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Our lessons explore foods by connecting them to traditional concepts taught in secondary STEM education. Most lessons use a "sense-making" approach: essentially experiencing a food or recipe and then making sense of the process and product through use of observations, science concepts and building off of each other's ideas.
Most of our lessons include a hands-on lab or activity students can either do themselves or watch us do. To support and empower students in making connections and understanding the science concepts behind these foods, we design ready-to-go classroom slides, write anchor readings/articles, and produce videos. We also design student activities and worksheets that encourage further engagement and critical thinking.
To search for specific lessons, terms, or foods , use our storefront.
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Topic:
Chemistry
Biology & Ecology
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NGSS Standards:
Flour & Flatbread: Measurements & Precision
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:
2
-
3
class periods
standards:
MS-PS3-4, MS-ETS1-3
science concepts:
measurements
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
Get a taste of the lesson by checking out the video!
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
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:
science concepts:
measurements, dimensional analysis, density/mass/volume
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
Get a taste of the lesson by checking out the video!
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
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-PS3-4
science concepts:
density/mass/volume, measurements
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
Get a taste of the lesson by checking out the video!
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
Explore measurements, precision/accuracy, conversions and scaling through a classroom-friendly chocolate chip cookie recipe.
grades:
8
-
10
time:
2
-
4
class periods
standards:
MS-ETS1-3
science concepts:
measurements, dimensional analysis
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:
- 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
- Calculate and scale recipes using fractions and ratios
Get a taste of the lesson by checking out the video!
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: Ionic Compounds & Separation Methods (gr9-12)
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:
5
-
8
class periods
standards:
HS-PS1-1, MS-PS1-1
science concepts:
types of compounds, types of bonds, ionic compounds, solutions and mixtures, separation methods, physical properties
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
Get a taste of the lesson by checking out the video!
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
Explore atomic structure and ions by unpacking what electrolytes are, why we need them, and why they are in sports drinks.
grades:
9
-
12
time:
8
-
10
class periods
standards:
HS-PS1-1, MS-PS1-1, MS-PS1-3, HS-PS1-2, MS-LS1-8, HS-PS1-3, HS-PS1-7
science concepts:
atomic structure, ions
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
Get a taste of the lesson by checking out the video!
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 (Rock Candy & Tanghulu): Solutions & Covalent Bonding
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:
4
-
4
class periods
standards:
MS-PS1-1, MS-PS1-3, HS-PS1-1, HS-PS1-2
science concepts:
types of bonds, types of compounds, polarity, solutions and mixtures
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
Get a taste of the lesson by checking out the video!
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.
Spiciness (Peppers): Polarity & Mixing Substances
Explore capsaicin, the primary molecule behind spice, and see how its molecular structure explains its behavior with other substances.
grades:
8
-
12
time:
6
-
10
class periods
standards:
HS-PS1-1, HS-PS1-2
science concepts:
solubility, polarity, sensory neurons
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)
Get a taste of the lesson by checking out the video!
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.
Bao & Kneading: Bonds & IMFs in the Gluten Network
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-PS1-5
science concepts:
IMFs, types of bonds, proteins, solubility
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
Get a taste of the lesson by checking out the video!
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.
Popping Boba: Ions, Ionic Compounds, & Double Displacement Rxns
Explore popping boba by understanding the role of ions, chemical reactions, and diffusion in making popping boba.
grades:
9
-
12
time:
5
-
7
class periods
standards:
HS-PS1-1, HS-PS1-2, HS-PS2-6, HS-PS1-3, HS-PS1-5
science concepts:
types of compounds, ions, ionic compounds, chemical reactions, measurements
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 how sodium alginate and calcium chloride form a gel on a macro- and submicroscopic level
- Explore factors that affect the rate of a chemical reaction
- Apply our understanding of ionic compounds, ionic bonding, and electrostatic attractions to explain how a gel-encapsulated liquid is formed
Get a taste of the lesson by checking out the video!
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:
10
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.
Sourness & Butterfly Pea Lemonade: pH and Acids (gr8-12)
Explore acidity and what makes substances sour by learning about pH and hydrogen ions and making a butterfly pea flower lemonade.
grades:
8
-
12
time:
3
-
5
class periods
standards:
MS-PS1-1, MS-LS1-8, HS-PS1-3
science concepts:
acids and bases, pH, solutions and mixtures
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
Get a taste of the lesson by checking out the video!
