importance of air in ice cream by analyzing the amount of air in different ice cream samples and comparing methods of adding air in an easy no-churn ice cream lab.
grades:
6
-
8
time:
3
-
5
class periods
standards:
MS-ETS1-3
No video is available for this lesson.
science concepts:
density/mass/volume, measurements
Get a taste of the lesson by checking out the video!
essential questions:
● How can you use properties of mass, volume, and density to compare ice creams?
● What considerations are needed when designing an inquiry●based lab?
● How does the density of an ice cream affect how “scoopable” it is?
objectives:
● Explain what variables are important to consider when designing inquiry●based labs
● Explore the amount of air in various ice cream brands (and our own ice cream) through measurements of mass, volume, and density
● Explore and compare methods that add air into ice cream
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
25
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
freezer (to store ice cream)
Other Notes:
● Lab 2 requires 2 days (or at least 90 minutes in the freezer) for the ice cream to freeze.
● A freezer is needed to store ice cream.
Flour & Chocolate Chip Cookies: Measurements & Precision
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore measurements, precision/accuracy, conversions and scaling through a classroom-friendly chocolate chip cookie recipe.
grades:
8
-
10
time:
2
-
4
class periods
standards:
n/a (SEP only)
No video is available for this lesson.
science concepts:
measurements, dimensional analysis
Get a taste of the lesson by checking out the video!
essential questions:
● Why should bakers use a measuring scale?
● What are precision and accuracy, and why do they matter in science and in baking?
● How can you scale a recipe to make more or less?
objectives:
● Practice measuring and collecting data
● Explore precision and accuracy through measurement, data analysis, and real world applications (baking)
● Explain with evidence and reasoning why using a measuring scale is a better tool for measuring ingredients in baking
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
30
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
for traditional cookies: oven, baking sheet
Other Notes:
● Lab 2 requires heat if you choose to make traditional cookies.
● A no-bake option cookie dough recipe is also provided.
Salt: Properties & Separation Methods
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how salt is extracted and made, how and why different types of salt vary, and salt’s purpose in food and cooking.
grades:
9
-
12
time:
8
-
10
class periods
standards:
MS-PS1-1, MS-PS1-3, MS-PS1-4, HS-ESS2-2, HS-PS3-2
No video is available for this lesson.
science concepts:
classfication of matter, separation methods, properties, temperature and energy
Get a taste of the lesson by checking out the video!
essential questions:
● How do we get salt?
● What types of salt exist, and how do they vary?
● Why do we use salt in food?
objectives:
● Explore the natural and manmade processes behind the formation and extract of salt
● Explain how an ionic crystal forms and how to determine the chemical formula of an ionic crystal
● Explore how and why different types of salts vary through research and data collection in labs
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
20
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate + beaker or small pot
Other Notes:
● Lab 1 requires a hot plate to heat a solution of saltwater, as well as a filter set up.
Sports Drinks & Electrolytes: Atomic Structure & Ions
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore atomic structure and ions by unpacking what electrolytes are, why we need them, and how they explain common properties of drinks with electrolytes.
grades:
9
-
12
time:
8
-
10
class periods
standards:
HS-PS1-1, MS-PS1-1
No video is available for this lesson.
science concepts:
atomic structure, ions
Get a taste of the lesson by checking out the video!
essential questions:
● How can we evaluate a claim made by a product?
● What are electrolytes and why do we need them?
● In what state does sodium exist in nature and why?
objectives:
● Investigate electrolytes by analyzing sports drinks claims, collecting data about their properties, and developing particulate models
● Explore how electrolytes work in our body through a variety of readings, labs, and particulate models
● Explain what ions are and how and why they form
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
20
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
conductivity tester set up, no heat required
Other Notes:
● A conductivity meter or set up to measure if a solution conducts electricity is needed for this lab.
Sugar: Covalent Bonding & Solutions
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore sugar solutions, the basis of many candies, by making rock candy and unpacking sucrose molecular structure, the process of dissolving, the importance of concentration and temperature, and another sugar-based candy: tanghulu.
grades:
8
-
12
time:
3
-
4
class periods
standards:
HS-PS1-1, HS-PS1-2
No video is available for this lesson.
science concepts:
types of bonds, types of compounds, polarity, solutions and mixtures
Get a taste of the lesson by checking out the video!
essential questions:
● What is sugar and how is it different than salt?
● How do we make sugar●based candies? What steps are important and why?
● Why does sugar dissolve in water?
objectives:
● Explore the molecular structure of sucrose and compare and contrast covalent and ionic bonding
● Explain how and why sugar is polar, and how this influences its interaction with water molecules
● Explore concepts around concentration and see how they apply to sugar●based candies
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
mason jars, small pot, hot plate
Other Notes:
● Lab 1 requires a heat source. The rock candy needs to sit for a period of about 5 days.
● Lab 2 is a demo or can just be an activity in which students analyze a tanghulu recipe, but do not make it.
Salts & Umami: Ionic Compounds
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore ionic compounds- how they form, why they form, and their properties- by making sense of ingredient labels and exploring a primary ingredient behind umami: MSG.
grades:
9
-
12
time:
6
-
8
class periods
standards:
HS-PS1-1, HS-PS1-2, HS-PS2-6
No video is available for this lesson.
science concepts:
ionic compounds, ionic bonds, polyatomic ions
Get a taste of the lesson by checking out the video!
essential questions:
● What are properties of ionic compounds and how can we explain these properties on a particulate level?
● What are polyatomic ions and how are they similar and different to monoatomic ions?
● How has science helped us make sense of umami—what it is, where it comes from, and how we can enhance it?
objectives:
● Explain how and why ions, ionic bonds, and ionic compounds form
● Analyze different types of ions and ionic compounds on a particulate and macroscopic level
● Apply new concepts to investigate an ingredient behind umami and evaluate the validity of claims made by studies about umami
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
Oral Rehydration Salts (Assessment)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore and develop an ORS (oral rehydration salt) product for kids to apply and show understanding of atomic structure, compounds, and ionic and covalent bonding while also engaging in engineering principles.
grades:
9
-
12
time:
3
-
4
class periods
standards:
HS-PS1-1, HS-PS1-2*, HS-PS1-3, HS-EST1-1, HS-ETS1-3
No video is available for this lesson.
science concepts:
ionic bonds, ions, ionic compounds, particle models, polyatomic ions
Get a taste of the lesson by checking out the video!
essential questions:
● What are oral rehydration salts (ORS) and why so they help solve a global problem?
