Kitchen Lesson K8-1

Independence Series
 Soft Pretzels with Mustard & Chai Tea Communication

Students “pay it forward” by making dough for the following class and using dough made for them by the previous class. They organize themselves into teams and divide up the work between members and gather information to negotiate mustard flavoring in a way that all group members will enjoy.

Academics

This lesson fulfill Next Generation Science Standards for Matter and Energy Flow in Organisms; Common Core State Standards for collaborative discussion; speaking and listening; language; following multistep procedures; integrating quantitative or technical information; Health Standards for making healthy food choices; safe food handling and preparing nutritious food.

Sustainability

Students learn yeast is a living microorganism that contributes to our health and digestion, and is used to leaven many types of bread dough, including pretzel dough.

Nourishment

Students make and eat a homemade snack that is delicious, healthful and not packaged or made in a factory.

Life Skills 


Students learn how to proof yeast, make simple bread dough, practice kneading and form pretzels. They also learn to infuse water with herbs, spices and tea to make chai.

Independence Series Lesson #1: Soft Pretzels with Mustard and Chai Tea Abstract

Kitchen Lesson #1 Grade 8, Fall Rotation K8-1

Summary In this 8th grade science lesson, students prepare Soft Pretzels with a variety of toppings. While the pretzels bake in the oven, students prepare Chai Tea, and exercise independence in the kitchen by preparing a variety of mustard sauces in groups of two or three according to their own taste. Objectives After this lesson, students will be able to: • Taste and adjust seasonings according to taste • Work collaboratively to make decisions without input from the Chef Teachers • Successfully follow a precise set of directions Assessments During this lesson, students will: • Make mustard sauce utilizing seasonal herbs, spices, and seasonings without using a recipe • Collaboratively determine individual roles and responsibility within the group in order to complete all the recipes • Make chai tea according to a precise recipe Communication is strengthened as students “pay it forward” by making dough for the following class and using dough made for them by the previous class, they organize themselves into teams and divide up the work between members and gather information and negotiate how to flavor mustard in a way that all group members will enjoy. Sustainability is highlighted by learning yeast is a living microorganism that contributes to our health and digestion, and is used to leaven many types of bread dough, including pretzel dough. Nourishment is acquired by making and eating a homemade snack that is delicious, healthful and not packaged or made in a factory. Life Skills are sharpened as students learn how to proof yeast, make simple bread dough, practice kneading and form pretzels. They also learn to infuse water with herbs, spices and tea to make chai. Academics fulfill Next Generation Science Standards for Matter and Energy Flow in Organisms; Common Core State Standards in ELA for collaborative discussions; speaking and listening, language; following multistep procedures; integrating quantitative

or technical information; Health Standards for making healthy food choices; safe food handling and preparing nutritious food. See Connections to Academic Standards below for details. Edible Schoolyard curriculum emphasizes developing community and personal stewardship; teamwork; making positive contributions; communicating relevant questions; recognizing the right tool for a job; solving problems; making decisions; using rituals and routines; creating unity; noticing beauty; developing confidence; understanding seasonality; being mindful of bio-diversity; choosing the right tool for each job; customizing and improvising recipes; and demonstrating mastery of tasting and seasoning. See Connections to Edible Schoolyard Standards below for details. This lesson follows the BEETLES Project’s Learning Cycle (Invitation-> Exploration -> Concept Invention -> Application -> Reflection) and uses their Discussion Routines (Think-Pair-Share, Whip-Around). All are highlighted in Green* with an asterisk for easy identification. See the documents BEETLES_Discussion_Routines.pdf and BEETLES_Learning_Cycle.pdf included in Resources below for more information. Games and activities from other sources are also identified in Green, without an asterisk. Connections to Academic Standards Next Generation Science Standards, Middle School Disciplinary Core Ideas: • LS1.C: Organization for Matter and Energy Flow in Organisms • Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. Common Core State Standards, English Language Arts and Literacy, Grade 8 • SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. • SL.8.1.b Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. • SL.8.1.b Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. • SL8.1.c Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

• SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. • SL8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.) • L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood. • L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. • L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. • RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. • RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. • RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Health Education Content Standards for California Public Schools, Grades 7&8, • 1.4.N Describe how to keep food safe through proper food purchasing, preparation, and storage practices. • 1.8.N Identify ways to prepare food that are consistent with current research-based guidelines for a nutritionally balanced diet. • 4.1.N Demonstrate the ability to use effective skills to model healthy decision making and prevent overconsumption of foods and beverages. • 7.1.N Make healthy food choices in a variety of settings. • 7.2.N Explain proper food handling safety when preparing meals and snacks. Connections to Edible Schoolyard Standards Edible Schoolyard 3.0 In the Edible Schoolyard Program • 1.1.0: Students work with each other and teachers to develop community and personal stewardship, along with skills that will help them navigate different situations throughout their lives.

• Tools 1.1.1: Engage in structured groups to complete tasks and practice teamwork. • Tools 1.1.2: Make positive contributions to small group discussions. • Tools 1.1.3: Communicate relevant questions to classmates; build language and listening skills by practicing self-control, self-awareness, and noticing our impact on others. • Tools 1.1.4: Recognize the right tool for a job and clearly articulate reasons for choosing it. • Techniques 1.2.5: Solve problems by clearly identifying the challenge, posing questions, visualizing the end goal and identifying multiple solutions. • Techniques 1.2.6: routinely make decisions, and demonstrate increased self-awareness, confidence, empathy, and ability to respectfully challenge and debate others. • Techniques 1.2.7: Follow a set of rituals and routines that help work go smoothly and develop into lifelong habits. • Concepts 1.3.8: Create an atmosphere of cooperation and unity. We elevate the class experience for all by offering and receiving encouragement, and welcoming the ideas and contributions of others. • Concepts 1.3.9: Notice and appreciate beauty. We take ownership in pleasing and awakening our senses to communicate care and value, because beauty can deliver a message of optimism and expectation without saying a word. • Concepts 1.3.10: Develop confidence by creating a supportive and stimulating middle school environment in which they can seek and test boundaries, begin to formulate value systems, and define their interests and talents. The kitchen and garden offer opportunities for students to explore their strengths while building skills for life. • Concepts 1.3.11: Understand seasonality by recognizing and enjoying foods at their peak of flavor and ripeness. Students know that locally sourced foods are good choices because they provide optimum freshness, support the local economy, and help offset global warming. • Concepts 1.3.12: Are mindful of bio-diversity as it pertains to the ecology of the garden, the development of food throughout history, and within our own faculty and student body. We explore the garden as an ecosystem and understand that embracing and preserving diversity builds a strong, healthy, and resilient planet. In the Kitchen Classroom, 8th grade • Tools 2.1.1: Choose the right tool for each job at the ESY Cooking Station, anticipate steps of the recipe, and take initiative to cook independently. • Concepts 2.2.6: Read and follow recipes, customize recipes when alterations and adjustments are possible, and improvise recipes after choosing seasonal ingredients. • Concepts 2.2.7: Demonstrate mastery of tasting and seasoning skills based on sensory observations, identify and recreate flavors from different countries and cultures covered in previous lessons.

Independence Series Lesson #1: Soft Pretzels with Mustard and Chai Tea Lesson

Materials For the Chef Meeting • K8-1Visual Aid • Soft Pretzels recipe • Chai Tea recipe • Ingredients and tools for demonstration Ingredients For the Soft Pretzels • Flour • Brown sugar • Salt • Yeast • Baking soda For the Pretzel Toppings • Egg (for egg wash) • Salt • Sesame seeds • Parmesan cheese • Cinnamon • Sugar For the Mustard • Mustard • Variety of fresh herbs

Kitchen Lesson #1 Grade 8, Fall Rotation K8-1

• Honey • Brown sugar For the Chai Tea • Black tea • Sugar • Milk • Ginger • Cardamom • Black pepper Tools For the Pretzels • Mixing bowls • Measuring cups • Measuring spoons • Wooden spoon • Bench scraper • Stock pot • Spider • Sheet pan • Parchment paper • Spatula • Small bowls for toppings For the Chai • Stockpot • Wooden spoon • Measuring cups • Measuring spoons • Cutting board • Chef knife

Equipment • Stove • Oven Timeline Overview Total Duration: 90 minutes 1. Invitation* (5 minutes) 2. Concept Invention* (15 minutes) 3. Application* (60 minutes) 4. Reflection* (10 minutes) Before you Begin • Create the Visual Aid • Copy the Soft Pretzels recipe to hand out • Gather ingredients and materials and distribute them to tables • Set out a variety of fresh herbs Procedures Welcome 1. Invitation*: (5 minutes) a. Welcome students back to the kitchen and explain that this lesson is the first of a three part series focusing on student independence, decision-making and collaboration in the kitchen. At the Chef Meeting 2. Concept Invention*: (15 minutes) Students learn about yeasted dough and the foods they will make today. a. Introduce the Soft Pretzel and Chai Tea recipes and explain that the pretzel dough is a yeasted dough that needs time to rise, so they will be using dough made by a previous class and then will make dough for a later class. i. Point out that this "pay it forward" model enables us to make foods we otherwise would not have time for in a class period.

b. Review that as 8th graders they gained and honed many kitchen skills in 6th and 7th grade and now we will focus on students working independently to read the recipe, determine and choose the jobs to be done, and work collaboratively to complete the recipe. c. Explain that built into this lesson are intentional opportunities for students to make decisions, have agency and articulate personal preferences. d. Identify areas for student input: i. Determining and delegating jobs ii. Creating their own pretzel design or shape iii. Selecting a topping iv. Mixing a seasoning mustard v. Preparing chai tea e. Review that a leavener is something that makes bread rise by producing CO2 (carbon dioxide). Have students recall that baking powder, the chemical leavener used in man breads, produces CO2 to make bread rise. f. Explain that for the Soft Pretzels we will use a biological leavener, yeast, to create the chemical reaction that will make our pretzels rise. g. Tell students that yeast is fungus that provides a distinct flavor in breads. i. When activated with warm water and sugar, the yeast will begin produce CO2 and alcohol. ii. The CO2 is the gas that makes bread rise, and the alcohol provides a distinct flavor we often associate with leavened bread. h. Explain that yeast makes bread rise by “eating” sugar and converting the sugars into alcohol and CO2 . i. The dough rises as the yeast digest the sugars and release CO2 (the chemical reaction happens inside of the yeast, or the living organism). i. Ask students to wash their hands and join their table groups. At the Table 3. Application*: (60 minutes) Students make pretzels for themselves with dough from the previous class and then prepare dough for the next class. a. Meet with the table groups to review the recipe and assign jobs. i. Remind the group that since yeasted doughs take time to rise, students will make the pretzel dough for the next class and will use the dough made by the previous class. b. Start by rolling out the dough and making pretzels.

c. When the pretzels are in the oven, review the science of yeast and then have students mix the dough for the next class, make the tea or make the mustard sauce. d. Review the characteristics of chemical reactions: i. Students should know that a chemical reaction produces substances that are different from the starting substances. I ii. In a chemical reaction, the atoms rearrange to form a brand new substance 1) (i.e., baking soda + cream of tartar à CO2). iii. One clue that a chemical reaction is occurring is the formation of bubbles, which indicates that gas is being produced. e. Explain that since chemical reactions occur on a molecular level, they are difficult to see. i. Review how we can use our senses to collect evidence and make observations that will reveal whether a change is chemical: i. Sight: Did the physical properties change? ii. Touch: Is there a change in temperature? iii. Sound: Is gas being produced? iv. Taste: Does it taste different? v. Smell: Does it smell different? b. Pass the activated yeast around the table and have students observe changes. c. Have some students make the pretzel dough for the next class while other students make the tea and mustard sauce. d. Set the table; eat; clean up. At the Closing Circle 4. Reflection*: (10 minutes) Students reflect on today’s class time. a. Ask students to share their thoughts about leavening in the kitchen. Vocabulary Leavening Yeast Contributors

All lessons at the Edible Schoolyard Berkeley are developed in collaboration with the teachers and staff of the Edible Schoolyard and Martin Luther King Jr. Middle School. Learning Cycle and Think-Pair-Share discussion routine © The Regents of the University of California. All materials created by BEETLESTM at The Lawrence Hall of Science. Resources K8-1_Visual_Aid.pdf Soft_Pretzels_Recipe.pdf Chai_Tea_Recipe.pdf BEETLES_Learning_Cycle.pdf (See lesson G6-0)