One Stop Shop For Educators Framework
Food and Cooking
Food and Cooking
Type of Task
Inquiry
Sternberg
Title of Task
In a Pickle
It's Elementary
Sequence
Overview
1
In this task, students recognize that matter is classified
as pure substances and mixtures. They identify pure
substances as single elements or compound, and a
mixture is formed as a result of combining different
compounds and /or elements. They recognize physical
properties of substances as those properties that can be
observed, and measured, without changing the
composition of the substance as compared to chemical
properties as those that can be observed and measured
when the substance is undergoing change. Also, the
task leads students to understand that elements are the
simplest substances in nature that contain smallest
particles called atoms, and all atoms of the same
element have identical chemical properties. And when
atoms from different elements are joined together in
groups, they form molecules.
2
In this task, students understand that matter occur as
pure substance as element, and in combined state as
mixtures and compounds. They identify over 100
elements (pure substances) listed in the Periodic Table
of elements and understand how scientists have used the
unique physical and chemical properties of each
element in arranging the elements in the Periodic Table.
Students apply their understanding to identify elements
in foods, minerals, medicine and other chemical
compounds seen around them.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y GRADE 8 y Food and Cooking
07-26-07 y Page 1 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators Framework
Type of Task
Title of Task
Sequence
Food and Cooking
Differentiated
(Tiered)
Moving on Up-Modeling Phase
Change
3
Food and Cooking
General
Don’t Go Changing
4
Overview
Through experimental observations, students will
understand the important role of energy in “phase
change” and its significance with motion of particles in
each phase of matter, at the molecular level. Also, how
addition or removal of energy can transform one phase
to another, and recognize that temperature is a measure
of heat energy while making crystals / rock candy.
The focus of this task is to understand that physical and
chemical changes are changes in matter, as recognized
in every day examples such as boiling egg, slicing
apple, making cheese, baking bread, vinegar from apple
juice, etc. and to observe for physical and chemical
changes in marshmallow an example of matter, while it
is subjected to heat energy through combustion. The
understanding of the transformations of the
marshmallow during, before, and after combustion,
could be represented and linked to the Law of
Conservation of Energy. Also, by experimenting various
min-experimental tasks and observations, students
should be able to associate chemical changes, with
formation of precipitate, evolution of gas, color change
of matter, and energy change in context to Conservation
of Energy.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y GRADE 8 y Food and Cooking
07-26-07 y Page 2 of 3
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators Framework
Type of Task
Title of Task
Sequence
Food and Cooking
Inquiry
How Energetic is your Food
5
Food and Cooking
Inquiry
What's for Dinner
6
Overview
The energy contained in foods in the form of chemical
bonds, is an example of potential energy because it is in
the form of stored energy. When the chemical bonds
break and release chemical energy, it transforms stored
potential energy to energy in motion or kinetic energy.
Through research, and by experimenting and observations,
students can compare and contrast the energy content in
different types of foods that are rich in carbohydrates,
proteins, and fats and calculate the chemical energy
content in a gram of food type or its “caloric content”.
This task allows students to research and design tools to
test, calculate, and use scientific process skills for
comparing energy content in samples of types of foods and
recognize energy transformations occurring as the food is
consumed (eating a meal). Through experimentation,
students observe and understand transformation of
potential chemical energy to kinetic chemical energy to do
tasks by living humans, and to the Law of Conservation of
Energy in nature.
In this performance task, students are introduced to the
process of cooking food and the methods of heat transfer
while cooking potato in three different ways. They
understand through observations, the methods of heat
transfer in preparing (cooking) baked, boiled, and fried
potato to see how heat energy is transferred through matter
(conduction), through space (radiation), or through
currents in fluids (convection). They should be made to
recall previous understanding of potential and kinetic
energy involved at various stages of cooking food (potato),
and how energy is being conserved.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Physical Science y GRADE 8 y Food and Cooking
07-26-07 y Page 3 of 3
Copyright 2007 © All Rights Reserved