● How can we make sense of the substances that are present in ORS through a model?
● How can we develop an ORS that is effective for kids?
objectives:
● Develop a model to represent the concentration, structure, and interactions of each substance in an ORS solution
● Plan and develop a prototype by considering data collection and analysis methods and criteria and constaints.
● Conduct research to analyze and explain how an ORS product addresses a global problem.
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
Water & Dissolving: Polarity
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore why substances like sugar and salt dissolve in water through an exploration of bond types, electronegativity, and polarity.
grades:
9
-
12
time:
2.5
-
4
class periods
standards:
HS-PS1-1, HS-PS1-2*, HS-PS1-3
No video is available for this lesson.
science concepts:
polarity, solubility
Get a taste of the lesson by checking out the video!
essential questions:
● Why do many things dissolve in water?
● Why does water have partial charges, why does it matter, and how does it impact its properties?
objectives:
● Make sense of water’s unique properties and its ability to dissolve many substances by exploring it on a particulate level
● Investigate how and why water has partial charges
● Explain the interactions between water and different substances through an understanding of electronegativity, polarity, and attractions
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
Spiciness (Peppers): Polarity & Mixing
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore capsaicin, the primary molecule behind spice, and see how its molecular structure explains its behavior with other substances.
grades:
9
-
12
time:
5
-
8
class periods
standards:
MS-PS1-1, MS-LS1-8, HS-PS1-3
No video is available for this lesson.
science concepts:
solubility, polarity, sensory neurons
Get a taste of the lesson by checking out the video!
essential questions:
● What makes food spicy?
● How do we best extract spice?
● What foods help us get relief from spice and why?
objectives:
● Identify the polarity of a substance by analyzing its bonds and molecular structure
● Explain how and why a substance may interact with another substance based on the structure and polarity of its molecules
● Explain and connect concepts of polarity and interactions between substances to the phenomenon of spice (extracting spice and getting relief from spice)
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
30
Lab 3:
20
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, pot or pan
Other Notes:
● Only Lab 1 requires heat.
● Lab 2 (paper chromatography) requires about 20 minutes waiting time in addition to 5●10 minutes active time.
● "Lab" 3 is more akin to a hands-on activity and involves taste testing and data collection around drink's efficacy in relief from spiciness.
Vanilla: Polarity & Evaluating Production Methods
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore what vanilla extracts are made of and why by comparing and evaluating production methods and by making sense of the compounds present in vanilla extracts.
grades:
9
-
12
time:
4
-
6
class periods
standards:
HS-PS1-3, HS-ESS3-1, HS-ETS1-3
No video is available for this lesson.
science concepts:
polarity, intermolecular forces
Get a taste of the lesson by checking out the video!
essential questions:
● Where does vanilla come from and how is it produced?
● What compounds are used in vanilla extract and why are they used?
● How can we identify and distinguish between different vanilla products?
● What factors should we consider when evaluating different types of vanilla and different methods of vanilla production?
objectives:
● Compare production methods and make sense of how vanilla can be derived from a variety of sources
● Analyze molecular structures to determine polarity and predict interactions between molecules used in vanilla extracts and flavorings
● Read and analyze research to evaluate the economic, environmental, and societal factors related to different vanilla production methods
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
Steaming: Thermal Energy & Phase Changes
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the science of steaming, condensation, and heat transfer in phase changes through bao.
grades:
8
-
12
time:
4
-
5
class periods
standards:
HS-PS1-3, HS-PS3-1 *, HS-PS3-2, HS-PS3-4 *
No video is available for this lesson.
science concepts:
phase changes, states of matter, heat and energy
Get a taste of the lesson by checking out the video!
essential questions:
● What happens when we steam food?
● Why is steaming such an efficient way to cook food?
objectives:
● Model and describe how water particles behave in phases and in phase changes (specifically liquid, gas, evaporation and condensation)
● Explain why steaming foods is an efficient method of heat transfer
● Observe and explore differences between steaming and baking
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
60
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, small pan, steaming baskets, oven
Other Notes:
● Lab 1 is a 2-day lab (30 minutes for day 1, which is to make the dough; 30 minutes for day 2; which is steaming the bao).
● There must be at least 1 day in between labs for dough to proof.
● To steam bao, steaming baskets or alternative set up is needed, as well as an oven for baking (to compare cooking methods).
Distillation of Cherry Cola
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the process of distillation and how thermal energy affects particles in a substance by distilling cherry cola in an accessible “DIY” setup.
grades:
6
-
10
time:
3
-
4
class periods
standards:
MS-PS1-4, MS-PS1-1, HS-PS3-2
No video is available for this lesson.
science concepts:
states of matter, phase changes, heat and energy
Get a taste of the lesson by checking out the video!
essential questions:
● What happens when we distill a substance and why?
● How can we use models to explain what occurs on a molecular level?
● What is natural flavor?
objectives:
● Understand how thermal energy affects particle motion, temperature, and the state of a substance
● Explain what distillation is and how it separates out components in a mixture
● Use models to show how molecules behave in liquids, gases, and phase changes
● Describe how thermal energy is transferred between a system and its surroundings (*HS only)
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, beakers
Other Notes:
● Observations in this lab do not involve any tasting of the product. Standard lab equipment (beaker, rubber stopper) is required.
Caramelization & Tanghulu: Thermal Energy, Phase Energy, & Chemical Energy
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the process of caramelization and how heat transforms white sugar into an entirely new substance by disrupting both intermolecular forces and chemical bonds.
grades:
8
-
12
time:
3
-
5
class periods
standards:
HS-PS1-3, HS-PS2-6
No video is available for this lesson.
science concepts:
chemical changes, heat and energy, IMFs, chemical reactions
Get a taste of the lesson by checking out the video!
essential questions:
● How and why does heat change white sugar?
● How and why is caramelized sugar an entirely new product compared to white sugar?
objectives:
● Observe and collect data to see how the properties of a substance (white sugar changes) change when exposed to high heat
● Explore how thermal energy disrupts intermolecular forces and chemical bonds
● Explain how and why caramelization is a chemical reaction
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, small pot
Other Notes:
● This lab requires heat.
● High temperatures are required for caramelization of sugar- safety is a must.
● This lab is not intended for eating purposes, although the product can be tasted.
