3-Course Meal Chemistry Exploration
Created byBarbara Murphy
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3-Course Meal Chemistry Exploration

Grade 7ScienceChemistry7 days
★★★★★
4.0 (1 rating)
In this Project-Based Learning experience, 7th-grade students delve into chemistry by creating a 3-course meal that illustrates chemical reactions and physical changes in cooking. Through hands-on activities, students analyze how chemical reactions during cooking demonstrate the law of conservation of energy and matter. They conduct experiments, modify recipes, and model particle motion to gain insights into culinary chemistry, aligning with NGSS standards. This project encourages innovation in recipe development and fosters a deeper scientific understanding of everyday cooking.
ChemistryCulinaryChemical ReactionsPhysical ChangesConservation of EnergyInnovationCooking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we use our understanding of chemical reactions and physical changes to create a 3-course meal that not only satisfies personal taste but also demonstrates the principles of conservation of energy and matter in cooking?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key differences between physical and chemical changes, and how can they be identified in everyday cooking?
  • How do chemical reactions in cooking demonstrate the law of conservation of energy and matter?
  • In what ways can a recipe be modified to influence the outcome of a dish and cater to personal preferences?
  • How does thermal energy affect the state and particle motion of a substance during a chemical reaction in cooking?
  • What role does temperature play in both endothermic and exothermic reactions during the cooking process?
  • How can understanding chemical reactions and physical changes in cooking lead to innovation and creativity in recipe development?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will demonstrate the ability to identify chemical and physical changes in cooking through experimentation and analysis of recipes.
  • Students will create models to explain chemical reactions and the conservation of mass and energy within the context of cooking.
  • Students will test, modify, and innovate cooking recipes to align with personal preferences while understanding underlying chemical principles.
  • Students will analyze the impact of temperature on state changes and particle motion in the context of cooking.
  • Students will write and interpret chemical equations relevant to the recipes used in their project.
  • Students will understand and explain the roles of endothermic and exothermic reactions in the cooking process.

NGSS

MS.PS1-1
Primary
Develop models to describe the atomic composition of simple molecules and extended structures.Reason: Modeling the atomic composition of molecules is fundamental for understanding chemical reactions in cooking.
MS.PS1-2
Primary
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.Reason: Interpreting changes during cooking aligns with this standard to identify chemical reactions.
MS.PS1-3
Secondary
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.Reason: Understanding where ingredients come from which can link to the origin of substances used in recipes.
MS.PS1-4
Primary
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.Reason: Relates directly to understanding endothermic and exothermic reactions in cooking.
MS.PS1-5
Primary
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Reason: Supports learning about conservation of mass in cooking through making models.
MS.PS1-6
Supporting
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.Reason: Related to modifying recipes to achieve desired chemical processes.

Entry Events

Events that will be used to introduce the project to students

The Mystery Box Challenge

Introduce the project with a ‘Mystery Box’ that contains strange ingredients and everyday kitchen items. Ask students to identify possible chemical reactions and physical changes that could occur if they were to create a dish with these ingredients, sparking curiosity about how ordinary items can surprise us in a culinary context.

Cooking Fail Compilation

Show a compilation of dramatic cooking fails where recipes don’t go as planned. Invite students to pick one scene to hypothetically 'fix', prompting them to consider what chemical reactions or physical changes could be modified to achieve a successful outcome.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Flavor Formula Explorers

Students will kick-start their culinary chemistry journey by planning a 3-course meal with a focus on identifying potential chemical reactions and physical changes for each dish.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by brainstorming a 3-course meal consisting of an appetizer, main dish, and dessert that they would like to explore.
2. List common culinary reactions (browning, bubbling, thickening) and changes in texture (melting, freezing, dissolving) related to their chosen meals.
3. Identify at least one chemical reaction and one physical change for each of the courses selected.
4. Document predictions about what might happen during the cooking process and which reactions or changes might take place.

Final Product

What students will submit as the final product of the activityA detailed meal plan with identified chemical reactions and physical changes for each course.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS.PS1-2 by encouraging analysis and identification of chemical reactions from properties of dishes.
Activity 2

Culinary Change Detectives

Students engage in hands-on experiments to test their 3-course meal recipes, recording observations about chemical and physical changes and analyzing recipe effectiveness.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct experiments by preparing each dish exactly as described in their initial plan, noting any unexpected alterations.
2. Create detailed records of particle motion, temperature, and state changes observed.
3. Compare findings against predictions made earlier and tweak recipes to improve or alter outcomes.

Final Product

What students will submit as the final product of the activityAn experimental report featuring observations, insights on chemical and physical changes, and improved recipe versions.

