Kitchen Science to Shelf
Explore the journey of creating new candy products, from forming sugar crystals to understanding food chemistry. Engage in hands-on experiments, group discussions, and projects to delve into the chemical structures behind sucrose. Embrace teamwork, critical thinking, and reflecting on new learnings while immersing in the world of confectionery science.
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Presentation Transcript
Kitchen Science to Shelf How are new candy products created?
Day 1: How are sugar crystals formed? BW: What is sugar? Read article and summarize (Appendix 3, Parts 1 & 2) Pair students for lab Review food safety & lab safety Need their research journals Have them try different things- covered vs. uncovered mason jar 5 minutes to answer questions in journal/day review ES: how long do you think it will take before crystals will grow...? Allow at least 7 days for rock candy! Materials to gather: Sugar Water Wooden spoon Timer Saucepan Hot plate/stove Measuring cups String Candy Thermometer Mason jars Waxed paper Flip chart/Markers
Day 2-3: What is food chemistry? Build Jenga tower, have Snickers bar BW: What does tower have in common with Snickers bar? Discuss responses as class Review food chemistry, food elements 4 groups: water, lipids, proteins, CHO Split group in half: molecule & research teams Prepare presentations, reconvene with group to discuss findings ES: 2 new facts learned from teammates BW: During presentations, I will... Have 4 sections on paper for notes Create word wall with key terms ES: Write 2 new facts you learned about chemistry of food. OBSERVATIONS FOR ROCK CANDY! Materials for structure project: Yarn Pipe cleaners Balloons Protractor Glue Construction paper Etc.
EE of PBL 3: Key questions each day 4: Group discussions during projects 5: Teamwork, Critical Thinking, etc. 6: Experimenting & Researching 7: Reflecting on what learned from classmates
Day 4: What is the chemical structure of sucrose? - - - Bellwork (3) Briefly review lab safety procedures (1) Read background of the lab (2) - Create a project word wall New vocabulary Before performing the lab - Assign teams of 2 or 3 (5) - Each team will use different materials - Students will explain procedure to each other (8) - Students write a hypothesis (4) - Students will create a data table - Must be approved by teacher Performing Lab (6) - Fill in data tables - Data analysis and conclusion questions in research journals (7) Debrief the lab student s thoughts (7) - Discussion of the responses to the questions and conclusions (8) Show youtube video Exit Ticket - MIND BEFORE BODY - - - -
Day 5: Do you understand our project? - - - - Bellwork (3) Give each student a piece of candy Share stories about their favorite candy (4) Pose the question Why do people like candy? (3) - Show youtube video (6) - Debrief video Agree or Disagree (7) Distribute copies of the project description and give students time to read - Highlighters Highlight everything that is a task they will have to complete - As a class, list the task each team will have to complete (8) Create teams or allow them to choose their teams (5) - Give them time to review their project (2) - Answer questions Related to the project productivity Exit Ticket (3) - - -
Day Six What will students do? Students will discover the difference in crystalline and noncrystalline in candy. Test this by determining different textures. 8 EE of PBL 1- Classifications of candy 2-Process of harding 3- Different types of candy 4-students choose their candy to research 5-Reading article and communicate unknow vocab. 6-students compare the difference in harding 7-summarize the difference on an exit slip
Day 7 What will the students do? Comparing the stages of harding candy based on temperature and stages. 8 EE of PBL 1- Stages and Temperature in which candy has a relationship 2-Making observations 3- Cooking affect on products 4- Engagement of making the experiment 5-Testing cold water, heat, tensile strength, and sugar structures 6-conducting experiment 7-Describe what they learned for the day 8- They are the consumer audience
Day 8 What will the students do? Bellwork question: -What are common food additives in candy?Why are they there? Appendix 10 -Vocabulary (Hawaiian Extension Publication) Focus on Invertase term for the lab -Enzyme Lab -Mix ingredients in steps(3-4 day wait at room temperature) Exit Slip -Hypothesize the result the use invertase How does it connect to the 8 EE ofPBL? #1- Standards #2- Bellwork & Vocabulary (A10) #3- What are the extra ingredients #4- Candy manufacturing to develop new products #5- Group work #6- Vocabulary #7- Exit Slip- Hypothesis #8- After the 3-4 day wait discover and report the results of their lab
Day 9 Students will complete a project centered around ingredients found in candy. Each group will use a candy wrapper and select one ingredient. Using that ingredient students will answer the question How does that ingredient get from the farm to the candy bar?
Day 9 Their assignment will consist of tracing the life of this ingredient from farm to shelf. The map should include production, harvesting, processing, transportation/distribution or any other specific steps. To present information students will create a powerpoint that only has 10 slides. Students will get 20 seconds per slide to discuss. Exit Slip - What is something unique about the product you selected?
Day 10 Bellwork - What questions do you have about your presentation? Students will have time to complete their presentation then present to class. After all presentations have be completed there will be a class led discussion regarding the ingredients used. Some questions may include - What did the ingredients have in common? What were some major differences? What role does government agencies play in this process for different ingredients?
Day 9 - 10 1 - Standards, Consumption of candy by students 2 - Bellwork - Where does candy come from? 3 - How do the ingredients end up in the final candy product? 4 - Pick ingredients to research 5 - Students will work in groups 6 - Explore a product from start to finish 7 - Students will have access to a rubric to help guide their project 8 - Students will present to class using a powerpoint or poster
Day 11 How does it connect to the 8 EE of PBL? #1- Standards- Making a new product #2- Characteristics of a good recipe #3- How are we going to make a new product? #4- Researching candy recipes #5- Group work #6- Label investigation of ingredients #7- Replication of product with changes #8- Posting and sharing findings with the class What will the students do? Bellwork question: -How are we going to make a new candy product? Research candy recipes -Ingredients, steps, & measurements Analyze selected candy -Review the nutrition label Lab -Conduct sensory analysis of cherry cordial lab Exit Slip -What happened to the cherry cordials referring to the hypothesis of day 8
Day 12--What are the Current Trends? WWSD? Read Article over Current Trends o Select Key Points to Share w/Class Research Trends and Recipe Modifications o Create a list of options for modifying recipes 8 EE of PBL --#6--In-Depth Inquiry of Research Trends --#4--Voice and Choice of modifying recipe --#2--Need to Know--Candy Trends (who doesn t love talking about candy for the day)
Day 13--What do the Nutrient Claims on Food Labels Mean? WWSD? Read Article (Appendix 14) o Find points they do & don t understand (Me-We-Us) How do we know the claims are true? o Read, analyze and evaluate food labels Group Work o Do we want to make a nutrient claim on our candy? 8 EE of PBL --#6--In-Depth Inquiry of Nutrition Labels --#4--Voice and Choice of modifying recipe #7--Revision of recipe
Day 14--What is a target market? WWSD? Research target market o List out different markets & demographics Determine Target Market for Products o Who is target market for this product? Work in Groups to determine target market? Start pulling in all lessons for final product development 8 EE of PBL --#6--In-Depth Inquiry of Target Markets Revision #4 Voice and Choice of modifying recipe #7--Reflection &
Teacher to Do--Days 12-14 To Buy/ Have on Hand-- Trendy Candy (Day 12), Variety of Food Products (labels in tact)(Day 13), Variety of Products (labels in tact) (Day 14) To Copy/Check-- Appendix 13 & Appendix 14
Day 15- What are key Marketing principles? #1 WWSD? -Flipchart Activity: Travel to each poster learning about the 4 Ps of marketing (Product, Price, Place, Promotion) (#3) -The Great Gummy Challenge: Make a batch of Gummy Bears and then create a 30 sec commercial using the 4 Ps (#4) (#5) -Students will present the commercial to the class (#8)
Day 16- How is the price of the product calculated? WWSD? -Read an article on how candy/gelatin is made? Appendix 16(#2) -Scenarios: each team gets a scenario and they have to work together to calculate the price of the product Appendix 15 (#5,#6) *Let the students work and help after 10 min. if they are stuck -Discuss scenarios and then highlight additional items that would affect the prices of products (#8) -Calculate price of their candy product and record in journals
Day 17: What is the purpose of the nutrition label? What will students do? Review how to red/interpret label Calculate nutrition label info w/ ingredient list Math! (Appendix 17--PPT) Track Calculations in Research Journal Think Critically...Ex. Does candy have 300 calories per serving or 3000?
Day 17 (Continued) Teacher Knowledge: You will need the candy ingredients by this day Review the math/calculations ahead of time Be ready for questions and to show examples
Day 18: What is a logo? Why do products have logos? What will students do? Create an identity for their product: name, logo, and packaging (based on attributes the have planned for their new product) Finish their nutrition label Be creative!
Day 18 (Continued) Teacher Knowledge: You will need empty packages for students to re-cover (jars, plastic containers, boxes of different shapes and sizes) OR tell students to bring these ahead of time.
Day 17 & 18 Essentials of PBL: 3: How do I create a nutrition label for a new product? What are the components of a product package? 4: Ownership of their packaging 5: Creativity & Collaboration 6: Application of Math Skills
Day 19 - What are the elements of a commercial? Bell Work: What are the characteristics of a good commercial? Provide an example of a food commercial - craving/solution(#6) ***Goal is to convince the Candy Shop Owner that your product is the one they should sell*** Preparing the script - have access to examples, thesaurus, dictionary, etc.(#6) Completing package design from Day 18 Exit Slip: What questions do you have about your commercials?
Day 20 - What are the elements of a commercial? Bell Work: How much progress have we made? (#7) Provide an example of a food commercial - craving/solution(#2) ***Goal is to convince the Candy Shop Owner that your product is the one they should sell*** Preparing the script - have access to examples, thesaurus, dictionary, etc.(#6) Package design & video should be complete(#4) Exit Slip: Are you ready to make your new candy? ***Add: If not, why? What resources do you need?
Day 21 - How is candy made? Bell Work: Today is the day! Are you ready to make your new candy prototype? What questions do you have? Candy ingredients & cooking equipment needed ***Review lab safety*** Preparing ONE SERVING of the product (#6) ***If time is an issue --- candy can be stored overnight in refrigerator and tasting of products can be moved to Day 22*** Exit Slip: What questions do you have about your commercials? ***Add: Were the results different from what you expected? Why or why not?
Day 22 - Why is my product the best? Bell Work: Any last minute questions? Today is the day you will pitch your prototype! Students describe elements of new product development(#6/#8) ***Review etiquette for audience & presenters*** ***Rubric - appendix 19; project reflection - appendix 20; collaboration rubric - appendix 21; presentation audience feedback - appendix 22 Bring in local candy shop owners or administrators/faculty ***Candy Shop Wars -- have judges do a taste test; chefs describe the candy, ingredients and why the used products they selected*** Exit Slip: What did you learn from the presentations today ***Add: Debrief of their experience - take this opportunity to gain feedback from students; changes for next year?