Brown Butter: Phase Changes & the Maillard Reaction (HS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how heat transforms butter through multiple labs that look at how butter is made, butter’s melting point, the amount of water in butter, browning butter, and making brown butter rice krispie treats.
grades:
8
-
12
time:
3
-
4
class periods
standards:
HS-PS1-2*, HS-PS1-3
No video is available for this lesson.
science concepts:
chemical changes, heat and energy, phase changes
Get a taste of the lesson by checking out the video!
essential questions:
● How does heat impact butter and why?
● Why do different fats have different melting points?
● What molecules can be produced in the Maillard Reaction?
objectives:
● Explore how thermal energy can cause phase changes and chemical reactions in butter
● Investigate how melting point is related to the strength of intermolecular forces between molecules
● Apply the Law of Conservation of Matter to identify and explain which molecules may or may not be produced in the Maillard reaction
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
30
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
hot plate, small pan or pot
Other Notes:
● All labs require a heat source.
Liquid Nitrogen Ice Cream (Unit 2-3 Assessment)
This lesson is part of a larger unit. It cannot be purchased on its own.
Make sense of liquid nitrogen's unique properties and explore how ice cream can be made with liquid nitrogen by making multiple models to represent changes in energy and matter in different substances.
grades:
8
-
12
time:
2
-
4
class periods
standards:
HS-PS1-1*, HS-PS1-3, HS-PS3-2, HS-PS3-4*
No video is available for this lesson.
science concepts:
thermal energy, intermolecular forces, boiling point
Get a taste of the lesson by checking out the video!
essential questions:
● How can we make sense of energy transfer in an unusual phenomenon (making ice cream with liquid nitrogen)?
● Why does liquid nitrogen boil at room temperature?
● Why does salt lower the freezing point of water?
objectives:
● Make sense of how liquid nitrogen is used to make ice cream by exploring and explaining transfers of energy in systems and using multiple models
● Explain why liquid nitrogen has a low boiling point with reference to molecular structure, intermolecular forces, and phase energy
● Investigate how salt impacts the freezing point of water and make sense of why through models (optional)
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
20
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
● Both labs are part of an optional extension lesson.
Yeast Breads & Proofing: Chemical Reactions & Temperature (HS Chem)
This lesson is part of a larger unit. It cannot be purchased on its own.
Unpack how and why yeast bread like focaccia and naan expands in volume through various data, labs, and investigations that explore the chemical reaction of fermentation and factors that impact it.
grades:
9
-
12
time:
6
-
9
class periods
standards:
MS-PS1-2, HS-PS1-2, HS-PS1-5, HS-LS1-7
No video is available for this lesson.
science concepts:
chemical reactions, cellular respiration, reaction rates
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we add yeast to bread?
●What is occurring as the dough sits (proofs) and why?
● How can we influence the proofing process?
objectives:
● Use evidence and reasoning to back up a claim about what chemical reaction is occurring during the proofing process
● Apply principles around balanced chemical equations to explain the change in the presence and absence of ingredients in dough
● Explore ways to change the speed of gas production and explain why this occurs through evidence and reasoning
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
45
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
oven or hot plate
Other Notes:
● This lab is broken into 2 days (20 minutes to make dough; followed by 20-45 minutes to cook it). Baking will take 45 minutes, frying will take 20 minutes.
● This lesson comes with 3 labs to choose from: focaccia, naan, and milk bread. The naan does not require an oven and can be done on a hot plate/pan. The other two require an oven.
Popping Boba: Ionic Compounds & Double Displacement Reactions
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the science behind popping boba by investigating the role of ions, electrostatic attractions, and diffusion in making a liquid encapsulated by a gel.
grades:
9
-
12
time:
5
-
6
class periods
standards:
HS-PS1-1, HS-PS1-2, HS-PS2-6, HS-PS1-3
No video is available for this lesson.
science concepts:
types of compounds, ions, ionic compounds, chemical reactions, measurements
Get a taste of the lesson by checking out the video!
essential questions:
● What is popping boba and how is it made?
● Why and how does gelling occur in popping boba?
● Why and how does the center of popping boba remain a liquid, while the outside layer is gelled?
objectives:
● Observe and explain the chemical reaction between sodium alginate and calcium chloride on a macro- and particulate level
●Apply our understanding of ionic compounds, electrostatic attractions, and collision theory to explain how a gel-encapsulated liquid is formed
● Explore factors that affect the rate of a chemical reaction
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
5
Lab 3:
15
Lab 4:
15
Lab 5:
55
Materials & Equipment:
a blender is helpful to prepare a solution (can be done in advance and at home)
Other Notes:
● There are many small and easy labs in this one! Most involve just using water, rather than a flavor, for the boba.
● Lab 5, which requires more time, is purely an extension and does not need to be done.
Baking Soda & Pancakes: Chemical Reactions & Acid/Base Neutralization (Module 1)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how baking soda works and the importance of ratios by investigating a pancake recipe and how baking soda produces gas.
grades:
9
-
12
time:
4
-
6
class periods
standards:
HS-PS1-2, HS-PS1-7
No video is available for this lesson.
science concepts:
acids and bases, chemical reactions, conservation of matter, stoichiometry
Get a taste of the lesson by checking out the video!
essential questions:
Module 1:
● Why do use baking soda in recipes?
● What occurs when baking soda "works"?
Module 2:
● How do we know how much baking soda to use in a recipe and why does it matter?
objectives:
Module 1:
● Investigate how and why baking soda reacts by analyzing the properties of reactants and products
● Make predictions on what will react with baking soda based on evidence and reasoning
Module 2:
● Understand the importance of amounts and ratios when using baking soda through stoichiometry
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
10
Lab 3:
20
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pH strips, hot plate + pan OR griddle
Other Notes:
● Only one lab (Lab 1, making pancakes) requires heat.
● Lab 2 is a simple demo. A hot water bath is required.
● Lab 3 involves mixing baking soda with different substances. No heat is required.
Ricotta: Precipitation & Rate of Chemical Reactions (HS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore precipitation, acids, and the formation of curds in cheese-making through homemade ricotta
grades:
8
-
12
time:
5
-
7
class periods
standards:
HS-PS1-3, HS-PS1-5
No video is available for this lesson.
science concepts:
acids and bases, solubility, chemical changes, reaction rates
Get a taste of the lesson by checking out the video!
essential questions:
● What are cheese curds?
● How and why can curds form from milk?
