Carol P. Boynton
Before beginning the classroom activities, remind the students of the importance of handling food safely (Appendix B). As they will be the scientists studying and learning, it is important that the students themselves conduct the "experiment" with assistance from the teachers. Each numbered activity is intended to be covered in two 45-minute lessons. The procedures are extremely consistent to ensure that the students will learn the steps by repeating the process from beginning to end. They will enjoy becoming skilled at knowing how to implement the scientific method.
Activity One - Trail Mix and Granola Bars
Objective: To use the scientific method to determine if the ingredients can be separated after the experiment is complete.
Materials for Trail Mix: raisins, cereal, M&M's, and nuts
Procedure for Trail Mix: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. Now the (4) experiment can be done. The students will mix ¼ cup each of raisins, cereal, M & M's, and nuts in their individual bowls. On a paper towel, they will separate their ingredients to show their test. The students can determine the (5) results of their experiment and determine if their data supported their hypothesis. The students need to record their scientific method process in their journals making sure each step included. They can enjoy their trail mix with their friends!
Objective: To use the scientific method to determine if the ingredients can be separated after the experiment is complete.
Materials per group for Granola Bars: 2 ½ cup quick rolled oats, ½ cup Rice Krispies, ¼ cup shredded coconut, ½ cup M&M minis, ½ cup brown sugar, ½ tsp salt, ½ cup butter, softened, ¼ cup honey, ½ tsp. vanilla, 8x8 pans, knife, small plates
Procedure for Granola Bars: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. Now have the students perform the (4) experiment. This activity should be done in groups of four to six students. Add all of the ingredients and mix together until combined. Press into a square 8×8 greased pan. Bake at 350° for 18-20 minutes. Cool for 10 minutes and score into bars. Let it set completely and then cut into bars. After distributing a granola bar to each student they will determine if they can separate or not separate the ingredients or (5) analyze the results, draw conclusions. The students will record their process and results in their journals and enjoy their granola bar.
Activity Two - Fruit Salad, Fruit Smoothies and Applesauce
Fruit salad and fruit smoothies can be made in all in one day or over two days. Having the students cut up twice as much fruit will allow for both experiments to be done in one day.
Objective: To use the scientific method to determine if the ingredients can be separated after the experiment is complete.
Materials for Fruit Salad: bananas cut in halves or thirds, pears, quartered, apples quartered, kiwi peeled and halved or quartered, strawberries, blueberries, melons, peeled, seeded and quartered, any other fruit choices, paper plates, spoons, plastic knives, cups, (ripe, soft fruit works best as it is easier to cut with plastic knives)
Procedure for Fruit Salad: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. The students can perform the (4) experiment. Before working with the fruit have the students wash their hands. Each student needs a paper plate, knife, cup, and spoon. Using the paper plate as a cutting board, distribute three or four choices of fruit to each student for them to cut into bite-sized pieces. These pieces go into the cup for a fruit cup snack. Their plate will be empty which is where they will now separate the ingredients. (5) Analyze the results, draw conclusions. The students will record their process and results in their journals. Now they can eat their fruit snack!
Materials for Fruit Smoothie: bananas cut in halves or thirds, pears, quartered, apples quartered, kiwi peeled and halved or quartered, strawberries, blueberries, melons, peeled, seeded and quartered, any other fruit choices, paper plates, ice, spoons, straws, plastic knives, cups, blender (again ripe, soft fruit works best as it is easier to cut with plastic knives)
Procedure for Fruit Smoothie: Follow the same procedure for fruit salad for Steps 1, 2 and 3. Step 4 is repeated up until the separating activity. Instead of separating the results, the students will, in groups of four, pour their fruit into a blender, adding several ice cubes to help with blending the fruit. A small amount of water may need to be added as well. The results will be poured back into the cups to (5) analyze the results and draw conclusions. The students will record their process and results in their journals and drink their fruit smoothie!
Materials for Applesauce per group of four: 4 medium apples, ½ cup water, ¼ cup sugar, electric burner, stock pot, large wooden spoon, cinnamon, cups, plates, plastic knives and spoons.
Procedure for Applesauce: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. Now the (4) experiment can be done. Before working with the ingredients, have the students wash their hands. Peel, core, and slice apples. Cut the apple slices into small chunks using paper plates as cutting boards. Put the apples in the pot with the water and simmer for 15 minutes while stirring. Add sugar and a few sprinkles of cinnamon. Wait until applesauce cools. Scoop serving portions into cups for students to (5) analyze the results and draw conclusions. The students will record their process and results in their journals.
Activity Three - Vegetable Soup and Vegetable Dip
Objective: To use the scientific method to determine if the ingredients can be separated after the experiment is complete.
Materials for Vegetable Soup: 4 large can of chicken broth, baby carrots, frozen peas, small pasta like orzo or ditanili, large stock pot, can opener, ladle, cups, electric burner or access to a stove top, spoons, cups, strainer, large bowl
Procedure for Vegetable Soup: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. Now the (4) experiment can be done. Before working with the food have the students wash their hands. Open the cans of broth and pour in the stock pot. Bring it to a boil and add the carrots and pasta. Boil for about 5 minutes, and add the peas. Remove the soup from the heat and let sit for a few minutes. Ladle the soup into the cups making sure all ingredients are in each cup cups for students to (5) analyze the results and draw conclusions. The students will record their process and results in their journals. Note: set aside 1-2 cups of cooked vegetables for the next recipe.
Materials for Vegetable Dip: 1 cup of reserved carrots and peas from soup, 2 cups sour cream, items dipping (carrots, celery, crackers, breadsticks), food processor, large bowl, wooden spoon, paper plates
Procedure for Vegetable Dip: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. Remind them that they will be using ingredients from the soup to complete this recipe. They need to then state a (3) hypothesis which will be if we mix these ingredients together, then we will either be able to separate them or we will not be able to separate them. (4) Place carrots and peas in food processor and mix together until well blended. Put sour cream in large bowl. Add carrots and peas and mix together with wooden spoon. Put spoonful of dip on plates for students to (5) analyze and draw conclusions. The students will record their results in their journals and enjoy their dip with vegetables and crackers.
Activity Four - Hard boiled eggs and Green Eggs and Ham
Objective: To use the scientific method to determine if the ingredients can be separated after the experiment is complete.
Materials for Hard Boiled Egg: eggs (one per student), stock pot, slotted spoon, large bowl, water, electric burner, paper plates, plastic knives
Procedure for Hard Boiled Eggs: Discuss with the students the steps to be completed during the lesson and their (1) background knowledge and experience with separating food. What do they already know? Have pictures of eggs in the shell and eggs cracked open in various states to show the inside of an egg, that there are two separate parts, the white and the yolk. After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if when we work with this ingredient (the egg), then we will either be able to separate them or we will not be able to separate them. Now the (4) experiment can be done. Before working with the food have the students wash their hands. Place the eggs in the stock pot with enough cold water to cover them. Bring the water to a rolling boil. At this point, turn off the heat and remove the pot. The eggs need to sit in the hot water for 15 minutes to finish cooking. Using a slotted spoon put the eggs immediately into cold water; this will help with peeling the shells. After they are cooled and can be peeled, pass the eggs out to each student to have them peel over a paper plate. Using their plastic knives, they can cut the egg in half and (5) analyze the results and draw conclusions. The students will record their process and results in their journals.
Materials for Green Eggs and Ham: eggs (one per student), green food coloring, sliced ham (or turkey ham), large bowl, whisk, skillet, wooden spoon, non-stick spray or butter, paper plates, plastic knives and forks
Procedure for Green eggs and Ham: Begin this lesson by reading Green Eggs and Ham by Dr. Seuss and discussing how you might make green eggs. Review the previous experiment with eggs to determine their (1) background knowledge and experience with separating food. What do they already know? After reading the recipe, have the students write in their journals the (2) question we are testing - can we separate the ingredients after we mix them together? Talk about what is different in this experiment and how they are changing their thinking. They need to then state a (3) hypothesis which will be if we work with these ingredients together, then we will either be able to separate them or we will not be able to separate them. Now the (4) experiment can be done. Before working with the food have the students wash their hands. Crack the eggs into a large bowl and use the whisk to scramble them. Add several drops of green food coloring and mix well. Spray the skillet with non-stick spray or melt the butter, then pour in the eggs and stir while the cook. Place one scoop of eggs each plate adding a small piece of ham. Students will (5) analyze and draw conclusions. The students will record their results in their journals.