[Foods and Nutrition II]

Whats in Your Bread?

Overview:
Students will be able to identify ingredients that are used in yeast breads. They will be shown different ingredients, which they will decide which ones are used in yeast bread recipes and which ones are not. They will use this information to make their yeast bread recipe in a different class meeting.

[Grades 9-12] [Week 11: Friday]

Teaching Materials
Cooking Bowl Bread Ingredients (Yes and no examples)

Standards/Objectives: (Identify domain & level)

Standard 7: Demonstrate food preparation techniques and nutrition of yeast breads and pastries. Objective 3: Identify ingredients in yeast breads and their functions.

Other Resources/Technology

Cognitive Domain; Level 1: Knowledge

Introduction/Set Induction (5 minutes):

An empty bowl and different ingredients will be sitting on the table at the front of the room. Half the table is marked Yes and the other side No, with items placed on each side. Students, as they are entering class, will have an opportunity to come and observe the items. They will take notes on what they saw and what they think we might be doing in class that day.

Transition (2 minutes):
Students will take their seats after taking personal observation notes from the front table.

[Title]

Lesson Body (35 minutes):

Concept Attainment: PHASE 1: Presentation of Data & Identification of Concept (3 minutes): Examples and Non-examples are presented to students: The three items placed on the yes side are flour, eggs, and yeast. On the no side is vanilla, brown sugar, and blueberries. The teacher explains that the class will be making a food item, but they must guess what that item is based on what she is putting in the bowl. First she adds the flour. Then she adds the yeast. After she adds the eggs. Students compare attributes in examples and non-examples: Teacher asks the students what baking items have those three ingredients in them. Students will discuss options. Then asks them which of those items they listed do not contain the no examples. Students generate and test hypotheses: After taking into consideration the yes and No examples students begin to list what they think we could be making in class that day. Students state a definition according to the essential attributes: Student will agree on one item they think we are making. PHASE 2: Testing Attainment of the Concept (15 minutes): Students identify additional unlabeled examples as yes or no: The teacher then begins to bring out other ingredients that will or will not be added to the recipe. She starts with salt. The students will decide if they think it should be added or not. She adds salt, because it is a yes example. She then shows the students chocolate chips. The students should agree that this should not be added, a No example. The teacher then shows the students sugar. The students should agree yes. This will continue with the following items: Vegetable Oil: Yes Baking Soda: No Baking Powder: No Water: Yes Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes: Students discuss all of the yes examples that were added to the recipe. Why were they yes examples? They confirm if their hypothesis was accurate or not. Create new hypothesis. Students generate examples: Students may come up with other things that can be added to bread. Some may include variations of flour, sunflower seeds, butter, etc. PHASE 3: Analysis (18 minutes): Students describe thoughts: What were some ingredients they had a difficult time determining? Which ingredients were obvious? Students discuss role of hypotheses and attributes: Discuss each item added to the recipe. What is its role? Why is it necessary in making bread? What would happen if we left out this ingredient? What would happen if we added the other ingredients that were no examples? Students discuss type and number of hypotheses: Come to final hypothesis. [Title] 2

Transition (3 minutes):
Students will write their hypothesis on a piece of paper and turn it

Summary/Closure (5 minutes):
Explain to students the importance of using correct ingredients in making bread. Transition into tomorrows lesson by starting to explain yeast and its function in breads. Give brief details that tomorrow you will be engaging in a lab that requires students to experiment with yeast in breads.

Assessment/Evaluation:
This day will be based off participation. The students will apply what they learned from this activity in two different cooking labs; one dealing with yeast in breads and the other actually making bread.

[Title]