● How do quantities and concentrations of acids impact curd formation?
objectives:
● Explore how adding an acid chemically changes milk
● Explain how curds form using principles of solubility, charges, and precipitation.
● Describe how curds form on a molecular level and consider factors impacting curd formation
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
45
Lab 3:
20
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate + pot OR microwave + jar
Other Notes:
● Lab 2 requires heat.
● If needed, you can divide Lab 2 into 2 class periods (and let ricotta drain overnight in fridge).
BBQ & Grilling: Combustion & Exothermic Reactions
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore heat, energy, and combustion by unpacking how a barbecue smoker cooks and adds flavor to food and investigating different cooking fuels.
grades:
9
-
12
time:
6
-
9
class periods
standards:
HS-PS1-2, HS-PS1-4, HS-PS1-7*, HS-ESS3-4*
No video is available for this lesson.
science concepts:
chemical reactions, heat and energy
Get a taste of the lesson by checking out the video!
essential questions:
● How does fire cook food and what do we need to sustain it?
● What factors should be considered when choosing a cooking fuel and why?
● What is produced when we burn fuel and how does it relate to food and flavor?
objectives:
● Analyze different cooking fuels and explore how their properties impact the combustion and cooking process
● Investigate how to calculate the amount of chemical energy provided by fuels and explore factors that impact energy and energy transfer
● Explain how thermal energy is released and transferred during the process of combustion and in different cooking methods
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
20
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
butane lighter or something similar is needed
Other Notes:
● Majority of labs are relatively traditional ones that do not involve food.
Sourness & Butterfly Pea Lemonade: pH and Acids (gr8-12)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore acidity and what makes substances sour by learning about pH and hydrogen ions and making a butterfly pea flower lemonade.
grades:
9
-
12
time:
3
-
5
class periods
standards:
MS-PS1-1, HS-PS1-2, HS-PS1-7
No video is available for this lesson.
science concepts:
acids and bases, pH, solutions and mixtures
Get a taste of the lesson by checking out the video!
essential questions:
● Why are some substances sour?
● What makes some substances more sour than others?
● How and why do butterfly pea flowers change color?
objectives:
● Be able to identify examples of acidic substances, measure their pH, and explain on a particulate level why they are acidic
● Observe pH through the senses, including taste and smell and pH indicators
● Explain the relationship between H+ concentration and pH
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
15
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
pH strips
Other Notes:
● Prepping lab 2 requires you to heat water to make tea, but a heat source is not actively used during the lab. An electric tea pot, microwave, or hot plate can be used to heat water.
Paneer & Calcium: Ions, Attractions & Molar Mass
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore electrostatic attractions and calculcating molar mass through and paneer and investigating calcium’s role in cheese.
grades:
9
-
12
time:
4
-
6
class periods
standards:
HS-PS1-3, HS-PS1-7
No video is available for this lesson.
science concepts:
elasticity, stoichiometry, intermolecular forces, ionic compounds
Get a taste of the lesson by checking out the video!
essential questions:
● How and why does calcium impact the curd formation process?
● What considerations do we need to take into account when trying to substitute calcium chloride in cheesemaking?
objectives:
● Investigate how and why calcium impacts curd formation
● Explain macroscopic observations through particulate models of casein network and an understanding of electrostatic attractions
● Investigate the use of other substances and consider the importance of different properties including charges of ions and molar mass
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
60
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pot + hot plate OR jar + microwave
Other Notes:
● Labs 1 requires heat.
● Lab 1 will require a solid 60 minutes class period.
Baking Soda & Pancakes: Chemical Reactions & Limiting Reactants (Module 2)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how baking soda works and the importance of ratios by investigating a pancake recipe and how baking soda produces gas.
grades:
9
-
12
time:
3
-
5
class periods
standards:
HS-PS1-2, HS-PS1-7
No video is available for this lesson.
science concepts:
acids and bases, chemical reactions, conservation of matter, stoichiometry
Get a taste of the lesson by checking out the video!
essential questions:
Module 1:
● Why do use baking soda in recipes?
● What occurs when baking soda "works"?
Module 2:
● How do we know how much baking soda to use in a recipe and why does it matter?
objectives:
Module 1:
● Investigate how and why baking soda reacts by analyzing the properties of reactants and products
● Make predictions on what will react with baking soda based on evidence and reasoning
Module 2:
● Understand the importance of amounts and ratios when using baking soda through stoichiometry
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
20
Lab 3:
30
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pH strips, hot plate + pan OR griddle
Other Notes:
● Only one lab (Lab 1, making pancakes) requires heat.
● All other labs do not require heat.
Baking Powder & Cupcakes: Chemical Reactions with Acids and Bases (Gr9-12)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore baking powder by investigating when it reacts and the possible reactions that may be occurring depending on what substances are present.
grades:
9
-
12
time:
3
-
5
class periods
standards:
MS-PS1-1, MS-PS1-2, MS-ETS1-3
No video is available for this lesson.
science concepts:
chemical reactions, conservation of matter, acids and bases, stoichiometry
Get a taste of the lesson by checking out the video!
essential questions:
● What is baking powder and how is it different from baking soda?
● How and why does baking powder react?
● What chemical reactions may be occurring in baking powder?
objectives:
● Explain what is required for baking powder to react through evidence and reasoning
● Explore what potential chemical reactions may be occurring in baking powder and apply them to predicting quantities of reactants needed and products produced
● Compare and contrast baking powder and baking soda through mini labs and a cupcake recipe
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
40
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
oven, muffin tin (or hot plate + pan OR griddle if using alternative flatbread recipe instead of cupcakes)
Other Notes:
● This lesson is the same as our middle school lesson on baking powder, but includes a 1-2 day extension that further explores molecular structures and stoichiometry.
● Only Lab 2 requires heat (on day 2).
● Lab 2 can be done on 1 day, or divided into 2 days (10 minutes on day 1, 30 minutes on day 2- primarily baking time).
● You can do these activities and meet the objectives of this lesson without making the cupcakes (simply see our pictures).
● We have provided an alternative recipe/lab, which uses a flatbread recipe that can be done with hot plate/pan or griddle.
Engineering Baking Powder & Banh Bo Nuong: Acid-Base Neutralization Rxns (Gr9-12)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore different acidic substances that can be used in baking powder and then develop and test a baking powder prototype to solve an “overflowing problem: case study” in a Vietnamese honeycomb cake.
grades:
9
-
12
time:
4
-
6
class periods
standards:
HS-PS1-7, HS-ETS1-3
No video is available for this lesson.
science concepts:
chemical reactions, conservation of matter, acids and bases
Get a taste of the lesson by checking out the video!
essential questions:
● How and why do types of baking powder vary?
