The magic focaccia – rising

The magic focaccia – rising

Type of resource:  Youtube video

Web address https://www.youtube.com/watch?v=27L502lM3iI

Language: English, Italian

Description

The dough increases in volume thanks to the yeast, which metaphorically ‘eats and digests’, emitting carbon dioxide, which helps the dough to grow.

Scientific concept introduced

Measurement, carbon dioxide, learning by discovery, yeast, thermometer.

Creative and critical thinking

Critical thinking:
– Reasoning
– Analysis
– Explanation
– Observation

Creative thinking:
– Curiosity
– Imagination
– Production

Mathematical reasoning

– Measurement – Clasification

Scientific thinking

– Observing a phenomenon and asking questions-
– Formulating hypotheses-
– Working through experiments to check if the hypothesis is correct-
– Analysing the results of the experiments-
– Coming to a conclusion and formulating a thought

Learning how to learn

– Being able to prepare focaccia-
– Understanding the phenomenon of leavening

Additional

– Sharing ideas
– Negotiating meanings

– Fine motor skills

The magic focaccia – rising

Overall aims

Cognitive: measuring temperature; understanding leavening processes
Affective: working in a group
Psychomotor: kneading (use of hands)

Vocabulary – keywords should be understood

Measurement, carbon dioxide
Discovery learning
Yeast, flour, water, sugar, salt, thermometer

Expected learning outcomes (operational aims)

The child/student will be able to prepare focaccia.
The child will have developed an understanding of the phenomenon of leavening.

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

Accuracy and logic in handling quantitative data (measuring, classifying); asking questions, designing experiments; conducting research by making predictions, testing hypotheses, observing and experimenting; drawing evidence-based conclusions.

ADDITIONAL SKILLS

Sharing ideas, negotiating meanings, fine motor skills.

Teaching methodologies/activity outline

Background
Kneading for children means doing a little chemistry experiment. This way you can explain science without books by telling them what happens in the leavening process.

Needed
150 g flour
One cube of brewer’s yeast (25 g)
Warm water
One teaspoon of sugar
A pinch of salt

Procedure
During the experiment, the children are given a kitchen thermometer because they will have to measure the temperature of the water (which should be around 40 degrees). In the meantime, make a well in the flour on the pastry board, add the salt, make a hole in the centre with the punch and pour in the water with the yeast.
and pour in the water with the dissolved yeast. First with a fork and then with their hands they begin to knead until they obtain a smooth and elastic dough which they place in a bowl and place in a warm place, wrapped in a clean cloth.

Educational commentary
The children will observe that the dough increases in volume thanks to the yeast, which metaphorically ‘eats and digests’, emitting carbon dioxide, which helps the dough to grow.

Assessment of learning

Through observation and questions from the teacher
Questions:
1) What causes the dough to rise?
2) How important is the temperature of the water and why?
3) What does the yeast do?

Equipment and materials to be used in learning unit (tools, ingredients etc)

150 g flour
One cube of brewer’s yeast (25 g)
Warm water
One teaspoon of sugar
A pinch of salt

Kind of setting

It can also be done in the classroom, but it would be better to have a dedicated place (kitchen or laboratory).

References – source

The magic focaccia – rising

1. Usefulness for STEM education – integrating content of different disciplines

Cross-curricular character of the resource 

The range of S-T-E-M subjects included 

The presentation of possibilities of including artistic activities (STEAM approach)

2. Expected learning outcomes

Consistency (links) with preschool core curriculum

Communicativeness of description

3. Methodology of teaching

Clarity, communicativeness of instructions for teachers

Meaningful learning – using practical life problems

Original idea

The level of ease in implementing the methodology to preschool age children

The level of ease in preparing necessary ingredients, materials and equipment needed

4. Sustainability

Ecological characteristics of materials/ results

Supporting healthy eating habits 

Low ecological footprint

Possibilities of inclusion (respecting cultural diversity and food intolerances)

5. Class management

Using differentiated forms of work – individual, team work etc.

6. Time management