Alignment

How this activity aligns with the learning objectives & standardsSupports MS.PS1-4 by developing models that highlight changes in states and particle motion due to thermal energy changes.
Activity 3

Reaction Recipe Investigation

Students will explore each recipe to identify and document a specific chemical reaction by writing a balanced chemical equation, ensuring it demonstrates the conservation of energy and matter.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a specific reaction from each course that demonstrates a chemical change, such as caramelization or fermentation.
2. Research the chemical components and write a balanced chemical equation for each reaction.
3. Illustrate how the law of conservation of matter applies to each reaction.

Final Product

What students will submit as the final product of the activityA portfolio of balanced chemical equations for reactions in their meal plan, including illustrative diagrams.

Alignment

How this activity aligns with the learning objectives & standardsCovers MS.PS1-5 by developing a model to show the conservation of atoms during reactions.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Culinary Chemistry Exploration

Category 1

Identification of Chemical and Physical Changes

Assesses students' ability to identify and correctly distinguish between chemical and physical changes in their chosen recipes.
Criterion 1

Chemical Change Identification

Ability to accurately identify and describe chemical changes occurring in each dish of the 3-course meal.

Exemplary
4 Points

Identifies chemical changes with detailed descriptions and accurately explains their significance in cooking.

Proficient
3 Points

Correctly identifies chemical changes with clear descriptions in each dish.

Developing
2 Points

Identifies basic chemical changes with incomplete or vague descriptions.

Beginning
1 Points

Fails to correctly identify chemical changes, with little to no description.

Criterion 2

Physical Change Identification

Ability to accurately identify and describe physical changes occurring in each dish of the 3-course meal.

Exemplary
4 Points

Identifies physical changes with detailed descriptions and analyses their role in culinary outcomes.

Proficient
3 Points

Correctly identifies physical changes with clear explanations in each dish.

Developing
2 Points

Identifies physical changes with basic or incomplete explanations.

Beginning
1 Points

Fails to correctly identify physical changes, with inadequate explanation.

Category 2

Modeling and Analysis

Evaluates students' competency in developing models and analyzing phenomena related to chemical reactions and physical changes in recipes.
Criterion 1

Model Development

Ability to create models that accurately depict chemical reactions and physical changes in chosen recipes.

Exemplary
4 Points

Produces sophisticated and innovative models that accurately demonstrate chemical and physical processes.

Proficient
3 Points

Develops clear and accurate models showcasing the processes effectively.

Developing
2 Points

Creates basic models with partial accuracy in depicting processes.

Beginning
1 Points

Produces incomplete or incorrect models with unclear process depiction.

Criterion 2

Analysis and Reflection

Capability to analyze cooking processes and reflect on chemical and physical changes observed and documented.

Exemplary
4 Points

Presents comprehensive analyses and insightful reflections on cooking processes and changes.

Proficient
3 Points

Provides clear analyses and thoughtful reflections on changes and processes observed.

Developing
2 Points

Offers basic analyses with limited reflection on observed changes.

Beginning
1 Points

Lacks clarity and depth in analysis and reflection, with minimal understanding displayed.

Category 3

Application and Innovation

Assesses how students apply understanding of chemical reactions and physical changes to innovate and modify recipes.
Criterion 1

Innovative Recipe Modification

Ability to innovate by modifying recipes to influence chemical processes and enhance outcomes.

Exemplary
4 Points

Demonstrates creativity with highly effective recipe modifications influencing chemical processes.

Proficient
3 Points

Successfully modifies recipes, showing clear understanding and application of chemical principles.

Developing
2 Points

Attempts modifications with limited success or inconsistency in influencing outcomes.

Beginning
1 Points

Shows little to no modification or unsuccessful attempts without applying principles.

Criterion 2

Predictive Skills

Ability to predict outcomes based on understanding of chemical reactions and physical changes, and test hypotheses through practical application.

Exemplary
4 Points

Exhibits superior predictive skills, accurately hypothesizes and tests outcomes with insightful consideration of chemical principles.

Proficient
3 Points

Shows effective predictive skills, hypothesizes and tests outcomes successfully with clear understanding.

Developing
2 Points

Possesses basic predictive skills, with limited hypotheses testing and accuracy.

Beginning
1 Points

Struggles with prediction, hypothesis testing is inaccurate or absent.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your understanding of chemical reactions and physical changes in the context of creating a 3-course meal. How has your perception of cooking evolved after this project?

Text
Required
Question 2

On a scale of 1 to 5, how confident are you in identifying chemical and physical changes in recipes after completing this project?

Scale
Required
Question 3

What was one major challenge you faced while identifying chemical reactions in your recipes, and how did you overcome it?

Text
Optional
Question 4

How would you approach modifying a recipe after assessing its chemical reactions and physical changes? Provide an example.

Text
Required
Question 5

Which aspect of the project related most to the law of conservation of energy and matter, and why?

Multiple choice
Required
Options
Identifying chemical reactions
Writing chemical equations
Modeling particle motion
Experimenting with thermal energy changes
Question 6

In what ways do you think understanding chemical reactions and physical changes can lead to innovation in cooking?

Text
Optional