● What should we consider when evaluating potential substances that could be used in baking powder?
● How can we engineer and test our own baking powder?
objectives:
● Consider and investigate criteria for evaluating acidic substances for use in baking powder
● Explore differences in existing types of baking powder (e.g. double acting, less common alternatives)
● Develop and test a “DIY” baking powder prototype through a variety of investigative labs
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
20
Lab 3:
40
Lab 4:
Lab 5:
Materials & Equipment:
oven, muffin tin (or hot plate + pan OR griddle if using alternative flatbread recipe instead of cupcakes)
Other Notes:
● Lab 1 and 2 are minimal in equipment and involve developing a baking powder prototype.
● Only Lab 3 requires heat source (oven- although a hot plate alternative that uses a flatbread can also be used to test prototype).
Bao & Kneading: Bonds & IMFs in the Gluten Network
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the science of kneading and gluten development through bao. An additional 2 day-extension explores steaming and heat transfer.
grades:
9
-
12
time:
5
-
8
class periods
standards:
HS-PS1-3, HS-PS2-6
No video is available for this lesson.
science concepts:
IMFs, types of bonds, proteins, solubility
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we knead dough?
● How does kneading change dough?
● What is gluten and why is important in dough and bread?
objectives:
● Observe and model how the gluten network forms in dough
● Identify and explain how various bonds and attractions form in the gluten network
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
30
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
steaming set up (hot plate + pot + steamer basket)
Other Notes:
● Lab 1 is a 2-day lab (30 minute for day 1, which is to make the dough; 30 minute for day 2, which is steaming the bao).
● There must be at least 1 day in between labs for dough to proof.
● To steam bao, steaming baskets or alternative set up is needed.
Kombucha: Microbes & Ecosystems
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the complex microbial ecosystem and metabolic pathways behind the production of kombucha.
grades:
9
-
12
time:
5
-
7
class periods
standards:
MS-LS2-2, MS-LS2-3, MS-LS2-1, HS-LS2-3, HS-LS2-6
No video is available for this lesson.
science concepts:
microbes, fermentation, cycling of matter, ecosystems
Get a taste of the lesson by checking out the video!
essential questions:
● How is kombucha made?
● What occurs as the kombucha sits over time and why?
● How do yeast and bacteria work together to make kombucha?
objectives:
● Explain how kombucha is made using concepts of metabolic reactions (fermentation), microbial diversity, ecosystems and symbiosis
● Explain factors that may impact the microbial population in kombucha and how these factors can change the process and product
● Describe the complex relationship between bacteria and yeast in kombucha
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
45
Lab 1:
Lab 2:
5
Lab 3:
5
Lab 4:
5
Lab 5:
Materials & Equipment:
Other Notes:
● Lab 1 is preparing the kombucha; Labs 2-4 are monitoring the kombucha.
● The longest step in lab 1 is brewing and cooling the tea. The tea can also be cooled overnight to save class time.
Kimchi: Lactic Acid Bacteria & Cellular Respiration
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore microbes, cellular respiration, and environmental factors that impact microbial communities by making and observing kimchi.
grades:
9
-
12
time:
5
-
7
class periods
standards:
HS-LS1-6, HS-LS2-2, HS-LS2-3, HS-LS2-6, HS-LS1-7
No video is available for this lesson.
science concepts:
microbes, ecosystems, cycling of matter, cellular respiration, fermentation
Get a taste of the lesson by checking out the video!
essential questions:
● How is kimchi made and how can we study this process?
● How and why does the kimchi ecosystem over time?
● What factors influence the growth of microbes in kimchi?
objectives:
● Observe and explain evidence of fermentation and growing lactic acid bacteria [LAB] populations in kimchi
● Explain how environmental factors impact the growth of different microbial populations in kimchi
● Analyze various peer●reviewed studies to learn more about factors that may impact kimchi and how it is studied by scientists
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
5
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
jars are helpful
Other Notes:
● Labs 2-4 are simply check-ins on the kimchi.
● Kimchi can be kept at room temperature for first 3 days, then should be placed in fridge.
Mozzarella & Stretchy Cheese: Electrostatic Attractions & Intermolecular Forces
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how heat & stretching transform curds into shiny, stretchy cheese by exploring the electrostatic attractions in the casein network and making homemade mozzarella.
grades:
9
-
12
time:
4
-
7
class periods
standards:
HS-PS1-3
No video is available for this lesson.
science concepts:
IMFs, electrostatic attractions, types of bonds, chemical changes,
Get a taste of the lesson by checking out the video!
essential questions:
● How and why can cheese curds become stretchy?
● How do temperature and stretching impact curds (on both a macroscopic and particulate level)?
● What factors impact the stretchiness of cheese?
objectives:
● Describe the structure of casein in different stages of the mozzarella making process on both a macroscopic and particulate level
● Explain how cheese curds become stretchy and explore factors that impact stretchiness (e.g. calcium content, pH)
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
60
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
na
Materials & Equipment:
Other Notes:
● Unlike our other cheese lessons, mozzarella MUST be made with low temperature pasteurized milk for this lab (generally a local milk- we have more notes in the lab preparation notes). Alternatively, students can watch our videos to see how mozzarella is made. Please reach out with any specific questions.
● Similarly, out of our all cheese lessons, mozzarella is the most finicky. A high degree of precision is needed, as well as a growth mindset!
Milk Bread & Proofing: Chemical Reactions & Temperature
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore the process of proofing in milk bread by measuring differences in volume and density and learning about the chemical reaction of fermentation.
grades:
7
-
10
time:
3
-
4
class periods
standards:
MS-PS1-2, HS-PS1-5
No video is available for this lesson.
science concepts:
chemical reactions, density/mass/volume, cellular respiration, reaction rates
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we add yeast to bread?
● What is occurring as the dough sits (proofs) and why?
● How can we influence the proofing process?
objectives:
● Explore how gas is produced while dough sits and “proofs”
● Collect and analyze data to explore gas production in fermentation
● Explore ways we can change the speed of fermentation
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
65
Lab 3:
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
oven, muffin tin
Other Notes:
● Lab 1 is a demo and needs to be set up 30 minutes in advance. It is mostly inactive time.