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.
Ricotta: Precipitation & Rate of Chemical Reactions (gr8-12)
Explore precipitation, acids, and the formation of curds in cheese-making through homemade ricotta
grades:
8
-
12
time:
5
-
7
class periods
standards:
HS-PS1-1, HS-PS1-2, HS-PS2-6, HS-PS1-3
science concepts:
acids and bases, solubility, chemical changes, reaction rates
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
Get a taste of the lesson by checking out the video!
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 2 requires heat.
- If needed, you can divide Lab 2 into 2 class periods (and let ricotta drain overnight in fridge).
Paneer & Calcium: Ions & Ionic Bonds
Explore how calcium content impacts curd formation and structure through different trials of paneer cheese.
grades:
10
-
12
time:
3
-
5
class periods
standards:
HS-PS1-3, HS-PS2-6
science concepts:
elasticity, stoichiometry, intermolecular forces, ionic compounds
essential questions:
- How and why does calcium impact curd formation and the texture of curds?
- Can we substitute calcium chloride with other substances in cheesemaking?
objectives:
- Observe how calcium impacts curd formation and coagulation
- Explain macroscopic observations with particulate models of casein micelles and calcium phosphate bridges
- Investigate the use of other substances and consider the importance of different properties including charges of ions and molar mass
Get a taste of the lesson by checking out the video!
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:
20
Lab 3:
15
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pot + hot plate OR jar + microwave
Other Notes:
- Labs 1 and 3 require heat.
- Lab 1 will require a solid 60 minutes class period.
- Labs 2 and 3 are to measure the firmness of the paneer and cook it.
- Lab 3, which is frying the paneer, is purely for fun/taste purposes.
Mozzarella & Stretchy Cheese: Electrostatic Attractions & Intermolecular Forces
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
science concepts:
IMFs, electrostatic attractions, types of bonds, chemical changes,
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)
Get a taste of the lesson by checking out the video!
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!
Cherry Cola: Distillation
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:
HS-PS1-4
science concepts:
states of matter, phase changes, heat and energy
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)
Get a taste of the lesson by checking out the video!
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.
Brown Butter: Physical & Chemical Changes (gr8-12)
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
-
7
class periods
standards:
MS-PS1-4, MS-PS1-1, HS-PS3-2
science concepts:
chemical changes, physical changes, heat and energy
essential questions:
- How does heat impact each component in butter and why?
- What chemical and physical changes occur when we heat butter?
objectives:
- Investigate how melting point is related to the strength of intermolecular forces between molecules
- Explore how thermal energy causes physical and chemical changes in different substances through evidence and reasoning [it can impact both intermolecular forces and intramolecular forces]
- Apply the Law of Conservation of Matter to identify and explain which molecules may or may not be produced in the Maillard reaction or caramelization
Get a taste of the lesson by checking out the video!
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:
5
Lab 3:
30
Lab 4:
15
Lab 5:
30
Materials & Equipment:
hot plate, small pan or pot
Other Notes:
- All labs require a heat source, but you can skip lab 2 or 3 if needed.
- Second-hand data options to replace Lab 3 is provided.
Caramelization & Dalgona: Thermal Decomposition & Chemical Changes
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
-
11
time:
3
-
6
class periods
standards:
MS-PS1-2, MS-PS1-3, HS-PS1-3
science concepts:
chemical changes, heat and energy, IMFs, chemical reactions
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
- Explain how and why caramelization is a chemical reaction and cite evidence
- Explore how thermal energy disrupts intermolecular forces and chemical bonds
Get a taste of the lesson by checking out the video!
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.
Caramel: Heat, Chemical Changes, and Water
Explore how caramel is made by contrasting it with caramelized sugar and unpacking how and why dairy products change the flavor and texture of caramel.
grades:
8
-
11
time:
3
-
4
class periods
standards:
MS-PS1-2, MS-PS1-4, HS-PS1-3, HS-PS2-6
science concepts:
chemical changes, properties of matter, heat and energy
essential questions:
- How and why is caramel different from caramelized sugar?
- How do the ingredients in caramel impact its flavor and texture?
- How and why does heat impact the ingredients used to make caramel?
objectives:
- Observe and explore what dairy products are used in caramel, the chemical composition of these products, and how these components behave with exposure to high heat
- Explain how dairy products impact the texture and flavor of caramel
- Design an experiment to see what impacts caramel texture
Get a taste of the lesson by checking out the video!