● Lab 2 is a multi-day lab. Day 1 (20 minutes) is used to make bread dough,. Day 2 (45 minutes) is to bake it. Day 2 is mostly inactive time (either proofing or baking).
● While back to back days is not required, these days should be a maximum of 3 days apart.
● Dough needs to be pulled out of fridge ~1-2 hours before Day 2 of Lab 2.
● The dough must be stored in fridge between labs.
Kimchi: Ecosystems & Microbes (MS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore microbes, cellular respiration, and environmental factors in ecosystems by making and observing kimchi over time.
grades:
5
-
8
time:
4
-
6
class periods
standards:
MS-LS2-3, MS-LS2-4
No video is available for this lesson.
science concepts:
microbes, ecosystems, cellular respiration
Get a taste of the lesson by checking out the video!
essential questions:
● What is kimchi and how is it made?
● How does kimchi change over time as it sits?
● How can we influence the growth of microbes [LAB] in kimchi?
objectives:
● Observe and explain evidence of lactic acid bacteria [LAB] populations and fermentation in kimchi
● Learn how microbes [LAB] help make kimchi and preserve food
● Explain how environmental factors impact the growth of LAB populations in kimchi
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
5
Lab 3:
5
Lab 4:
Lab 5:
Materials & Equipment:
jars are helpful
Other Notes:
● Labs 2-4 are simply check-ins on the kimchi.
● Kimchi can be kept at room temperature for the first 3 days, then should be placed in fridge.
Bees & Food Production (pollination and ecosystem services)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how bees help produce many of the foods we eat by learning about the relationship between bees and plants and the basic parts of a flower involved in pollination and fruit production.
grades:
2
-
5
time:
4
-
5
class periods
standards:
5-ESS3-1, MS-ESS3-3, MS-LS1-4, MS-LS2-2, MS-LS2-5,
No video is available for this lesson.
science concepts:
adaptations, symbiosis, ecology, sustainability
Get a taste of the lesson by checking out the video!
essential questions:
● How do bees help produce the food we eat?
● Why are bees important?
● How can we support bees [and other pollinators]?
objectives:
● Explain how many crops, in particular fruits, are produced and the role of pollination
● Explore the relationship between pollinators and plants and how pollination is critical to many plants’ survival
● Explore pollinator conservation efforts and explain why they are important
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
Other Notes:
● Various fruits and flowers are required for this lesson.
Nourishing Soil for Food: Nitrogen Cycling and the Environment
This lesson is part of a larger unit. It cannot be purchased on its own.
Students explore the importance of soil for our planet and in food production and environmentally friendly ways to nourish soil.
grades:
3
-
5
time:
4
-
5
class periods
standards:
5-LS2-1, 5-ESS3-1, MS-ESS2-1, MS-LS2-5
No video is available for this lesson.
science concepts:
sustainability, cycling of matter, ecosystems
Get a taste of the lesson by checking out the video!
essential questions:
● What is in soil?
● Why do plants need soil?
● How do we take care of soil and why do we need to?
objectives:
● Explain that soil is made of both living and nonliving things, including nutrients
● Describe what nutrients are and why soil needs them
● Consider different ways we can add nitrogen back into the soil
● Explain how crop rotation and legumes help keep our soil nitrogen rich in an environmentally friendly way
● Consider different ways in which we can help nourish soil and support farmers
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
Other Notes:
● Samples of soil are required for this "lab", which is primarily a hands-on activity exploring the soil.
Oyster Farming: Sustainability & Ecosystems
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore oyster farming to investigate the relationship between aquaculture and our planet and learn about the ecosystem services provided by shellfish.
grades:
5
-
8
time:
3
-
7
class periods
standards:
5-ESS3-1, MS-LS2-5, MS-LS2-4, MS-ESS3-3
No video is available for this lesson.
science concepts:
ecosystems, sustainability, cycling of matter
Get a taste of the lesson by checking out the video!
essential questions:
● Where and how do we get seafood and why does it matter?
● Why are oysters beneficial for aquatic ecosystems?
● How is the ocean changing? How can oysters help and how can we help oysters?
objectives:
● Explore what aquaculture is and consider its environmental and social implications
● Explain the benefits of oyster farming and describe the ecosystem services oysters provide
● Explain how climate change (primarily ocean acidification) is impacting shellfish
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
35
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
Other Notes:
● This "lab" is simply various hands-on stations that involve shells. There is an option to show a shucked oyster.
Where does our discarded food go?: Decomposition & Cycling of Matter
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore what occurs as food decomposes, different methods of food disposal (landfill and compost), and how this impacts the planet.
grades:
5
-
8
time:
4
-
5
class periods
standards:
5-ESS3-1, 5-LS2-1, MS-ESS3-3, MS-LS2-3, MS-LS1-7
No video is available for this lesson.
science concepts:
cycling of matter, environment, microbes, sustainability
Get a taste of the lesson by checking out the video!
essential questions:
● What happens to discarded food?
● Where does discarded food go and why does it matter?
● What can we do about food waste?
objectives:
● Identify common decomposers related to food waste and explain the importance and process of decomposition
● Analyze ways food waste is processed and their impact on the environment
● Explain what vermicomposting is and how to set up a vermicomposting bin
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
Other Notes:
● The "lab" here is building a vermicomposting bin. Exact amount of time and preparation will greatly vary depending on scale and scope. We provide some suggested resources to help you get started.
Apple Varieties: Inheritance, Phenotype & Genotype
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how new apple cultivars are made and consistently grown, what apple traits scientists study, and the degree of influence and understanding they have of them.
grades:
6
-
8
time:
10
-
13
class periods
standards:
MS-LS1-5, MS-LS3-2, MS-LS1-1, HS-LS3-1, HS-LS3-2
No video is available for this lesson.
science concepts:
genetics, evolution
Get a taste of the lesson by checking out the video!
essential questions:
● What makes apple varieties different from one another and why do these differences exist?
● How well can scientists and breeders predict and influence the traits of apples?
● How do we grow new apple varieties and how do we consistently grow the same variety?
objectives:
● Explore what apple traits are studied by scientists and breeders and the degree of influence we can predict and influence traits
● Investigate how apple traits are inherited and expressed
● Explain how apples can be produced sexually and asexually
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
45
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pH strips/meter, refractometer
Other Notes:
● A knife and cutting board are needed for this lab. We provide kid-friendly knife suggestions. You can also cut the apples ahead of time.
● Lab 2 can be shortened to about 30 minutes if needed.
Tea: States of Matter, Temperature and Particle Models
This lesson is part of a larger unit. It cannot be purchased on its own.
Practice closely observing phenomena with all of our senses and explore the behavior of particles in solids, liquids, and gases by making and investigating tea.
grades:
5
-
7
time:
4
-
6
class periods
standards:
MS-PS1-1*, MS-PS1-3, MS-PS1-4, MS-LS1-8
No video is available for this lesson.
science concepts:
heat and energy, states of matter, particle models
Get a taste of the lesson by checking out the video!
essential questions:
● How do particles in a liquid behave & how does this explain what we observe when making tea?
● Why do we brew teas at higher temperatures? How does temperature affect brewing tea?
objectives:
● Learn how to develop particle models based on evidence and investigations to help describe and explain phenomena
● Investigate particle behavior in different substances, states of matter, and in different temperatures
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
30
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
tea pot or something to heat water
Other Notes:
● Both labs require hot water from a teapot
● Lab 2 is mostly inactive time
Tea: States of Matter, Temperature and Particle Models
This lesson is part of a larger unit. It cannot be purchased on its own.
Unpack the process of making tea by modeling particle behavior in different states of matter, temperatures, and mixtures, exploring how tea is made, and investigating why we smell things.
grades:
5
-
7
time:
7
-
10
class periods
standards:
MS-PS1-1*, MS-PS1-3, MS-PS1-4, MS-LS1-8
No video is available for this lesson.
science concepts:
heat and energy, states of matter, particle models
Get a taste of the lesson by checking out the video!
essential questions:
● How do particles in a liquid behave & how does this explain what we observe when making tea?
● Why do we brew teas at higher temperatures? How does temperature affect brewing tea?
● What is smell, and how and why do we smell things?
objectives:
● Learn how to develop particle models based on evidence and investigations to help describe and explain phenomena
● Investigate particle behavior in different substances, states of matter, and in different temperatures
● Learn how smells are made of different molecules that interact with olfactory receptors
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
30
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
tea pot or something to heat water
Other Notes:
● Both labs require hot water from a teapot
● Lab 2 is mostly inactive time
Heating Butter & Rice Krispie Treats: Phase Changes & Thermal Energy Transfer
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore phase changes and thermal energy transfer by heating butter and making Rice Krispies treats.
grades:
5
-
8
time:
5
-
9
class periods
standards:
MS-PS1-1, MS-PS1-3, MS-PS1-4, MS-PS3-4
No video is available for this lesson.
science concepts:
states of matter, phase changes, chemical changes, heat and energy
Get a taste of the lesson by checking out the video!
essential questions:
● How and why does butter change when we heat it?
● How does heat and energy transfer play a role in transforming ingredients and making a recipe?
objectives:
● Closely observe a phenomenon and use evidence, reasoning, and models to explain observations
● Identify and explore evidence of phase changes that occur when heating butter
● Explain how rice krispie treats are made through an understanding of energy transfer
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
30
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, small pan or pot
Other Notes:
● All labs require a heat source.
Pomegranate Molasses and Maple Syrup: Thermal Energy and Vaporization
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how syrups like pomegranate molasses and maple syrup are produced using natural resources, thermal energy, and vaporization.
grades:
5
-
8
time:
6
-
8
class periods
standards:
5-PS1-1, 5-PS1-2, 5-PS1-3, MS-PS1-1, MS-PS1-3, MS-PS1-4
No video is available for this lesson.
science concepts:
states of matter, phase changes, heat and energy
Get a taste of the lesson by checking out the video!
essential questions:
● How are syrups like pomegranate molasses and maple syrup made?
● How and why can heat transform ingredients?
objectives:
● Explore how substances made with water change due to heat and vaporization of water
● Investigate how and why mass is lost when a substance with high amounts of water (like juice) is heated
● Use models to explain how thermal energy is transferred and absorbed by a substance when a water●based substance is heated
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate + pot
Other Notes:
● Lab 1 requires a hot plate.
Popcorn: Heat, Gas & Pressure
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how popcorn is made by exploring thermal energy transfer, gases, and pressure.
grades:
6
-
8
time:
3
-
5
class periods
standards:
MS-PS1-3, MS-PS1-4
No video is available for this lesson.
science concepts:
states of matter, phase changes, gases, pressure, closed/open systems
Get a taste of the lesson by checking out the video!
essential questions:
● How and why can we transform corn kernels into popcorn?
● What role does energy and energy transfer play in making popcorn?
● What happens to a gas when it's heated in a closed system and why?
objectives:
● Investigate and model the role of thermal energy in making popcorn
● Analyze the role of water in popcorn and model its role and how it changes when making popcorn
● Explain what pressure is and how it can be created in closed systems
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
hot plate, small pan or pot
Other Notes:
● Lab requires a hot plate.
Instant Pot Mac and Cheese: Heat Unit Assessment
This lesson is part of a larger unit. It cannot be purchased on its own.
Apply understanding of thermal energy, states of matter, phase changes, and particle behavior to make sense of 1) how an instant pot (pressure cooker) works and speeds up the cooking process and 2) steps in an instant pot mac and cheese recipe.
grades:
6
-
8
time:
1
-
2
class periods
standards:
MS-PS1-4, MS-P3-3, MS-PS3-4, MS-PS3-5
No video is available for this lesson.
science concepts:
states of matter, phase changes, gases, pressure, closed/open systems
Get a taste of the lesson by checking out the video!
essential questions:
● What is an instant pot (pressure cooker) and how does it speed up the cooking process?
objectives:
● Explain how and why pressure increases in an instant pot by developing a particle model to show changes in particle behavior over time
● Use reasoning to explain the effect of different methods and/or mistakes in using a pressure cooker (cause/effect)
● Describe what happens on a particle-level when butter and cheese melt in hot pasta and identify and explain ways to speed up this process
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
30
Lab 1:
Lab 2:
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
instant pot
Other Notes:
● This lab is done as a demo (or shown as a video). The demo requires an instant pot.
Salt: Properties and Matter (MS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how salt is extracted and made, how and why different types of salt vary, and salt’s purpose in food and cooking.
grades:
5
-
8
time:
7
-
10
class periods
standards:
5-PS1-1, 5-PS1-3, MS-PS1-1, MS-PS1-3, MS-ESS2-1
No video is available for this lesson.
science concepts:
heat and energy, physical properties, filtration, particle models
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we use salt in food?