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:
Lab 4:
0
Lab 5:
Materials & Equipment:
hot plate, small pot
Other Notes:
- Both labs require heat and generally follow the same procedure (lab 2 is a student-designed experiment based on lab 1)
Bao: Steaming & Condensation
Explore the science of steaming, condensation, and heat transfer in phase changes through bao.
grades:
8
-
10
time:
2
-
3
class periods
standards:
MS-PS1-2, MS-PS1-4
science concepts:
phase changes, states of matter, heat and energy
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
Get a taste of the lesson by checking out the video!
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).
Liquid Nitrogen Ice Cream: Fractional Distillation
Explore fractional distillation and phase changes from a different perspective through liquid nitrogen ice cream.
grades:
7
-
10
time:
1
-
2
class periods
standards:
HS-PS1-3, HS-PS3-4
science concepts:
phase changes, states of matter
essential questions:
- What is liquid nitrogen and how do we get it through fractional distillation?
- How does liquid nitrogen make ice cream almost instantaneously?
- What phase changes occur when we make ice cream with liquid nitrogen?
objectives:
- Describe what liquid nitrogen is and how we produce it through fractional distillation
- Describe what boiling point is using a substance other than water
- Explain how liquid nitrogen makes ice cream using scientific vocabulary and concepts
Get a taste of the lesson by checking out the video!
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
n/a
Lab 1:
Lab 2:
n/a
Lab 3:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
low equipment or require a heat source, but provide alternatives or include other labs that don't require a heat sources
Other Notes:
Yeast Breads & Proofing: Chemical Reactions & Temperature (HS Chem)
Unpack how and why yeast bread like focaccia, milk bread, 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:
5
-
7
class periods
standards:
MS-PS1-2, HS-PS1-2, HS-PS1-5, HS-LS1-7, HS-PS1-7, MS-PS1-1, MS-ETS1-3
science concepts:
chemical reactions, cellular respiration, reaction rates
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
Get a taste of the lesson by checking out the video!
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.
Milk Bread & Proofing: Chemical Reactions & Temperature
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-PS1-2, HS-PS1-5, HS-LS1-7
science concepts:
chemical reactions, density/mass/volume, cellular respiration, reaction rates
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
Get a taste of the lesson by checking out the video!
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.
Baking Soda & Pancakes: Chemical Reactions & Limiting Reactants (Gr9-12)
Explore how baking soda produces gas and the importance of ratios in ingredients when looking at leavening through multiple labs, including a buttermilk pancake lab.
grades:
9
-
12
time:
5
-
9
class periods
standards:
MS-PS1-2, HS-PS1-5
science concepts:
acids and bases, chemical reactions, conservation of matter, stoichiometry
essential questions:
- Why do use baking soda in recipes?
- What occurs when baking soda is “activated”?
- How do we know how much baking soda to use in a recipe and why does it matter?
objectives:
- 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
- Understand the importance of amounts and ratios when using baking soda through stoichiometry
Get a taste of the lesson by checking out the video!
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:
15
Lab 4:
15
Lab 5:
15
Materials & Equipment:
pH strips, hot plate + pan OR griddle
Other Notes:
- Only one lab (Lab 2, making pancakes) requires heat. All other labs generally involve mixing baking soda with different substances (primarily vinegar) and investigating this reaction in different ways.
Baking Powder & Cupcakes: Chemical Reactions with Acids and Bases (Gr9-12)
Explore baking powder by investigating when it reacts and the possible reactions that may be occurring depending on what acidic substances are present.
grades:
9
-
12
time:
3
-
5
class periods
standards:
HS-PS1-2, HS-PS1-7
science concepts:
chemical reactions, conservation of matter, acids and bases, stoichiometry
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
- Reason through what potential chemical reactions may be occurring with common acidic powders in baking powder
- Compare and contrast baking powder and baking soda through mini labs and a cupcake recipe
Get a taste of the lesson by checking out the video!
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.
Kombucha: Microbes & Ecosystems
Learn how to make kombucha and explore the community of microbes behind it.
grades:
9
-
12
time:
4
-
5
class periods
standards:
HS-LS1-6, HS-LS1-7, HS-LS2-3
science concepts:
microbes, fermentation, cycling of matter, ecosystems
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
Get a taste of the lesson by checking out the video!
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.
Rennet & Queso Fresco: Enzymes & Cheesemaking
Explore rennet and rennet-based curd formation by making queso fresco and comparing how milk changes when adding rennet or acid.
grades:
6
-
9
time:
3
-
4
class periods
standards:
science concepts:
engineering design, chemical changes, enzymes
essential questions:
- What is rennet, and how can we use it to make cheese?
- What occurs when we add rennet to milk and why?
- How is rennet different from acid in the cheesemaking process and product?
objectives:
- Explore how rennet causes coagulation and curd formation in milk
- Compare and contrast the process and product when adding rennet or acid to milk
- Explore how rennet is made and what enzymes are
Get a taste of the lesson by checking out the video!
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
50
Lab 1:
Lab 2:
30
Lab 3:
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
- Both labs require a heat source, but the milk only needs to be lukewarm and could be heated by a teacher and then distributed.
- A microwave or hot plate can be used to heat milk.
- If needed, Lab 1 can be divided into 2 class periods by draining the curds overnight in a fridge.
- You will need to buy rennet for this! There are a number of specific notes and tips about types of rennet and our exact recommendations in our lab notes.
Salt: Separation Methods and Properties (gr5-8)
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:
5
-
10
class periods
standards:
MS-PS1-1, MS-PS1-4
science concepts:
heat and energy, physical properties, filtration, particle models
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 how salt is obtained from natural resources
- Investigate factors that affect rate of evaporation through student-designed experiments
- Identify common and differentiating properties of table salts and see how the source and processing method accounts for differences
Get a taste of the lesson by checking out the video!
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:
15
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
- Lab 2 requires heat, but can be cut out if needed (or done as a demo).
Sourness & Butterfly Pea Lemonade: Acidity, pH , and Liquids (gr5-8)
Explore acidity and the behavior of particles in liquids (and its relationship to temperature) by making a color changing butterfly pea flower tea lemonade.
grades:
5
-
8
time:
3
-
6
class periods
standards:
5-PS1-1, 5-PS1-3, MS-PS1-1, MS-PS1-3
science concepts:
acids and bases, pH, solutions and mixtures, states of matter, particle models
essential questions:
- Why are some substances sour?
- How do particles behave and move in liquids and what factors affects their behavior?
- 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
- Explain what pH is and learn how to measure pH in different ways
- Model particle behavior in liquids and explore factors that change behavior, like temperature (Optional: Module 2)
Get a taste of the lesson by checking out the video!
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:
15
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
pH strips
Other Notes:
- Lab 2 is mostly inactive time as the tea steeps and can be cut short if needed.
- Some of the tea needs to steep overnight in the fridge.
- An electric tea pot or some source of hot water (does not need to be boiling) is required.
Vinaigrette & Butter: Mixtures and Solubility
Explore how and why some things mix- or don't mix- through a series of low-cost, easy labs that include homemade vinaigrette and butter.
grades:
5
-
8
time:
4
-
7
class periods
standards:
MS-PS1-1, MS-LS1-8, 5-PS1-4, MS-PS1-2, MS-PS1-3
science concepts:
types of mixtures, solubility, particle models
essential questions:
- Explain with evidence and reasoning why some substances dissolve in water while others do not
- Investigate what emulsifiers are and how they work
- Develop models to explore how different substances behave when mixed together
objectives:
- Why do some things mix well and other things don't?
- How can we mix things that normally don't like to mix?
- What foods depend on mixing and emulsification techniques?
Get a taste of the lesson by checking out the video!
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:
10
Lab 4:
Lab 5:
Materials & Equipment:
Other Notes:
- All 3 labs are very accessible and low-cast.
Spiciness (Peppers): Solubility, Senses
Explore how and why peppers are spicy by learning about how spice has evolved in pepper plants, how we extract and measure spice, and how we get relief from spice.
grades:
5
-
8
time:
2
-
7
class periods
standards:
MS-PS1-1, MS-LS1-8
science concepts:
types of mixtures, solubility, particle models
essential questions:
- What makes food spicy and how do we best extract spice?
- How do we determine how spicy a pepper is?
- What happens when we eat something spicy and how do we get relief from it?
objectives:
- Investigate how capsaicin interacts with water and fat, and see how this is related to our ability to both extract it and get relief from it
- Explore how capsaicin provides a chemical defense for plants
- Analyze and critique the experimental design behind sensory evaluation (relying on taste testers for data)
Get a taste of the lesson by checking out the video!
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:
15
Lab 4:
20
Lab 5:
Materials & Equipment:
hot plate + pot
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."
- Lab 4 is a bonus, optional lab in which students make salsa.
Ricotta: Chemical Changes (gr5-7)
Explore chemical changes and the formation of curds in cheese making through a series of investigative labs and by making homemade ricotta.
grades:
5
-
7
time:
4
-
5
class periods
standards:
MS-PS1-1, MS-LS1-8
science concepts:
solubility, acids and bases, measurements, chemical changes
essential questions:
- How is [fresh] cheese made?
- What are curds?
- How and why do curds form?
objectives:
- Identify and explain evidence of chemical changes
- Explore how adding an acid chemically changes milk
- Explore why casein proteins become insoluble during cheesemaking and how this leads to curd formation
Get a taste of the lesson by checking out the video!
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).
Tea: States of Matter, Temperature and Particle Models
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
-
7
class periods
standards:
5-PS1-1, 5-PS1-3, MS-PS1-1, MS-PS1-3, MS-PS1-4
science concepts:
heat and energy, states of matter, particle models
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?
- How are steam and ice different from water?
objectives:
- Learn how to closely observe phenomena and the basis of designing an experiment (IV, DV, CVs)
- Learn how to develop particle models to help describe and explain phenomena
- Explore how particles in different states of matter behave and how temperature affects particle movement
Get a taste of the lesson by checking out the video!
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
Pomegranate Molasses and Maple Syrup: Thermal Energy and Vaporization
Explore how syrups like pomegranate molasses and maple syrup are produced using natural resources, thermal energy, and vaporization.
grades:
5
-
8
time:
3
-
6
class periods
standards:
5-PS1-1, 5-PS1-2, 5-PS1-3, MS-PS1-1, MS-PS1-3, MS-PS1-4, MS-PS1-2
science concepts:
states of matter, phase changes, heat and energy
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
Get a taste of the lesson by checking out the video!
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:
- Lab 1 requires a hot plate.
Brown Butter Rice Krispie Treats: Heat & Physical/Chemical Changes (gr5-7)
Explore how heat transforms butter through physical and chemical changes by making brown butter, analyzing the process in stages, and making brown butter rice krispie treats.
grades:
5
-
7
time:
4
-
6
class periods
standards:
5-PS1-1, 5-PS1-2, 5-PS1-3, MS-PS1-1, MS-PS1-3, MS-PS1-4
science concepts:
states of matter, phase changes, chemical changes, heat and energy
essential questions:
- How does heat change butter?
- What chemical and physical changes occur when we heat butter and why?
- How can we explain macro-level observations on a particulate level?
objectives:
- Closely observe a phenomenon and use evidence, reasoning, and models to explain observations
- Identify and explore evidence of phase changes and chemical changes that occur due to heat when browning butter
- Explain how the substances in butter change due to heat
Get a taste of the lesson by checking out the video!
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:
n/a
Lab 5:
n/a
Materials & Equipment:
hot plate, small pan or pot
Other Notes:
- All labs require a heat source.
- Lab 2 can be done as a demonstration or skipped.
Scaling a Brownie Recipe: Volume, Units, & Heat Transfer
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:
5-PS1-1, 5-PS1-2, MS-PS1-2, MS-PS1-4
science concepts:
measurements, dimensional analysis, density/mass/volume
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
Get a taste of the lesson by checking out the video!
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)
Mason Jar Ice Cream: Volume & Types of Mixtures
Explore the importance of adding and trapping air by exploring volume and methods to add air to a mixture and making a no-churn ice cream in a jar.
grades:
5
-
8
time:
2
-
3
class periods
standards:
5-PS1-1, 5-PS1-3, MS-PS1-1
science concepts:
states of matter, types of mixtures
essential questions:
- What is the best way to add air into ice cream without churning?
- Why is air an essential ingredient in ice cream?
- What other factors impact air in ice cream?
objectives:
- Explain how air is a key component to ice cream’s texture
- Explore and compare methods that add air into ice cream
- Explore how different ingredients help “trap” air
Get a taste of the lesson by checking out the video!
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:
10
Lab 3:
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
jars, whisk, freezer (to store ice cream)
Other Notes:
- Lab 1 requires 2 days (or at least 90 minutes in the freezer) for the ice cream to freeze.
- Lab 2 is a demonstration.
Baking Soda & Kefir Flatbread: Chemical Reactions (gr5-8)
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:
3
-
6
class periods
standards:
5-PS1-2, 5-PS1-3, 5-PS1-4, MS-PS1-1, MS-PS-2, MS-PS1-5, MS-PS1-2, MS-LS1-1, MS-LS1-7, MS-PS1-3, MS-ETS1-3, 5-PS1-1
science concepts:
chemical reactions, conservation of matter, chemical changes
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)
Get a taste of the lesson by checking out the video!
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
Explain why we add yeast to bread by exploring 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-PS1-2, MS-PS1-5
science concepts:
microbes, ecosystems, cycling of matter, fermentation, cellular respiration
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 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
Get a taste of the lesson by checking out the video!
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.
How much baking soda should we use in this pancake recipe?: Ratios in Chemical Reactions
Explore how the amount of baking soda impacts the taste and texture of pancakes, investigate ratios in this chemical reaction through various mini-labs, and then determine the “ideal” amount of baking soda in a pancake recipe.
grades:
6
-
8
time:
3
-
4
class periods
standards:
5-PS1-2, 5-PS1-3, 5-PS1-4, MS-PS1-1, MS-PS-2, MS-PS1-5
science concepts:
chemical reactions, conservation of matter, limiting reactants
essential questions:
- How do we know how much baking soda to add to a recipe?
- What happens if we add too much or too little baking soda?
objectives:
- Gather data to investigate the quantity of products produced when different ratios of baking soda and vinegar react
- Identify evidence of leftover reactants and explain why it occurs
- Explore how chemical reactions have standard ratios of reactants and products and identify the ideal ratio of baking soda:vinegar
Get a taste of the lesson by checking out the video!
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:
10
Lab 4:
30
Lab 5:
Materials & Equipment:
pH strips, hot plate + pan OR griddle
Other Notes:
- Only Labs 1 and 4 requires heat. Pancakes can be made using a hot plate/pan or griddle.
Baking Powder & Cupcakes: Chemical Reactions with Acids and Bases
Explore baking powder by investigating when and why it produces gas and then comparing it with baking soda through multiple trials of an easy cupcake recipe.
grades:
6
-
9
time:
4
-
7
class periods
standards:
MS-LS1-1, MS-LS1-7, MS-PS1-3
science concepts:
chemical reactions, conservation of matter, acids and bases
essential questions:
- What is baking powder and how is it different from baking soda?
- How and why does baking powder produce gas
objectives:
- Compare and contrast the chemical reactions that occur when using baking powder and baking soda through mini labs and a cupcake recipe
- Explain what is required for baking powder to produce gas and how baking powder is a mixture through evidence and reasoning
- Explain the role of a liquid or aqueous solution in a chemical reaction
Get a taste of the lesson by checking out the video!
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:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
oven, muffin tin (or hot plate + pan OR griddle if using alternative flatbread recipe instead of cupcakes)
Other Notes:
- 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
Explore what substances can be used to make baking powder, design their own DIY baking powder, and then test their prototype in a classroom friendly Vietnamese honeycomb cake.
grades:
5
-
8
time:
3
-
6
class periods
standards:
MS-PS1-1, MS-PS1-2, MS-ETS1-3
science concepts:
chemical reactions, conservation of matter, acids and bases
essential questions:
- What substances can we use to make our own baking powder?
- 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:
- Investigate properties of different substances to consider if they could be used in baking powder
- Explore differences in existing types of baking powder
- Design and test a “DIY” baking powder prototype through a variety of mini-labs
Get a taste of the lesson by checking out the video!
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:
15
Lab 3:
20
Lab 4:
50
Lab 5:
Materials & Equipment:
muffin tin, oven, low equipment or require a heat source, but provide alternatives or include other labs that don't require a heat sources
Other Notes:
- The first three labs are mini-labs that do not require any heat.
- Lab 4 requires a countertop oven. Alternative recipes can also be used for this lab. They can be found in our other lesson, Baking Powder & Cupcakes. Lab preparation notes explain this in more detail.
Fizzy Color Changing Drinks: Acids & pH
Explore the science behind sourness by exploring properties of acidic ingredients (pH) and how they can produce gas with baking soda.
grades:
5
-
8
time:
2
-
4
class periods
standards:
5-PS1-3, 5-PS1-4, MS-PS1-2, MS-ETS1-3
science concepts:
acids and bases, chemical changes
essential questions:
- What makes things sour?
- Why do we use acidic substances in food and cooking?
objectives:
- Be able to identify examples of acidic substances, measure their pH, and explain on a particulate level why they are acidic
- Apply learned concepts to investigate and explain a new phenomenon
- Consider different functions of acidic substances in food and cooking
Get a taste of the lesson by checking out the video!
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:
n/a
Lab 4:
n/a
Lab 5:
n/a
Materials & Equipment:
ph strips
Other Notes:
- This is a great lesson to start with if you are new to Bite Scized!
- Lab 2 requires a tea kettle or warm water for prep.
Kimchi: Ecosystems & Microbes (gr5-8)
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, MS-LS-5, MS-LS2-1, HS-LS2-3
science concepts:
microbes, chemical reactions, fermentation
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
Get a taste of the lesson by checking out the video!
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:
5
Lab 5:
n/a
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.
How do Bees Produce our Food?: Pollination
Explore how bees help produce foods through pollination.
grades:
2
-
5
time:
2
-
4
class periods
standards:
2-LS2-2, 2-LS4-1., 4-LS1-1, 5-ESS3-1, MS-ESS3-3, MS-LS2-2, MS-LS2-5, 5-LS2-1, MS-ESS2-1, MS-LS2-4, MS-LS2-3, MS-LS1-7
science concepts:
adaptations, symbiosis, ecology
essential questions:
- How do bees make our food?
- What is pollination and how can it lead to production of a fruit?
- Why do bees and plants need each other?
objectives:
- Identify the major parts of a plant that are involved in pollination
- Explain how bees help pollination
- Explore how pollination leads to the production of many food
Get a taste of the lesson by checking out the video!
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
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:
2-LS2-2, 2-LS4-1. 4-LS1-1, In new revised one:
5-ESS3-1, MS-ESS3-3, MS-LS2-2, MS-LS2-5
science concepts:
sustainability, cycling of matter, ecosystems
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
Get a taste of the lesson by checking out the video!
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
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-LS2-1, 5-ESS3-1, MS-ESS2-1, MS-LS2-5
science concepts:
ecosystems, sustainability, cycling of matter
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
Get a taste of the lesson by checking out the video!
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
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, MS-LS2-5, MS-LS2-4, MS-ESS3-3
science concepts:
cycling of matter, environment, microbes
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
Get a taste of the lesson by checking out the video!
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
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:
5-ESS3-1, 5-LS2-1, MS-ESS3-3, MS-LS2-3, MS-LS1-7
science concepts:
genetics, evolution
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
Get a taste of the lesson by checking out the video!
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.
Dry Ice Potions: Sublimation & Phase Changes
Explore sublimation, phase changes, and the behavior of a dry ice by making a potion that you can drink!
grades:
6
-
9
time:
1
-
1
class periods
standards:
science concepts:
phase changes, states of matter
essential questions:
- What is dry ice and how does it behave?
- Why does dry ice create a fog in liquids?
objectives:
- Learn what dry ice is and how it behaves in different liquids through prompts and close observation
- Make a fun Halloween “potion” while learning about dry ice
- Explore how to calculate the density and mass of dry ice fog
Get a taste of the lesson by checking out the video!
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:
cooler to store dry ice
Other Notes:
- Dry ice can be found at some grocery stores.
- Handling of dry ice requires safety precautions, which are further explained in lesson plan.
PBL Unit: Chemistry of Cheesemaking
Explore the processes of coagulation and factors that impact cheese texture through multiple labs and designing your own experiment.
grades:
8
-
12
time:
14
-
20
class periods
standards:
science concepts:
chemical changes, microbes, chemical reactions, intermolecular forces
essential questions:
-How and why is cheese made?
- What factors impact cheese taste and texture?
objectives:
- Think critically about why and how cheese is made
- Compare and contrast different methods of cheesemaking
- Use learned concepts to explore cheese in a way that is meaningful and interesting
Get a taste of the lesson by checking out the video!
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:
45
Lab 3:
60
Lab 4:
20
Lab 5:
60
Materials & Equipment:
hot plate + pot OR microwave + jar, pH strips
Other Notes:
- This includes a total of 4 full-scale labs that generally require a full class period and a heat source, as well as 3 days that have mini-labs or demos.