● How do we get salt?
● What types of salt exist, and how do they vary?
objectives:
● Explore how salt is obtained from natural resources and the processes it can go through to be extracted
● Investigate different properties like density, conductivity, pH and use them to distinguish different solutions and substances from one another
● Practice ways to “make sense” of our observations in labs through strategies like asking questions, modeling, and conducting investigations
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
15
Lab 3:
15
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
no hot plate is needed (only for optional labs), conductivity setup required
Other Notes:
Ricotta: Chemical Changes (MS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore chemical changes and the formation of curds in cheese making through a series of investigative labs and by making homemade ricotta.
grades:
6
-
9
time:
4
-
5
class periods
standards:
5-PS1-4, MS-PS1-1, MS-PS1-2, MS-PS1-3
No video is available for this lesson.
science concepts:
solubility, acids and bases, measurements, chemical changes
Get a taste of the lesson by checking out the video!
essential questions:
● How is cheese made?
● What are curds?
● How and why do curds form?
objectives:
● Identify and explain evidence of chemical changes
● Use evidence and reasoning to explain what curds are made of
● Explore how adding an acid chemically changes milk
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
10
Lab 1:
Lab 2:
45
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate + pot OR microwave + jar
Other Notes:
● Lab 1 does not require heat.
● If needed, you can divide Lab 2 into 2 class periods (and let ricotta drain overnight in fridge).
Baking Soda: Chemical Reactions (MS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore what makes baking soda “work” and what happens when it works through a series of investigations and a simple kefir flatbread or pancake recipe.
grades:
5
-
8
time:
5
-
10
class periods
standards:
5-PS1-2, 5-PS1-3, 5-PS1-4, MS-PS1-1, MS-PS-2, MS-PS1-5
No video is available for this lesson.
science concepts:
chemical reactions, conservation of matter, chemical changes
Get a taste of the lesson by checking out the video!
essential questions:
● What happens when baking soda “works”?
● What is needed to make baking soda “work”?
● Why do we use baking soda in recipes?
objectives:
● Identify and describe evidence of a chemical reaction
● Observe and investigate what is needed to make baking soda react and why
● Explain and model why and how gas is produced when baking soda reacts with acids (using the law of conservation of matter and identifying atoms in reactants and products)
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
15
Lab 1:
Lab 2:
15
Lab 3:
30
Lab 4:
10
Lab 5:
n/a
Materials & Equipment:
pH strips, hot plate + pan OR griddle OR oven
Other Notes:
● Only Lab 3, which involves making the flatbread, requires heat.
● While normally a pan/hot plate is used for cooking, you can also bake this bread successfully.
● We provide an alternative food/lab- buttermilk pancakes- which can also be used for the end of this lesson in place of the Kefir flatbread.
Yeast & Bread: Evidence of Life & Cellular Respiration
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore why we use yeast in bread by investigating what yeast is, what occurs as dough sits over time, and completing a Focaccia-inspired “bread in a bag” lab.
grades:
6
-
8
time:
5
-
9
class periods
standards:
MS-LS1-1, MS-LS1-7, MS-PS1-3
No video is available for this lesson.
science concepts:
microbes, ecosystems, cycling of matter, fermentation, cellular respiration
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we use yeast in bread?
● What occurs as dough sits over time and why?
● What is yeast and what does it do?
objectives:
● Use evidence and reasoning to explain why dough expands in volume as it sits (during proofing)
● Explain why and how yeast produces carbon dioxide through investigations and applying an understanding of what living organisms do and need to live
● Explore how changes in environment and resources can impact the rate of gas production
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
40
Lab 1:
Lab 2:
65
Lab 3:
40
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
muffin tin, oven
Other Notes:
● Only Lab 2 requires a heat source (for baking). Alternatively, students can take dough and bake it at home.
● Lab 1 requires ~10 minutes active time and then 30-40 minutes non-active time. It can be cut short if needed.
● Lab 2 is a multi-day lab. Day 1 (25 minutes) is to make bread dough. Day 2 (45 minutes) is to bake bread and is mostly inactive time (proofing or baking). While back to back days is not required, these days should be a maximum of 3 days apart between Day 1 and 2.
● The dough must be stored in fridge between labs.
Popping Boba: Assessment of Chemical Reactions (MS)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore how popping boba is made by analyzing the active ingredients that are used to make a gel, investigating what occurs when we combine them, and exploring ways to influence how the gel forms.
grades:
6
-
8
time:
3
-
4
class periods
standards:
MS-PS1-1, MS-PS1-2, MS-PS1-3, MS-PS1-5
No video is available for this lesson.
science concepts:
Get a taste of the lesson by checking out the video!
essential questions:
● What is popping boba and how is it made?
● Does a chemical reaction occur when we combine the active ingredients used to make popping boba?
● How can we control and influence how the gel forms?
objectives:
● Plan an investigation to analyze whether a chemical reaction occurs when combining ingredients used to make popping boba
● Make a claim and develop a model based on evidence and reasoning to represent what we think occurred when ingredients were combined
● Analyze data from various tests to determine what affects the gelling process
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
30
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other
Other Notes:
Yeast and Bread: Life & Cellular Respiration (Conference Version)
This lesson is part of a larger unit. It cannot be purchased on its own.
Explore why we use yeast in bread by investigating what yeast is, what occurs as dough sits over time, and completing a Focaccia-inspired “bread in a bag” lab.
grades:
6
-
8
time:
4
-
6
class periods
standards:
MS-LS1-1, MS-LS1-7, MS-PS1-3
No video is available for this lesson.
science concepts:
microbes, ecosystems, cycling of matter, fermentation, cellular respiration
Get a taste of the lesson by checking out the video!
essential questions:
● Why do we use yeast in bread?
● What occurs as dough sits over time and why?
● What is yeast and what does it do?
objectives:
● Use evidence and reasoning to explain why dough expands in volume as it sits (during proofing)
● Explain why and how yeast produces carbon dioxide by applying an understanding of what living organisms do and need to live
Lab Information
Learn more about how we design food-based labs and make it classroom-friendly.
Lab Times (in minutes) *any lab over 60 minutes is split between 2 class periods
20
Lab 1:
Lab 2:
15
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
muffin tin, oven
Other Notes: