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PROJECT PLANNING TEMPLATE for CLIL and Content‐Rich Environments Adapted from CLIL‐SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

IDENTIFICATION

Project teaching sequence

TITLE

How do I cook better and more safely? Undesired chemical reactions

AUTHOR(S) Nerea Igual Tellaeche

With the support of the English department

COE Level A1‐A2

Grade 3rd ESO

Content areas Physics and Chemistry

Number of sessions 5 sessions

Teacher(s) involved one and two from time to time

Key words Chemical reactions, Reactant, Product, Acid, Base, Oxidation, Substitution….

INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

Adapted from CLIL‐SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

How can you cook better and more safely?How can you prevent undesired chemical reactions when cooking? In this unit you are going to

learn and end knowing more about some of the chemical reactions involved in cooking

GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. Understand, recognise and distinguish different types of

chemical reactions involved in their daily cooking

2. Avoid undesirable chemical reactions that change the dishes

taste, becomes poison or unhealthy for us

3. Acknowledge collective success

4. Agree and disagree

5. Acknowledge that something is right

6. Come to agreements

7. Justify one’s opinion

8. Disagree partially saying why

9. Offer the floor to a student who has remained silent for a long

period of time

10. Respect other people’s turns

11. Show an active listening attitude

‐ When they are able to follow and understand a recipe

‐ When they are able to tell the difference between a Chemical and a

Physical change

‐ When students are able to say when there is a chemical reaction

when cooking

‐ When they are able to distinguish the different types of reaction

‐ When they are able to identify and recognise the undesirable

chemical reactions

‐ When they are able to avoid those undesirable chemical reactions

to happen

‐ When they are able to argue

‐ When they are able to compare

‐ When they are able to explain causes and effects

‐ When they are able to express doubts


12. Share information

‐When they are able to instruct

‐ When they are able to persuade

‐ When they are able to summarize

‐ When they are able to relate facts or ideas

FINAL PRODUCT

What is the final product?

Powerpoint presentation explaining what did they cooked, why we did those dishes, the chemical reactions

they’ve found while cooking, how did they recognise and could they prevent undesired chemical reactions

presented and explain all this to the students of second of ESO

Video from the Powerpoint presentation to hang on the Blog with pictures from the process

KEY COMPETENCES

1 Linguistic communication v

2 Cultural awareness and expression v

3 Digital competence v

4 Mathematical

5 Learning to learn v

6 Sense of initiative and

entrepreneurship

v


7 Interaction with the physical world v

8 Social and civic competences v

CONTENTS (Knowledge and Skills) TOPIC‐RELATED CONTENTS TOPIC‐RELATED SKILLS

Chemical and Physical change Chemical Reactions Type of chemical reactions Cooking recipes lexicon Undesirable reactions and toxics Discussion language Description language Comparison language

Distinguishing between a chemical and a physical change Knowing and identifying all the parts involved in a chemical reaction Distinguish, identifying and recognising the different existing types of chemical reaction and learning their characteristics Getting used to recipes lexicon and being able to understand and follow a recipe Recognising and avoiding undesirable chemical reactions Discussing about different topics Describing a chemical reaction or a cooking preparation Comparing different processes to arrive to a conclusion

CONTENT‐OBLIGATORY LANGUAGE Basic language related to Physical and Chemical change: breaking bonds, iron rusting (iron oxide forms),boiling water, iron rusting, gasoline burning, eggs cooking, rearranges molecules, boiling water,... Basic language related to Chemical reactions: reactant, product, chemical bond, molecules, atoms, exchange of energy, elements, compounds The different types of reactions: molecules, chemical bonds, break down, replace, trade places, Synthesis reaction, Decomposition reaction, Single Replacement reaction, Double Replacement reaction Basic language to activate talking in case more Scaffolding is needed in Task 2 (Types of chemical reactions activity): Can I see your card? / Can I see yours? I think we are a match!/ Sorry I think we don’t! Let’s look at the gaps and the definition. Can you see, Do we stick together as a group? / Yes fine!


Specific Chemical reactions lexicon: lactic acid, fermentation, putrefactive bacteria, acidity, incubation temperature, preserve,

Discussion language: ● To express one’s opinion: In my opinion…, From my point of view…, I think that….. ● To express agreement: I agree with you /her/him…, I think that(name) is right! Yes of course! I think so too! ● To express disagreement: I totally disagree because…, I feel I don’t agree with you because…., I disagree because…., I don’t think so

because…...

Instructions: Infinitive verbs, imperatives

Descriptive language: rusty, brownish, hard/soft, While, Beige / Compact, Granulated / Hard, Soft / Alkali, Sweet, Painless and tear‐free, Extreme, Fair / Easy to perform, quite convenient, not comfortable while performing, quite inconvenient, not easy to perform / Most effective, least effective, effective enough,Orange, Yellow‐orange, Yellow, Green‐yellow / Creamy, Partial creamy, granulated, Compacted granulated, Consistency: soft/hard, Flavour: toasty/soft smoked, Colour: brown/pink Comparison language: This ….. is ‐er (+) than… / This … is more (+)…. than…. This…. is less (‐).... than…. Thi ….. is …… whereas…… is……..

Cooking basic language: Recipe, stir to blend, to scald, to cool, pot, pan/skillet, glass jar, lid, bath, gallon, tablespoon, teaspoon, pinch seed, freezer, hot plate, candy thermometer, chop, knife, minced chilly, bunch fresh cilantro, slices bacon, cup olive oil, to simmer, fork, to bubble

Useful language: evenly, clogging the drain, to simmer away, bare simmer, to curl, to flip, to soak up, paper towel

PERSONAL and EMOTIONAL DEVELOPMENT It is going to be a reflexive, manipulative and creative task to do

MATERIALS and RESOURCES Session1: Students: Computer, beamer/projector, pencil, task file/worksheet with the instructions of the task, the quiz and the discussion language pattern in it, Self‐assessment rubric and Group‐rubric


Teacher: Computer, beamer/projector, four‐five copies of the students task file, video camera, cell phone, Self‐assessment rubric and Group‐rubric Session 2: Students: Student’s instructions, laminated cards, screen, projector, video, pencils, pens, markers, task file/worksheet with the chemical reactions examples, the questions to be answered and a discussion language help , a projected table with gaps onto a screen, a video projection to correct the answers, Self‐assessment rubrics Group‐rubric Teacher: Teacher’s instructions, computer, scissors, beamer/projector, video camera, cell phone, four‐five copies of the students task file, file with the table with gaps to be filled in, to project onto a screen for the students and the video to find the correct answers, the key to the fill in the gaps exercise, Self‐assessment rubric and Group‐rubric. Session 3: Students: Student’s instructions, laminated cards with pairs of texts, cellphone, computer, beamer/projector, pencils, pens, markers, task file/task worksheet with the text about yogurt, the questions to be answered and a discussion language help , a projected table with gaps onto a screen and the discussion help, a group eight pairs of two texts to distribute into 8 pairs (triplets when they are unpair) of students, a projected group of pictures in order matching to the texts the students need to match with the pair of pictures. The keywords are going to be underlined, tap water, 1 gallon (3’8 dm3) fresh milk, 1 cup Plain yogurt, very fresh, hot plate, mixer, thick bottom pot, jars with lids, cooler and candy thermometer, Self‐assessment rubric and Group‐rubric. Teacher: Teacher’s instructions, laminated cards with 8 pairs of texts, computer, scissors, beamer/projector, video camera, cell phone, six‐seven copies of the students task file/task worksheet, file with the text about yogurt, questions to be answered by students and the discussion help, file with a grid with the pictures of the yogurt receipt steps, their step number and gaps to be filled in, to project onto a screen for the students, tap water, 1 gallon (3’8 dm3) fresh milk, 1 cup Plain yogurt, very fresh, hot plate, mixer, thick bottom pot, jars with lids, cooler and candy thermometer, freezer, vent, Self‐assessment rubric and Group‐rubric. Session 4: All Students: Student’s general instructions, potatoes salad recipe, and each group cooking instructions, all needed cooking tools, cellphone, computer, beamer/projector, pencils, pens, markers, cardboard, Self‐assessment rubric and Group‐rubric


Teacher: Teacher’s instructions, potatoes salad recipe,cellphone, computer, beamer/projector, video camera, cell phone, pencils, pens, markers, 6 potatoes (or white ones), 4 onions, 1 tablespoon Coriander Seed, 1 pinch Cumin Seed, 1 tablespoon Oregano, 2 chiles minced, 4 eggs 3 slices of bacon, 1 bunch of fresh cilantro, ¼ cup of olive oil, 1 tablespoon red wine vinegar, 1 tablespoon salt, ½ teaspoon Black Pepper, 2 pans, 2 pots, 4 knifes, 3 bowls, 3 cutting boards, 6 plates, Self‐assessment rubric and Group‐rubric Group 1: General instructions file with the group 1 instructions, task’s aim, the link to Text 2MindMapwith its tutorial, and the questions to be answered, Text with the explanation of the group 1 undesired reactions, 1 middle potato, knife, cutting board, bowl with water, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 2: General instructions file with the group 2 instructions, task’s aim, the link to Text 2MindMapwith its tutorial, and the questions to be answered, text with the explanation of the group 2 undesired reactions, 4 middle potatoes, knife, peeler, cutting board, pot with water, hot plate, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 3:General instructions file with the group 3 instructions, task’s aim, the link to Text 2MindMapwith its tutorial, and the questions to be answered, text with the explanation of the group 3 undesired reactions, 4 onions, knife, vent, cutting board, bowl with water, google, freezer, pan, olive oil, hot plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 4: General instructions file with the group 4 instructions, task’s aim, the link to Text 2 MindMapwith its tutorial, and the questions to be answered, text with the explanation of the group 4 undesired reactions, coriander and cumin seeds, skillet (pan), olive oil, hot plate, plate, cell phone, cardboard, markers, pencils, pens, discussion help Group 5: General instructions file with the group 5 instructions, task’s aim, the link to Text 2 MindMapwith its tutorial, and the questions to be answered, text with the explanation of the group 5 undesired reactions, 4 eggs, pot, tap water, knife, cutting board, hot plate, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 6: General instructions file with the group 6 instructions, task’s aim, the link to Text 2 MindMapwith its tutorial, and the questions to be answered, text with the explanation of the group 6 undesired reactions, bacon slices,pan, olive oil, hot plate, plate, paper towel, cell phone, cardboard, markers, pencils, pens, discussion help Session 5:


Students: computer, access to internet, power point, pictures, pen drive, materials generated in session 4, cell phone, cardboard, markers, pencils, pens, discussion help, description help, Self‐assessment rubrics, Group‐rubric, Projects presentation rubric Teacher: computer’s room, access to internet, pen drive, materials generated in session 4, cell phone, cardboard, markers, pencils, pens, discussion help, Self‐assessment rubric and Group‐rubric

REFERENCES

COMMENTS

ACKNOWLEDGEMENTS Claudi Mans and Oriol Pallarés

UNIT OVERVIEW

Session Activities Timing Skills Interaction CMC Assessment

1

TASK 1: PHYSICAL AND CHEMICAL

CHANGE Activity instructions and

grouping

10’ listen class group v


What is a chemical and a physical

change?

15’ read student‐student

Physical and chemical change Quiz 15’ talk little groups

Group discussion 10’ speak

talk

class group v

2

TASK 2: TYPE OF CHEMICAL

REACTIONS

Activity instructions and grouping

5’ listen class group v

Find someone who knows 10’ talk little groups

Fill in the gaps. Agree in the matching 10’ talk class group

Video and correction 10’ watch

listen

talk

class group and

little groups

v

Classify chemical reactions and justify

your choices

15’ read

talk

discus

triplets groups v

3

TASK 3: DESERT. DO HOME YOGURT

Instructions and students grouping

10’ listen class group and

little groups

PROVIDED TEXT ABOUT YOGURT

and Quiz

10’ read

talk

class group and

little groups


write

Sequencing and matching activity.

Match pictures with text

15’ read

talk

class group and

little groups

v

Do a home yoghurt 15’ read

talk

do

little groups

4

TASK 4: MAIN COURSE: Potatoes

salad

Main instructions. Grouping. Agree

the roles to take within the groups

10’ do

read

talk

class group and

little groups

GROUP 1: Chopping potatoes.

15 do

read

talk

little groups v

Fruits and vegetables browning:

Enzymatic browning

20’ read

talk

do

write

little groups v v

GROUP 2: Boiling potatoes. 30’ read

talk

do

little groups v


What happens when potatoes cook?

20’ read

talk

do

write

little groups v v

GROUP 3: Chopping onions

METHOD 1:Cut onion under a vent

METHOD 2:Wear swim goggles

METHOD 3:Freeze the onion

METHOD 4:Soak the onion in water

15’ read

do

talk

write

little groups v v

Cooking onions 15’ read

do

little groups v

Why cutting onions makes you cry?

20’ read

talk

do

write

little groups v v

GROUP 4: Frying species 15’ read

talk

do

little groups

What happens when frying? 25’ read

talk

little groups


do

write

GROUP 5: Boiled eggs

Soft boiled egg

Medium boiled egg

Hard boiled egg

Overboiled egg

25’ read

talk

do

write

little groups

Over boiled eggs turn into chemical

weapons

20’ read

talk

do

write

little groups

GROUP 6: Roasting bacon 15’ little groups

Why meat browns? Non enzymatic

browning

25’ read

talk

do

write

little groups v v

5 TASK 5: FINAL TASK:

Power Point explaining Undesired

reactions and how to prevent or

minimize them

45’ read

talk

write

class group

little groups

v v


Power Point presentation + Video 45’ talk

speak

class group

little groups

v v

SESSION‐BY‐SESSION PLANNING:

SESSION 1

Activity 1

Activity description PHYSICAL AND CHEMICAL CHANGE:

Teacher will divide the class into four heterogeneous groups.

Teacher will tell the students to read fast the description and the examples of Chemical and Physical

changes and do as soon as possible the exercise (quiz), being carefully not to do any failure. I

In the quiz, students will decide whether the change is physical or chemical.

Students will use the task file (worksheet 1) to do the exercise.

Once students finish doing this exercise they have to tell “DONE” to the others. So that anyone will stop the

exercise then.

The group of students who finishes first is going to get 30 points for being the first one.

Each group will get 10 points per each correct answer.

Each group of students will get ‐10 points penalty for each wrong answer.

The winner group will be the one getting more points


At the end of the activity the class group will be exchanging opinions and solving doubts with their

classmates.

Students have to use the discussion help and discuss to arrive to an agreement.

Teacher will lead students to correct the tasks orally in the class group.

Teacher will tell students to use the provided rubrics (the teacher is going to project on the screen) and perform the Self‐assessment and Group assessment task at the end of the session.

Each student is going to get a Self‐assessment and Group‐assessment grading that will help him/her to improve.

Outcomes

Speaking the quizz is going to be corrected orally Writing students will mark the correct answers to the quiz Conversation students will discuss with their team members to agree and provide a quiz response Non‐linguistic output students are going to get a group score depending on their responses

Input Listening students will hear the teacher’s instructions Reading students will read their worksheet and the instructions in it Talking students will discuss with their team members to agree and provide a quiz response Viewing ‐ Others ‐

Subject‐matter CONTENT Chemical and Physical change,Discussion language, Distinguishing between a chemical and a physical change, Discussing about different topics

Content‐Obligatory LANGUAGE Basic language related to Physical and Chemical change: breaking bonds, iron rusting (iron oxide forms),boiling water, iron rusting, gasoline burning, eggs cooking, rearranges molecules, boiling water,...

Discussion language: ● To express one’s opinion: In my opinion…, From my point of view…, I think that….. ● To express agreement: I agree with you /her/him…, I think that(name) is right! Yes of course! I think

so too! ● To express disagreement: I totally disagree because…, I feel I don’t agree with you because…., I

disagree because…., I don’t think so because…...


Timing 50 min

Format of interaction /

Grouping

Individual work Self‐assessment Little groups interaction students work in groups of three or four Teacher‐led interaction just only when it is needed overall at the beginning of the activity

CMC (Computer Mediated

Communication)

beamer/projector and computer

Material Students: Computer, beamer/projector, pencil, task file/worksheet with the instructions of the task, the quiz and the discussion language pattern in it, Self‐assessment rubric and Group‐rubric Teacher: Computer, beamer/projector, four‐five copies of the students task file/worksheet, video camera, cell phone, Self‐assessment rubric and Group‐rubric

Assessment Self‐assessment Task 1 Self‐assessment rubric Group assessment Task 1 Group‐assessment rubric Teacher assessment ‐

SESSION 2

Activity 2

Activity description TYPES OF CHEMICAL REACTIONS:

Teacher will show a chart with missing information in it to the students and this chart is going to be visible for all

students during the activity.

Teacher will cut each cell of the laminated solutions table and mix all of them. If necessary he/she will prepare at least two samples, so two tables, laminate them and cut them into pieces (each one is for 12 students)

Teacher will give a card (cell from the solutions table) to each student and will tell them to move around, talk to their classmates in order find the two missing partners to complete each row of the problem table.


Teacher will tell the students to stick to their matching partners and form a working group.

Students will move around asking to their classmates and once they mit their two missing partners they will form a working group.

Students will get an task 2 working sheet with the empty chart with gaps in it.

Students will write on the chart’s gaps with a pencil because they are probably going to make some corrections on in.

Students will fill in the gaps with the missing information.

Once the fill in the gaps task finishes the students will watch a video.

Teacher will play a video and tell the students to correct their answers after watching it.

https://www.youtube.com/watch?v=6imVbqSDvuU

Students will correct, if it’s necessary, the gaps with the new provided info.

Teacher will tell the students to read the worksheet instructions further on, the chemical reactions types examples they are provided and, to discuss using the provided language patterns, in order to agree in the classification of the questioned reactions according to the provided information.

Then,students will read their task worksheet further on, look at the examples of each reaction and classify the group of reactions they are provided in the worksheet within the four categories they have learned.

Students will discuss to agree in their group responses.







Outcomes

Speaking the chemical reaction questionnaire is going to be corrected orally Writing students will write the correct justified answers to the posed questions Conversation students will talk to each other to find their matching partners, and then discuss with their team members to agree and provide the answers to the posed questions Non‐linguistic output students are going to get a feedback from their partners

Input Listening students will listen to the teacher’s initial instructions and to a video to correct their task Reading students will read their task 2 worksheet, the explanation text, the examples, and the posed questions Viewing students will watch a video in order to correct their task Others ‐

Subject‐matter CONTENT Chemical Reactions, Type of chemical reactions, Discussion language, Knowing and identifying all the parts

involved in a chemical reaction, Distinguish, identifying and recognising the different existing types of

chemical reaction and learning their characteristics, Discussing about different topics

Content‐Obligatory

LANGUAGE

asic language related to Chemical reactions: reactant, product, chemical bond, molecules, atoms, exchange of energy, elements, compounds

The different types of reactions: molecules, chemical bonds, break down, replace, trade places, Synthesis reaction, Decomposition reaction, Single Replacement reaction, Double Replacement reaction

Basic language to activate talking in case more Scaffolding is needed in Task 2 (Types of chemical reactions activity): Can I see your card? / Can I see yours? I think we are a match!/ Sorry I think we don’t! Let’s look at the gaps and the definition. Can you see, Do we stick together as a group? / Yes fine!





Instructions: Infinitive verbs, imperatives Timing 50 min


Grouping

Individual work Self‐assessment Triplets interaction discussing and classifying the group of chemical reactions Group interaction matching activity, correcting the questionnaire Teacher‐led interaction just only when it is needed overall at the beginning of each activity


Communication)


Material Students: Student’s instructions, laminated cards, screen, projector, video, pencils, pens, markers, task file with the chemical reactions examples, the questions to be answered and a discussion language help , a projected table with gaps onto a screen, a video projection to correct the answers, Self‐assessment rubric and Group‐rubric Teacher: Teacher’s instructions, computer, scissors, beamer/projector, video camera, cell phone, four‐five copies of the students task file, file with the table with gaps to be filled in, to project onto a screen for the students and the video to find the correct answers, the key to the fill in the gaps exercice, Self‐assessment rubric and Group‐rubric.

Assessment Self‐assessment: Task 2 Self‐assessment rubric Group assessment: Task 2 Group‐assessment rubric Teacher assessment: ‐

SESSION 3

Activity 3

Activity description PREPARING A DESSERT: YOGURT


Teacher will divide the class into five heterogeneous groups.

Teacher will provide them the worksheets, and tell the students to read the the first part of the worksheet instructions: the text about the yogurt, the questionnaire and will tell the students to use the provided language patterns, in order to agree in their responses.

Students will read aloud the introductory text in the class and in groups of five try to answer to short questionnaire about the text.


Teacher will divide the class in pairs (or triplets whenever is needed) to do the sequencing task (order the steps of the recipe).

Teacher is going to tell students that the aim is to order the recipe steps all together with the help of the pictures grid before starting cooking.

Teacher will give each pair of students a card with a pair of text corresponding to different steps of the recipe’s instructions, and they have to match it with the corresponding pair of images (pictures and pair of cooking instructions will be lined; owing to the same row). The most relevant information will be underlined to help them to match it

Each pair of students will get a card with the instructions to follow describing each step of the recipe. Students will take a look at the pictures and agree with their partner what instruction matches each picture (note: the very last two pictures are matching just only one instruction).

Students will talk, discuss with their partners using the provided language patterns and the class group in order to arrive to an agreement.

Students will find or guess the correct order of the cooking steps. When the procedure is correctly ordered the cooking task will begin.


Once the ordering task is done the teacher is going to revise it before start cooking.


Teacher is going to divide the class in three groups (one encharged of sterilizing the jars, another of mixing the yogurt with the milk, another of heating the mixture and controlling temperature, another one of pouring the mixture into the jars and cooling it down) and tell students to follow the recipe instructions to prepare yogurt.



Outcomes

Speaking the yogurt questionnaire and recipes sequencing is going to be corrected orally Writing students will write the correct justified answers to the posed questions Conversation students will talk to each other to find the correct sequencing, and then discuss with their team members to agree and provide the answers to the posed questions Non‐linguistic output students are going to get a feedback from their partners

Input Listening students will hear the teacher’s instructions before each activity Reading students will read their worksheet, the instructions, provided tex, questionnaire and cooking steps in it Talking students will discuss with their team members and with the class group to agree and provide responses to their questionnaire and to sequence the recipe steps. Viewing grid with the correct steps order done with pictures and steps numbers Others ‐

Subject‐matter CONTENT Chemical Reactions, Type of chemical reactions, Cooking recipes lexicon, Undesirable reactions and toxics, Discussion language, Knowing and identifying all the parts involved in a chemical reaction, Distinguishing, identifying and recognising the different existing types of chemical reaction and learning their characteristics, Getting used to recipes lexicon and being able to understand and follow a recipe, Recognising and avoiding undesirable chemical reactions, Discussing about different topics, Describing a chemical reaction or a cooking preparation, Comparing different processes to arrive to a conclusion


LANGUAGE


Specific Chemical reactions lexicon: lactic acid, fermentation, putrefactive bacteria, acidity, incubation temperature, preserve,




disagree because…., I don’t think so because…... Instructions: Infinitive verbs, imperatives Cooking basic language: Recipe, stir to blend, to scald, to cool, pot, pan, glass jar, lid, bath, gallon, freezer, hot plate, candy thermometer

Timing 50 min


Grouping

Individual work Self‐assessment Peer interaction matching pictures with their cooking steps descriptions Group interaction correcting, discussing and agreeing on the responses of the text questionnaire and the recipe sequencing Teacher‐led interaction just only when it is needed overall at the beginning of each activity


Communication)


Material Students: Student’s instructions, laminated cards with pairs of texts, cellphone, computer,

beamer/projector, pencils, pens, markers, task file/task worksheet with the text about yogurt, the

questions to be answered and a discussion language help , a projected table with gaps onto a screen and

the discussion help, a group eight pairs of two texts to distribute into 8 pairs (triplets when they are

unpair) of students, a projected group of pictures in order matching to the texts the students need to

match with the pair of pictures. The keywords are going to be underlined, tap water, 1 gallon (3’8 dm3)


fresh milk, 1 cup Plain yogurt, very fresh, hot plate, mixer, thick bottom pot, jars with lids, cooler and

candy thermometer, Self‐assessment rubric and Group‐rubric.

Teacher: Teacher’s instructions, laminated cards with 8 pairs of texts, computer, scissors,

beamer/projector, video camera, cell phone, six‐seven copies of the students task file/task worksheet, file

with the text about yogurt, questions to be answered by students and the discussion help, file with a grid

with the pictures of the yogurt receipt steps, their step number and gaps to be filled in, to project onto a

screen for the students, tap water, 1 gallon (3’8 dm3) fresh milk, 1 cup Plain yogurt, very fresh, hot plate,

mixer, thick bottom pot, jars with lids, cooler and candy thermometer, freezer, vent, Self‐assessment

rubric and Group‐rubric

Assessment Self‐assessment: Task 3 Self‐assessment rubric Group assessment: Task 3 Group‐assessment rubric Teacher assessment: ‐

SESSION 4

Activity 4

Activity description MAIN COURSE: POTATOES SALAD Teacher will tell students that they will prepare a main course (a potatoes salad), but that at the same time theu will study some of the undesirable reactions involved.

Teacher is going to divide the class into six heterogeneous groups of students with different tasks and cooking and research missions.


Teacher will distribute the students in six different groups. The groups must be heterogeneous, but he/she has to take in account that the groups 4 and 6 have the most difficult undesired reactions to explain, so take the teacher will assign this task to groups capable to fulfil this assignment.

Students will be assigned to a group with a number.

Teacher will provide each group a task 4 worksheet and a group worksheet (each group is going to have a different one with the explanation of the undesired reactions they will study) and all the cooking materials each group is going to need.

Teacher will explain the students that group 1 will not prepare any eatable product, so, once group 1 has finished its assigned tasks, in case it has spare time can give the other groups a hand.

Once the students are distributed in groups, the teacher will tell the students to read carefully, follow the instructions and to agree and divide their roles and tasks within the group.

Students will agree and divide their roles and tasks.

Teacher will tell the students that in case the instructions are not clear enough they should ask the teacher for help. Students will read carefully the instructions written in the task 4 worksheet and particularly their group instructions.

GROUP 1 (POTATOES BROWNING):

Students will peal a middle potato, dice it and live the half of its cuttings in the open air and the other half immerse into water.

Students will take pictures once they have cut it and 30 minutes after.

Students will take notes of what changes have you observed filling in the provided table.

TIME LAPSE PEELED POTATO IN THE OPEN AIR PEELED POTATO IN WATER

0 minutes

30 minutes

Students will read the article “TASK 4 ‐ Group 1 ‐ Fruits and vegetables browning.com” text (about enzymatic browning) and prepare within the group a summary with the main ideas.


https://drive.google.com/open?id=0B_p_fH1hRxu8RXhYYXJjRl82cjQ

Students will try to get a good understanding of the reasons why potatoes get browned and provide advices in order to avoid the undesired chemical reaction that makes potatoes and other vegetables to lose properties and get browned.

Students will try to identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.

Students will draw a Mind Map in the group in order to help you with the explanation. They will get access to Text 2 Mind map tool to build up Mind maps and to Text 2 Mind map tutorial to help them to use Text 2 properly

Students will explain in few words the content of the article, their lab experience and their conclusions to the rest of the group and the one thing you can have is short notes

GROUP 2 (POTATOES STARCH GELATINISATION):

Students will prepare the potatoes: Scrubbing the potatoes clean.

Students will transfer the potatoes to a saucepan and cover themwith cold water: Cover the potatoes with 2 or 4 cm of cold water as starting the potatoes in cold water will help them to cook more evenly.

Students will stir in a teaspoon of salt: Stir the salt into the water so that it dissolves.

Students will bring it to a boil and then reduce to a simmer: Set the pan over medium‐high heat and bring the water to a boil. Once boiling, students will reduce the heat to a bare simmer to cook the potatoes. They will not cover. (Covering changes the environment in the pot and can make the potatoes turn mushy). Students will cook potatoes in boiling water 20 to 25 minutes or until tender, then they will drain and cool potatoes to room temperature. Students will quarter the potatoes and set them aside.

Students will fill in the table to describe the changes they have observed in the potatoes:

DESCRIPTORS DESCRIPTION BEFORE BOILING DESCRIPTION AFTER BOILING

COLOR

TEXTURE

HARDNESS

TASTE


https://www.text2mindmap.com/

https://www.youtube.com/watch?v=9D99m3IPMeY

Descriptors help: While, Beige / Compact, Granulated / Hard, Soft / Alkali, Sweet

Students will read the article “TASK 4 ‐ GROUP 2 ‐ What happens when potatoes cook?”: Gelatinisation and Retrogradation” and prepare within the group a summary with the main ideas.

Students will try to get a good understanding of what Gelatinisation and Retrogradation is and what changes those processes imply and they will say if it s that a physical or a chemical change.

Students will draw a Mind Map in the group in order to help you with the explanation. They will get access to Text 2 Mind map tool to build up Mind maps and to Text 2 Mind map tutorial to help them to use Text 2 properly.

Students will explain in few words the content of the article, their lab experience and their conclusions to the rest of the group and the one thing you can have is short notes.

GROUP 3 (CRYING CUTTING ONIONS):

Students will test and compare four cooking methods by filling in a method’s comparison table (*).

Students will organize in order to test the four different cooking methods.

Students will read each method description before the start performing them.

After performing each chopping method, students will wash their hands, turned on laboratory vent, leave the room, and wait several minutes until their eyes are back to normal.

METHOD 1: Cut the Onion Under a Vent

Students will chop an onion under a vent in the lab and fill in the table below trying to describe what they observe.

METHOD 2: Wear swim Goggles Students will chop an onion wearing swim goggles and will fill in the table below trying to describe what they observe. Goggles are supposed to protect your eyes from irritating onion vapors.


https://drive.google.com/open?id=0B_p_fH1hRxu8RjFKYU5qODJ4SXM



METHOD 3: Freeze the Onion

Students will put the onion in the freezer for about 15minutes before cutting it. Supposedly cold inhibits the onion’s release of its eye‐irritating chemicals.

METHOD 4: Soak the Onion in Water Students will cut off the ends of an onion and peel it, then they will give it a short soak in a bowl of water (15 minutes). Supposedly this draws out the sulfuric compounds from the onion surfaces into the water. However, this also results in a milder‐tasting onion.

Students will fill in the gaps in the table comparing the 4 cutting onions methods at the same time they are performing them.

METHODS TO AVOID CRYING WHEN CUTTING ONIONS COMPARISON (*):

METHOD IRRITATION LEVEL Big /Medium/ None

EASE &CONVENIENCE

VEREDICT Best (1rst),…

METHOD 1: Cut onion under a vent METHOD 2: Wear swim goggles METHOD 3: Freeze the onion METHOD 4:Soak the onion in water

Descriptors help: Painless and tear‐free, Extreme, Fair / Easy to perform, quite convenient, not comfortable while performing, quite inconvenient, not easy to perform / Most effective, least effective, effective enough.

COOKING ONIONS:


http://www.thekitchn.com/quick-tip-taking-the-bite-out-61685

Students will introduce the chopped onions in a pan and add olive oil to it. They will grill onion dices over high heat until lightly caramelized and keep them aside.

Students will read the article “TASK 4 ‐ GROUP 3 ‐ Why do onions make you cry?” and prepare within the group a summary with the main ideas. Students will try to get a good understanding of the reasons why we cry while cutting onions and provide advices in order to avoid the undesired chemical reaction that makes you cry while cutting onions. Students will try to identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.



GROUP 4 (FRYING):

Students will toast coriander and cumin seeds in small dry skillet (pan) on medium heat 1 minute or until fragrant. Students will add oregano to it and will lightly toast it about 20 seconds, then they will immediately remove spices from skillet

Students will read the article “TASK 4 ‐ GROUP 4 ‐ What happens when frying?” and prepare within the group a summary with the main ideas. Students will try to get a good understanding of the reasons why fried food can be toxic or unhealthy and provide advices in order to avoid undesirable chemical reactions while frying. Students will identify if the chemical reactions involved while frying are Synthesis, Decomposition, Single replacement or Double replacement reactions.



https://drive.google.com/open?id=0B_p_fH1hRxu8YkUwQzQ1Vi1aNEE



https://drive.google.com/open?id=0B_p_fH1hRxu8RktxUm5nMEc5dU0




GROUP 5 (OVER‐BOILED EGGS): Students will bring a pot of water to a boil over high heat, then they will reduce the heat to low then add 4 eggs in the water with salt. Students will cook the four eggs differently (one boiled egg soft, one medium, one hard and the very last one overcooked) following the instructions below:

Boiled egg Soft: Students will Cook 4 to 5 minutes. Using a soup spoon students will extract one of the 4 eggs out of the water and drain it, cool it in ice water and peel it.

Boiled egg Medium: Students will cook 7 to 8 minutes. Using a soup spoon students will extract one of the 3 eggs out of the water and drain it, cool it in ice water and peel it.

Boiled egg Hard: Students will cook 8 to 10 minutes. Using a soup spoon students will extract one of the 2 eggs out of the water and drain it, cool it in ice water and peel it. Overcooked egg Hard: Students will cook 12 to 15 minutes. Using a soup spoon students will extract the very last egg out of the water and drain it, cool it in ice water and peel it. Once all eggs are peeled the students will slice the eggs in half lengthwise.

Students will take a picture and describe the changes they have observed in the different stages of a boiled egg using the following table to describe them and the descriptors below:

COOKING GRADE COLOUR TEXTURE SOFT BOILED EGG MEDIUM BOILED EGG HARD BOILED EGG OVERCOOKED EGG

Descriptors: Orange, Yellow‐orange, Yellow, Green‐yellow / Creamy, Partial creamy, granulated, Compacted granulated


Students will read the two articles “TASK 4‐ GROUP 5 ‐ Over‐boiled eggs turned into a weapon” and prepare within the group a summary with the main ideas. Students will try to get a good understanding of the reasons why eggs yolk change its colour from yellow to green‐yellow, explain what toxic (lethal) compound is generated and why it ends up been not toxic for us. They will provide their classmates advices in order to avoid the undesired chemical reactions that gives the egg this unpleasant aspect. Students will identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.



GROUP 6 (BACON BROWNING):

Students will use room temperature bacon, so they will take the bacon out of the refrigerator and let it sit for five minutes. This softens the fat in the bacon.

Students will take pictures and describe the changes they observe in the bacon (before cooking it and after).

Descriptors help: Consistency: soft/hard, Flavour: toasty/soft smoked, Colour: brown/pink

Students will place several slices of bacon on a cold skillet or frying pan. The bacon slices should be almost touching, but not overlapping, as if they overlap they may not cook evenly.

Students will turn the stove on and start frying the bacon. Set the temperature to "low," and let the bacon start cooking. As the bacon begins to heat up,they will notice bacon fat pooling in the bottom of the pan. This helps cook the bacon evenly. If there is too much bacon fat, then students can consider pouring some out into a heat‐safe bowl or jar. Students will not pour bacon fat down the drain, or they may risk clogging the drain

If students want crispy bacon, they will consider filling the skillet or frying pan with just enough water to cover the bacon. Students will set the temperature to "high" instead of "low." When the water begins to boil, students will lower the heat to "medium," and when the water has simmered away, they will lower the heat again to "medium low." Students will continue cooking the bacon in its fat until it is golden‐brown in color.





When bacon beings to curl, students will flip it with a fork. After a few minutes, students will notice that the bacon is starting to bubble and curl.

Students will continue cooking the bacon until it is done. The amount of time they will cook the bacon depends on how well‐done they like the bacon. The crispier they like it, the longer they will have to cook it.

Students will remove the bacon from the skillet or pan and drain the fat with the help of a paper towel‐covered plate. Students will allow the paper towel to soak up any excess fat before serving the bacon.

Students will read the two articles “TASK 4 ‐ GROUP 6 ‐ Why meet browns when cooking it: Non enzymatic browning” and prepare within the group a summary with the main ideas. They will try to get a good understanding of the reasons why meet browns while cooking, about the general facts of Maillard reaction, its advantages and disadvantages.

Students will draw aMindMap in the group in order to help you with the explanation. They will get access toText 2 Mind map tool to build up Mind maps and to Text 2 Mind map tutorial to help them to use Text 2 properly.


OTHER GROUPS

In the meantime (once other groups finish their tasks) the other groups will mix oil, vinegar, toasted spices, salt and pepper in large bowl with wire whisk until well blended. Add potatoes, onions, chiles, bacon and cilantro; toss lightly



Outcomes

Speaking each group is going to explain its lab experience, summarize the groups text and the conclusions to the rest of the class Writing students will write the correct justified answers to the posed questions, will write the conclusions and a text summary. Group mind map summarizing each group tasks and conclusions.







Conversation students will discuss with their team members to agree on order to provide common answers to the posed questions, group text summary and the group conclusions Non‐linguistic output students are going to get a feedback from their partners

Input Listening students will hear the teacher’s instructions before each activity Reading students will read their task worksheets, the instructions (general and each group), questionnaire and cooking steps in it and the provided text about undesired reactions Talking students will discuss with their team members and with the class group to agree and provide group responses to their questionnaire, group text summary and the group conclusions. Viewing pictures for some groups Others ‐

Subject‐matter CONTENT Chemical Reactions, Type of chemical reactions, Cooking recipes lexicon, Undesirable reactions and toxics, Discussion language, Description language, Comparison language, Knowing and identifying all the parts involved in a chemical reaction, Distinguishing, identifying and recognising the different existing types of chemical reaction and learning their characteristics, Getting used to recipes lexicon and being able to understand and follow a recipe, Recognising and avoiding undesirable chemical reactions, Discussing about different topics, Describing a chemical reaction or a cooking preparation, Comparing different processes to arrive to a conclusion


LANGUAGE





Instructions: Infinitive verbs, imperatives

Descriptive language: rusty, brownish, hard/soft, While, Beige / Compact, Granulated / Hard, Soft / Alkali, Sweet, Painless and tear‐free, Extreme, Fair / Easy to perform, quite convenient, not comfortable while performing, quite inconvenient, not easy to perform / Most effective, least effective, effective enough,Orange,


Yellow‐orange, Yellow, Green‐yellow / Creamy, Partial creamy, granulated, Compacted granulated, Consistency: soft/hard, Flavour: toasty/soft smoked, Colour: brown/pink Comparison language: This ….. is ‐er (+) than… / This … is more (+)…. than…. This…. is less (‐).... than…. Thi ….. is …… whereas…… is……..

Cooking basic language: Recipe, stir to blend, to scald, to cool, pot, pan/skillet, glass jar, lid, bath, gallon, tablespoon, teaspoon, pinch seed, freezer, hot plate, candy thermometer, chop, knife, minced chilly, bunch fresh cilantro, slices bacon, cup olive oil, to simmer, fork, to bubble

Useful language: evenly, clogging the drain, to simmer away, bare simmer, to curl, to flip, to soak up, paper towel

Timing 50 min


Grouping

Individual work Self‐assessment Group interaction discussing and agreeing on the responses of the text questionnaire, on the summary and the mind map they have to perform and the team tasks organisation, explaining and exposing their group summary to the others Teacher‐led interaction just only when it is needed overall at the beginning of each activity, to provide all needed materials and to prevent chaos


Communication)


Material All Students: Student’s general instructions, potatoes salad recipe, and each group cooking instructions, all needed cooking tools, cellphone, computer, beamer/projector, pencils, pens, markers, cardboard, Self‐assessment rubric and Group‐rubric Teacher: Teacher’s instructions, potatoes salad recipe,cellphone, computer, beamer/projector, video camera, cell phone, pencils, pens, markers,6 potatoes (or white ones), 4 onions, 1 tablespoon Coriander Seed, 1 pinch Cumin Seed, 1 tablespoon Oregano, 2 chiles minced, 4 eggs, 3 slices of bacon, 1 bunch of fresh cilantro, ¼ cup of olive oil, 1 tablespoon red wine vinegar, 1 tablespoon salt, ½ teaspoon Black Pepper, 2 pans, 2 pots, 4 knifes, 3 bowls, 3 cutting boards, 6 plates , Self‐assessment rubric and Group‐rubric


Group 1: General instructions file with the group 1 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, Text with the explanation of the group 1 undesired reactions, 1 middle potato, knife, cutting board, bowl with water, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 2: General instructions file with the group 2 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, text with the explanation of the group 2 undesired reactions, 4 middle potatoes, knife, peeler, cutting board, pot with water, hot plate, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 3:General instructions file with the group 3 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, text with the explanation of the group 3 undesired reactions, 4 onions, knife, vent, cutting board, bowl with water, google, freezer, pan, olive oil, hot plate, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 4: General instructions file with the group 4 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, text with the explanation of the group 4 undesired reactions, coriander and cumin seeds, skillet (pan), olive oil, hot plate, plate, cell phone, cardboard, markers, pencils, pens, discussion help Group 5: General instructions file with the group 5 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, text with the explanation of the group 5 undesired reactions, 4 eggs, pot, tap water, knife, cutting board, hot plate, plate, cell phone, cardboard, markers, pencils, pens, description and discussion help Group 6: General instructions file with the group 6 instructions, task’s aim, the link to Text 2 Mind Map with its tutorial, and the questions to be answered, text with the explanation of the group 6 undesired reactions, bacon slices,pan, olive oil, hot plate, plate,paper towel,cell phone, cardboard, markers, pencils, pens, discussion help

Assessment Self‐assessment: Task 4 Self‐assessment rubric


Group assessment: Task 4 Group‐assessment rubric Teacher assessment: ‐

SESSION 5

Activity 5

Activity description FINAL SESSION OF THE PROJECT: POWER POINT PRESENTATION AND PERFORMANCE

Teacher will tell each group to work together in order to produce a Powerpoint presentation file and prepare a presentation performance to do before the rest of the group explaining:

● What was your task? What did you do? ● What undesired chemical reactions did you find? ● What are the main features of their undesired reactions? ● What causes those reactions? ● If this/those reaction/s is/are harmful or positive? ● What can be done to prevent or minimize those undesired chemical reactions?

Teacher will tell students that they can use the materials they recorded and produced during Session 4.

Teacher will tell students that they are going to be assessed at the end of their presentation by themselves, by their colleagues and by the teacher.

Each group of students will work together in the computers room in order to produce a Powerpoint presentation file and prepare a presentation performance to do before the rest of the group explaining:

● What was their task? What did they do? ● What undesired chemical reactions did they find? ● What are the main features of their undesired reactions? ● What causes those reactions? ● If this/those reaction/s is/are harmful or positive?


● What can be done to prevent or minimize those undesired chemical reactions?

Teacher will explain the students that they are going to be recorded during their public presentation.



Teacher is going to grade students presentation using the “Project presentations rubric”.

Teacher will explain the students that their marks will be an average between their classmates marks and the teacher’s mark.

Outcomes

Speaking each group is going to explain its lab experience, summarize the groups text and the conclusions to the rest of the class Writing students will write the correct justified answers to the posed questions, will write the conclusions and a summary. Conversation students will discuss with their team members to agree on order to provide common answers to the posed questions, on the group’s information summary and the group conclusions Non‐linguistic output students are going to get a feedback from their partners

Input Listening students will hear the teacher’s instructions before each activity Reading students will read their task worksheets, the instructions, questionnaire and demanded information (key points pinpointed by the teacher) to be fulfilled Talking students will discuss with their team members to agree and provide group responses to the teacher’s questionnaire and cover all demanded information (key points pinpointed by the teacher) with their presentation, they will have to agree on what contents (pictures, videos, format,..) they select for their presentation and on he group conclusions. Viewing pictures for some groups, Powerpoint presentation, body language Others ‐

Subject‐matter CONTENT Chemical Reactions, Type of chemical reactions, Cooking recipes lexicon, Undesirable reactions and toxics, Discussion language, Description language, Comparison language, Knowing and identifying all the parts involved in a chemical reaction, Distinguishing, identifying and recognising the different existing types of


chemical reaction and learning their characteristics, Getting used to recipes lexicon and being able to understand and follow a recipe, Recognising and avoiding undesirable chemical reactions, Discussing about different topics, Describing a chemical reaction or a cooking preparation, Comparing different processes to arrive to a conclusion


LANGUAGE





Descriptive language: rusty, brownish, hard/soft, While, Beige / Compact, Granulated / Hard, Soft / Alkali, Sweet, Painless and tear‐free, Extreme, Fair / Easy to perform, quite convenient, not comfortable while performing, quite inconvenient, not easy to perform / Most effective, least effective, effective enough,Orange, Yellow‐orange, Yellow, Green‐yellow / Creamy, Partial creamy, granulated, Compacted granulated, Consistency: soft/hard, Flavour: toasty/soft smoked, Colour: brown/pink

Comparison language: This ….. is ‐er (+) than… / This … is more (+)…. than…. This…. is less (‐).... than…. Thi ….. is …… whereas…… is……..

Timing 50 min


Grouping

Individual work Self‐assessment Group interaction discussing and agreeing on the responses of the text questionnaire, on thematerials to use, on the information to provide, on the summary and the team tasks organisation, explaining and exposing their group presentation to the others Teacher‐led interaction just only when it is needed overall at the beginning of the activity, to provide all needed materials and to prevent chaos


Communication)

internet access, beamer/projector and computer


Material Students: computer, access to internet, power point, pictures, pen drive, materials generated in session 4, cell phone, cardboard, markers, pencils, pens, discussion help, description help, Self‐assessment rubric, Group‐rubric and Projects presentation rubric Teacher: computer’s room, access to internet, pen drive, materials generated in session 4, cell phone, cardboard, markers, pencils, pens, discussion help, Self‐assessment rubric, Group‐rubric and Projects presentation rubric

Assessment Self‐assessment: Task 5 Self‐assessment rubric Group assessment: Projects presentation rubric Teacher assessment: Projects presentation rubric

TASK 1

PHYSICAL AND CHEMICAL CHANGE Time:50 ’

GROUPS QUIZ

TEACHER’S INSTRUCTIONS:

The teacher has to divide the class into four heterogeneous groups.

Tell the students to read fast the description and the examples of Chemical and Physical changes and do as soon as possible the exercise, being carefully not to do any failure. In the exercise they have to decide whether the change is physical or chemical.

Once they finish doing this exercise have to tell “DONE” to the others. So that anyone stops the exercise then.

The group of students who is the first finishing is going to get 30 points for being the first one.

Each group is going to get 10 points per each correct answer.

If the group of students has got wrong answers they are going to get ‐10 points penalty for each wrong answer.


The winner group is the one getting more points

At the end of the activity the class group should be exchanging opinions and solving doubts with their classmates. If you don’t see them to have any initiative in this direction give them extra examples that make them reflect and discuss.

Tell students to use the provided rubrics (the teacher is going to project on the screen) and perform the Self‐assessment and Group assessment task at the end of the session.


Time for the activity: 50 minutes

STUDENTS INSTRUCTIONS:

You have to read fast the description and the examples of Chemical and Physical changes and then do as soon as possible the exercise.

In the exercise you have to decide whether the change is physical or chemical.

When you finish the exercise say: “DONE”

Then all groups have to stop and the teacher is going to score.

SCORING RULES

● The first group finishing is going to get 30 points for being the first one. ● Each group is going to get 10 points per each correct answer. ● If the group of students have got wrong answers they are going to get ‐10 points penalty for each wrong answer.

The winner group is the one getting more points

At the end of the activity the class exchange opinions and solve doubts with their classmates.

What is the difference between chemical and physical change?


Vocabulary: bond (enllaç), rising (fermentació), yeast (llevat), souring (fer agre), tanning (bonzejat), whipping (batre), compass needle (agulla de brúixola), realignment (realineació), dissolving (dissoldre), dicing (tallar en daus).

Chemical change is any change that results in the formation of new chemical substances. At the molecular level, chemical change involves making or breaking of bonds between atoms.

Examples of chemical change are:

● iron rusting (iron oxide forms) ● gasoline burning (water vapour and carbon dioxide form) ● eggs cooking (fluid protein molecules uncoil and crosslink to form a network) ● bread rising (yeast converts carbohydrates into carbon dioxide gas) ● milk souring (sour‐tasting lactic acid is produced) ● sun tanning (vitamin D and melanin is produced)

Physical change rearranges molecules but doesn't affect their internal structures.

Examples of physical change are:

● whipping egg whites (air is forced into the fluid, but no new substance is produced) ● magnetizing a compass needle (there is realignment of groups ("domains") of iron atoms, but no real change within the iron atoms themselves). ● boiling water (water molecules are forced away from each other when the liquid changes to vapour, but the molecules are still H2O.) ● dissolving sugar in water (sugar molecules are dispersed within the water, but the individual sugar molecules are unchanged.) ● dicing potatoes (cutting usually separates molecules without changing them.)

1. Sugar dissolves in warm water

Physical Change

Chemical Change


2. A nail rusts.

Physical Change

Chemical Change

3. A glass breaks.

Physical Change

Chemical Change

4. A piece of paper burns.

Physical Change

Chemical Change

5. Iron and sulfur mix and form a partially magnetic black and yellow mixture.

Physical Change

Chemical Change

6. Iron and sulfur are heated and form a nonmagnetic shiny grey substance.

Physical Change

Chemical Change

7. Dry Ice (solid carbon dioxide CO2) is sublimed at room temperature.

Physical Change

Chemical Change

8. Vinegar reacts when mixed with baking soda.

Physical Change

Chemical Change


9. Water boils at 100 degrees Celsius

Physical Change

Chemical Change

10. Zinc when immersed in Hydrochloric Acid produces hydrogen gas.

Physical Change

Chemical Change

Hier you have some useful expressions in order to help you with your discussion.

You will use the provided rubrics (the teacher is going to project on the screen) and perform the Self‐assessment and Group assessment task at the end of the session.



TASK 2

TYPES OF CHEMICAL REACTIONS

FIND SOMEONE WHO Time: 50’

TEACHERS INTRUCTIONS:

The teacher is going to show a chart with missing information in it to the students and this chart is going to be visible for all students during the activity.

The teacher is going to cut each cell of the solutions table

and mix all of them. If necessary prepare at least two samples, so two tables, laminate them and cut them into pieces (each one is for 12 students).


The teacher has to give a card (cell from the solutions table) to each student. The students have to move around looking for their two missing partners, so that all the class ends up solving the puzzle and the enigma.

Each students group is going to get an empty chart with gaps in it. Tell the students to write on the chart’s gaps with a pencil because they are probably going to make some corrections on in. The students have to fill in the gaps with the missing information.


Once the task is finish the students are all going to watch a video.


The students are going to correct, if it’s necessary, the gaps with the new provided info.





Then, they are going to get examples of each reaction and a group of reactions they need to classify within the four categories they have learned.

EXAMPLES OF EACH TYPE OF CHEMICAL REACTION:

Synthesis Reaction: 8 Fe + S8 → 8 FeS

Decomposition Reaction: 2 H2O → 2 H2 + O2

Single Replacement Reaction: Zn + 2 HCl → ZnCl2 + H2

Double Replacement Reaction: NaCl(aq) + AgNO3(aq) → NaNO3(aq) + AgCl(s)

CLASSIFY THE FOLLOWING CHEMICAL REACTIONS AND JUSTIFY YOUR CHOICE:

a) HBr + NaOH → NaBr + H2O

b) CO2(g)+H2O(l)→H2CO3(aq)

c) FeI2+Cl2→FeCl2+I2

d) CaCO3(aq)+2HCl(aq)→CaCl2(s)+H2CO3(aq)

e) H2CO3(aq)→H2O(l)+CO2(g)

Time for the activity: 15 minutes done in triplets groups

Tell students to use the provided rubrics (you will project on the screen) and perform the Self‐assessment and Group assessment task at the end of the session.




Take a look of the chart with the missing information in it.

You are going to get a card with the info of one of the cells of the shown chart or table.

You have to move you all around the class, talk with your classmates in order to find your two missing partners.

Once you find them stick together and fill in your part of the table with the missing information you have found.

Complete with a pencil the rest of the information in the empty chart the teacher has provided for each group

You have 20 minutes to finish the task and arrive to an agreement with your group.

Then listen to the video and check if the gaps you filled in are well filled, otherwise correct what is wrong.

You have 15 minutes to do all task and all needed corrections (even redo your groups).

You are going to correct, if it’s necessary, the gaps with the new provided info discussing with your group members.

Hier you have useful expressions to help you to discuss:



With this examples of each reaction reactions:

Synthesis Reaction: 8 Fe + S8 → 8 FeS

Decomposition Reaction: 2 H2O → 2 H2 + O2

Single Replacement Reaction: Zn + 2 HCl → ZnCl2 + H2

Double Replacement Reaction: NaCl(aq) + AgNO3(aq) → NaNO3(aq) + AgCl(s)

Try to classify the following reactions within the four categories you have learned justifying why:

a) HBr + NaOH → NaBr + H2O

b) CO2(g)+H2O(l)→H2CO3(aq)

c) FeI2+Cl2→FeCl2+I2

d) CaCO3(aq)+2HCl(aq)→CaCl2(s)+H2CO3(aq)

e) H2CO3(aq)→H2O(l)+CO2(g)

Time for the activity: 15 minutes done in triplets groups.



TASK 3

UNDESIRED REACTIONS

YOGURT Time: 45’


TEACHERS INTRUCTIONS:

The students are going to read aloud the introductory text in the class and in groups of five try to answer to short questionnaire about the text.

PROVIDED TEXT: Yogurt is a fermented milk product which was apparently brought to Turkey by the Mongols a millennium ago. It is produced by adding a "starter" of active yogurt containing a mixed culture of Lactobacillus bulgaricus (or occasionally L. acidophilus ) and Streptococcus thermophilus. These produce lactic acid during fermentation of lactose. The lactic acid lowers the pH, makes it tart, causes the milk protein to thicken and acts as a preservative since pathogenic bacteria cannot grow in acid conditions. The partial digestion of the milk when these bacteria ferment milk makes yogurt easily digestible. In addition, these bacteria will help settle GI upset including that which follows oral antibiotic therapy by replenishing non‐pathogenic flora of the gastrointestinal tract.

Several factors are crucial for successful yogurt making:

● a. good sterile technique (i.e., proper sterilization and cooling of the milk, proper cleansing and heat treatment of glassware, and keeping out unwanted bacteria). Note that Pasteurized milk still retains some bacteria which can give an off flavour, or prevent the starter from proper acidification. Scalding and cooling the milk ensures good results.

● b. proper incubation temperature. Lactobacilli and Streptococcus thermophilus are thermophilic bacteria, meaning they prefer elevated temperatures for growth. At such temperatures (50 C, in this case) pathogenic or putrefactive bacteria are inhibited. However, even these thermophilic bacteria are killed if exposed to temperatures over 55oC (130o F), and do not grow well below 37oC (98oF). We will incubate at 50oC, a temperature on the high side of its preferred growth temperature (122oF), a temperature which inhibits the growth of pathogenic bacteria. (Note that many recipes call for cooler temperatures than this. We find the results less dependable when incubation temperatures are lower.)

● c. protection of the starter from contamination. Do not open the starter (either Plain yogurt, or 8 oz starter from the previous yogurt batch) until you are ready to make the next batch.


http://biology.clc.uc.edu/fankhauser/Cheese/MLK_FERM99.HTM

Yogurt is preserved by its acidity which inhibits the growth of putrefactive or pathogenic bacteria. With lids intact, this yogurt will keep at least a month or two in the refrigerator. After that time, especially if your refrigerator is on the "warm" side, a layer of non‐pathogenic white mold may form on the top. Merely lift off the mold with a fork, discard, and use the yogurt for cooking.

QUESTIONNAIRE:

1. What is the mixed culture contained in the yogurt? 2. Why lactic acid acts as preservative? 3. What are the crucial factors in order to produce yogurt? 4. What type of reaction is involved in yogurt?


5. What are the possible undesirable reactions? (watch table 1)

The teacher is going to give each pair of students a card with a pair of text corresponding to different steps of the recipe’s instructions, and they have to match it with the corresponding pair of images. The most relevant information has been underlined to help them to match it.

Sterilize jars and lids which will be used to make the yogurt. Place in a 5 gallon pot (here we are using a canner) with an inch of water in the bottom.

Place one cup of the scalded and cooled milk in a two cup measure.

Cover and bring to boil. Boil for ten minutes. Turn off heat, do not remove lid.

Add enough fresh, uncontaminated yogurt to bring the level up to two cups.

Use a pot with a thick bottom to scald the milk. Note the thick pad on the bottom of this pot. Alternatively, a double boiler may be used. It is not necessary to boil them

Stir to blend the yogurt starter into the scalded and cooled milk until homogeneous.


http://biology.clc.uc.edu/Fankhauser/Cheese/yogurt/thmb/yogurt/03_thick_pad_PB211267.JPG


ilk. This gives the milk a "cooked" flavour, and increases the probability that it will burn on the bottom or boil over.

Add one gallon of milk to the pot. You may use whole, 2% or skimmed milk. Here I am using my home grown goat's milk.

INOCULATE: Add the yogurt‐milk mixture slowly to the 50 C scalded and cooled milk with stirring. (No hotter‐‐you will kill the bacteria in the starter). Stir very well to thoroughly distribute the yogurt starter.

Heat the milk slowly over a medium fire (not so hot that it burns on the bottom). I am using a medium hot fire here with my thick bottomed pot.

Once thoroughly mixed, distribute the inoculated milk to the sterilized jars, filling to the neck. Cover immediately with sterile tops. Tighten well.

Scald until the temperature of the milk is 85‐90 C (185‐195 F). It is not necessary to boil, and do not let boil over...what a mess! (Many claim success leaving out this step. But... results may work, but intermittently...)

INCUBATE: Warm a gallon of fresh clean water to 55 C, pour into a clean cooler. Place in a warm location. (It should cool to 50 C or below once the cooler is warmed up.) Carefully set the jars of inoculated milk in the water so the bottom of the lids are above the water.

Place the still covered pot in a pan of clean cold water to cool it down.

Check to see that the water in the cooler is close to 50 C (122 F). Above 55 C (130 F) kills the bacterial inoculum.)

Cool the milk to 50 to 55 C (122‐130 F). Remove the pot of scalded and cooled milk from the cooling bath.

Close the cooler, place in warm place and let sit undisturbed for three hours. If the starter was active and the temperature correct, the yogurt will have gelled:

KEY ANSWER


1 Sterilize jars and lids which will be used to make the yogurt. Place in a 5 gallon pot (here we are using a canner) with an inch of water in the bottom.

9 Place one cup of the scalded and cooled milk in a two cup measure.

2

Cover and bring to boil. Boil for ten minutes. Turn off heat, do not remove lid.

10

Add enough fresh, uncontaminated yogurt to bring the level up to two cups.

3 Use a pot with a thick bottom to scald the milk. Note the thick pad on the bottom of this pot. Alternatively, a double boiler may be used. It is not necessary to boil them ilk. This gives the milk a "cooked" flavour, and increases the probability that it will burn on the bottom or boil over.

11

Stir to blend the yogurt starter into the scalded and cooled milk until homogeneous.





4 Add one gallon of milk to the pot. You may use whole, 2% or skimmed milk. Here I am using my home grown goat's milk.

12

INOCULATE: Add the yogurt‐milk slurry slowly to the 50 C scalded and cooled milk with stirring. (No hotter‐‐you will kill the bacteria in the starter). Stir very well to thoroughly distribute the yogurt starter.

5 Heat the milk slowly over a medium fire (not so hot that it burns on the bottom). I am using a medium hot fire here with my thick bottomed pot.

13

Once thoroughly mixed, distribute the inoculated milk to the sterilized jars, filling to the neck. Cover immediately with sterile tops. Tighten well.

6 Scald until the temperature of the milk is 85‐90 C (185‐195 F). It is not necessary to boil, and do not let boil over...what a mess! (Many claim success leaving out this step. But... results may work, but intermittently...)

14

INCUBATE: Warm a gallon of fresh clean water to 55 C, pour into a clean cooler. Place in a warm location. (It should cool to 50 C or below once the cooler is warmed up.) Carefully set the jars of inoculated milk in the water so the bottom of the lids are above the water.


7

Place the still covered pot in a pan of clean cold water to cool it down.

15

Check to see that the water in the cooler is close to 50 C (122 F). Above 55 C (130 F) kills the bacterial inoculum.)

8

Cool the milk to 50 to 55 C (122‐130 F). Remove the pot of scalded and cooled milk from the cooling bath.

16

Close the cooler, place in warm place and let sit undisturbed for three hours. If the starter was active and the temperature correct, the yogurt will have gelled:

The students have to find or guess the correct order of the cooking steps. When the procedure is correctly ordered the cooking task is going to begin.





Take a look of the table with the missing information in it.


1

9

2

10

3

11

4

12


5

13

6

14

7

15

8

16


You are going to get a card with the instructions to follow describing each step of the recipe. You have to take a look at the pictures and agree with your partner what instruction matches each picture (note: the very last two pictures are matching just only one instruction).

You have to talk, discuss with your partners in order to arrive to an agreement.

DISCUSION HELP:

Giving your opinion neutrally

"I think…"

"I feel that…"

"In my opinion…"

"As far as I'm concerned…"

"As I see it…"

"In my view…"

"I tend to think that…"

Giving a strong opinion

"I'm absolutely convinced that…"

"I'm sure that…"

"I strongly believe that…"

"I have no doubt that…"

"There's no doubt in my mind that…"

English expressions for asking someone's opinion

"What do you think?"


"What's your view?"

"How do you see the situation?"

"What's your opinion?"

RECIPE INGREDIENTS:

SUPPLIES EQUIPMENT

1 gallon (3’8 dm3) fresh milk (either store bought, or your own home grown milk)

starter: 1 cup Plain yogurt, very fresh

● Double boiler (or heavy pot) with lid, capacity 1+ gallon (4 dm3)

● 4 quart jars with lids, sterilized in boiling water

● One 8 oz (227 g) jar with lid, sterilized in boiling water.

● Candy thermometer, reading range = ‐10 to 110oC (0 to 225oF)

● 1 medium sized "cooler" (such as a "Playmate" or Styrofoam with close fitting lid)

● A hotplate

Once the ordering task is done the teacher is going to revise it before start cooking.




Time: 45’

TASK 4

DESIRED AND UNDESIRED REACTIONS

MAIN COURSE: POTATOES SALAD Chopped onions and potatoes, boiled eggs and potatoes, fried

bacon and species

Time: 90’

POTATOES SALAD RECIPE:

INGREDIENTS

Serves: 8

● 3 pounds small red potatoes (or white ones)

● 1 red onion, cut into thick slices


● 1 tablespoon Coriander Seed

● 1 pinch Cumin Seed

● 1 tablespoon Oregano, Mexican

● 2 serrano chiles, minced

● 4 boiled eggs

Substitutions

● 3 slices bacon, crisply cooked and coarsely chopped

● 1 bunch fresh cilantro, thick stems discarded, coarsely chopped

● 1/4 cup olive oil

● 1 tablespoon red wine vinegar

● 1 teaspoon salt

● 1/2 teaspoon Black Pepper, Coarse Ground

COOKING PROCEDURE:

Mix all ingredients cooked aside by group 2‐6 and the salad will be ready.

TEACHERS INSTRUCTIONS:

You are going to tell the students that they have to prepare a main course (a potatoes salad), but that in order to do that and at the same time study some of the undesirable reactions involved, all the cooking procedure has been distributed into six groups of students with different tasks and cooking and research missions.


http://www.mccormick.com/Gourmet/Spices-and-Flavors/Spices/Coriander-Seed

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Spices/Coriander-Seed

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Spices/Cumin-Seed

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Spices/Cumin-Seed

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Herbs/Oregano-Mexican

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Herbs/Oregano-Mexican

http://www.mccormick.com/Gourmet/Recipes/Salads-Sides/Texas-New-Potato-Salad-with-Grilled-Red-Onions

http://www.mccormick.com/Gourmet/Recipes/Salads-Sides/Texas-New-Potato-Salad-with-Grilled-Red-Onions

http://www.mccormick.com/Gourmet/Spices-and-Flavors/Spices/Black-Pepper-Coarse-Ground



You have to distribute the students in six different groups. The groups must be heterogeneous, but you have also to take in account that the groups 4 and 6 have the most difficult undesired reactions to explain, so take that in account to assign this task to groups capable to fulfil this assignment.

Explain the students that group 1 is not going to prepare any eatable product, so, once group 1 has finished its assigned tasks, in case it has got spare time can give the other groups a hand.

Once you have distributed the students in groups, you have to tell them to read carefully, follow the instructions and to agree and divide their roles and tasks in the group.

Tell them that in case the instructions are not clear enough they should ask you for help.




You (all students) are all going to prepare a main course (a potatoes salad), but in order to do that and in order to study some of the undesirable reactions involved, all the cooking procedure has been distributed into six groups with different tasks and cooking and research missions.

The teacher is going to assign you to a group with a number.

Those who own to group 1 are not going to prepare any eatable product, so, once you have finished all your assigned tasks, and you have got spare time you can give the teacher a hand.

You have to read carefully the instructions your group has and to agree and divide your roles and tasks.

Follow step by step the instructions provided by the teacher and in case they are not clear enough ask the teacher for help.


● GROUP 1 (POTATOES BROWNING):

Peal a middle potato, dice it and live the half of its cuttings in the open air and the other half immerse into water.

Take pictures once you have cut it and 30 minutes after.

Take notes of what changes have you observed.

TIME LAPSE PEELED POTATO IN THE OPEN AIR

PEELED POTATO IN WATER

0 minutes

30 minutes


Read the article “TASK 4 ‐ Group 1 ‐ Fruits and vegetables browning.com” text (about enzymatic browning) and prepare within the group a summary with the main ideas. Try to get a good understanding of the reasons why potatoes get brownedand provideadvices in orderto avoid the undesired chemical reaction that makes potatoes and other vegetables to lose properties and get browned. You have to identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.

You can draw a Mind Map in the group in order to help you with the explanation.

Text 2 Mind map tool to build up Mind maps

Text 2 Mind map tutorial to help you to use Text 2 properly

You are going to explain in fewwords the content of the article, their lab experience and their conclusionsto the rest of the groupand the one thing you can have is short notes (Dictogloss)

● GROUP 2 (Potatoes starch gelatinisation) :


https://drive.google.com/open?id=0B_p_fH1hRxu8RXhYYXJjRl82cjQ



Prepare the potatoes: Scrub the potatoes clean.

Transfer the potatoes to a saucepan and cover with cold water: Cover the potatoes with 2 or 4 cm of cold water. Starting the potatoes in cold water helps them to cook more evenly.

Stir in a teaspoon of salt: Stir the salt into the water so that it dissolves.

Bring to a boil, then reduce to a simmer: Set the pan over medium‐high heat and bring the water to a boil. Once boiling, reduce the heat to a bare simmer to cook the potatoes. Do not cover. (Covering changes the environment in the pot and can make the potatoes turn mushy.). Cook potatoes in boiling water 20 to 25 minutes or until tender. Drain and cool to room temperature. Quarter the potatoes; set aside

DESCRIPTORS DESCRIPTION BEFORE BOILING

DESCRIPTION AFTER BOILING

COLOR

TEXTURE

HARDNESS

TASTE

Descriptors: While, Beige / Compact, Granulated / Hard, Soft / Alkali, Sweet

READ AND EXPLAIN:


Read the article “TASK 4 ‐ GROUP 2 ‐ What happens when potatoes cook?”: Gelatinisation and Retrogradation” andpreparewithin the groupa summary with the main ideas. Try to get a good understanding of what Gelatinisation and Retrogradation is andwhat changesthose processes imply. Is that a physical or a chemical change?

You will have to explain all this to other students




You are going to explain in few words the content of the article to the rest of the group and the one thing you can have is short notes (Dictogloss)

● GROUP 3 (CRYING CUTTING ONIONS):

This group has to have at least 4 members, or the group members have to test at least two methods each; as there are four different methods to follow in order to avoid undesirable reactions when slicing onions.

Please, read the instructions and if you have any doubt do not hesitate to ask the teacher.

Divide group 3 into four groups (can be of one person or the group must test at least two methods). Each group has to carefully dice a yellow onion following the steps described in each group method.

After performing each chopping method, wash your hands, turned on laboratory vent, leave the room, and wait several minutes until your eyes are back to normal.

METHOD 1: Cut the Onion Under a Vent

Chop the onion under a vent in the lab and fill in the table

below trying to describe what did you observed.


https://drive.google.com/open?id=0B_p_fH1hRxu8RjFKYU5qODJ4SXM



METHOD 2: Wear swim Goggles Chop the onion wearing swim goggles and fill in the table below trying to describe what did you observed. Goggles are supposed to protect your eyes from irritating onion vapors.

METHOD 3: Freeze the Onion

Put the onion in the freezer for about 15 minutes before cutting it. The theory with this one is the cold inhibits the onion’s release of its eye‐irritating chemicals.

METHOD 4: Soak the Onion in Water

Cut off the ends of an onion and peel it, then give it a short soak in a bowl of water (I used 15 minutes). The theory is this draws out the sulfuric compounds from the onion surfaces into the water. However, this also results in a milder‐tasting onion.

Once you have filled in the gaps in the table comparing the 4 cutting onions methods.

METHODS TO AVOID CRYING WHEN CUTING ONIONS COMPARISON:

METHOD IRRITATION LEVEL Big /Medium/ None

EASE &CONVENIENCE

VEREDICT Best (1rst),…

METHOD 1: Cut onion under a vent


http://www.amazon.com/RSVP-International-Onion-Goggles-Black/dp/B0014SQU1A/ref=sr_1_1?ie=UTF8&qid=1366238130&sr=8-1&keywords=onion%2Bgoggles&tag=lifehackeramzn-20&ascsubtag=e6171022103efe3091e89e3ad0164ff931dc736e&rawdata=%5Br%7Chttps%3A%2F%2Fwww.google.es%2F%5Bt%7Cmod-image%5Bp%7C476088845%5Ba%7CB0014SQU1A%5Bau%7C5716558504134073306

http://www.thekitchn.com/quick-tip-taking-the-bite-out-61685

METHOD 2: Wear swim goggles

METHOD 3: Freeze the onion

METHOD 4: Soak the onion in water

Descriptors help: Painless and tear‐free, Extreme, Fair / Easy to perform, quite convenient, not comfortable while performing, quite inconvenient, not easy to perform / Most effective, least effective, effective enough.

COOKING ONIONS:

Introduce the chopped onions in a pan and add olive oil to it.

Grill onion dices over high heat until lightly caramelized and keep them aside.

READ AND EXPLAIN:

Read the article “TASK 4 ‐ GROUP 3 ‐ Why do onions make you cry?” and preparewithin the groupasummary with the main ideas. Try to get a good understanding of the reasons why we cry while cutting onionsand provideadvices in orderto avoidtheundesired chemical reactionthat makes you cry while cutting onions. You have to identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.



https://drive.google.com/open?id=0B_p_fH1hRxu8YkUwQzQ1Vi1aNEE





● GROUP 4 (FRYING):

Toast coriander and cumin seeds in small dry skillet (pan) on medium heat 1 minute or until fragrant. Add oregano; lightly toast about 20 seconds, watching for burning. Immediately remove spices from skillet




READ AND EXPLAIN:

Read the article “TASK 4 ‐ GROUP 4 ‐ What happens when frying?” and prepare within the groupasummary with the main ideas. Try to get a good understanding of the reasons why fried food can be toxic or unhealthy and the best advices in order to avoid undesirable chemical reactions while frying. You have to identify if the chemical reactions involved while frying are Synthesis, Decomposition, Single replacement or Double replacement reactions.

You will have to explain all this to other students.









● GROUP 5 (OVER‐BOILED EGGS):

Bring a pot of water to a boil over high heat. Reduce the heat to low then add your 4 eggs in the water with salt.

Boiled egg Soft: Cook 4 to 5 minutes. Using a soup spoon extract one of the 4 eggs out of the water and drain it, cool it in ice water and peel it. Boiled egg Medium:, Cook 7 to 8 minutes. Using a soup spoon extract one of the 3 eggs out of the water and drain it, cool it in ice water and peel it.

Boiled egg Hard: Cook 8 to 10 minutes. Using a soup spoon extract one of the 2 eggs out of the water and drain it, cool it in ice water and peel it. Overcooked egg Hard: Cook 12 to 15 minutes. Using a soup spoon extract the very last egg out of the water and drain it, cool it in ice water and peel it.

Slice the eggs in half lengthwise.

Take a picture and describe the changes you have observed in the different stages of a boiled egg.

COOKING GRADE

COLOUR

TEXTURE


SOFT BOILED EGG

MEDIUM BOILED EGG

HARD BOILED EGG

OVERCOOKED EGG

Descriptors: Orange, Yellow‐orange, Yellow, Green‐yellow / Creamy, Partial creamy, granulated, Compacted granulated

READ AND EXPLAIN:

Read the two articles “TASK 4‐ GROUP 5 ‐ Over‐boiled eggs turned into a weapon” and prepare within the group a summary with the main ideas. Try to get a good understanding of the reasons why eggs yolk change its colour from yellow to green‐yellow, explain what toxic (lethal) compound is generated and why it ends up been not toxic for us. Give your classmates advices in order to avoid the undesired chemical reactions that gives the egg this unpleasant aspect.

You have to identify if the chemical reaction is a Synthesis, Decomposition, Single replacement or Double replacement reaction.









● GROUP 6 (BACON BROWNING): o Use room temperature bacon. Take the bacon out of the refrigerator and let it sit for five minutes. This softens the fat in the bacon. Do not

fry cold bacon.

o You have to take pictures and describe the changes they observe in the bacon (before cooking it and after).

Descriptors help: Consistency: soft/hard, Flavour: toasty/soft smoked, Colour: brown/pink

o Place the bacon on a cold skillet or frying pan. Place several slices of bacon on the skillet or pan. The bacon slices should be almost touching, but not overlapping. If you overlap the bacon, it may not cook evenly.

o Turn the stove on and start frying the bacon. Set the temperature to "low," and let the bacon start cooking. As the bacon begins to heat up,

you will notice bacon fat pooling in the bottom of the pan. This helps cook the bacon evenly. If there is too much bacon fat, then you can consider pouring some out into a heat‐safe bowl or jar. Do not pour bacon fat down the drain, or you may risk clogging the drain


o If you want crispy bacon, consider filling the skillet or frying pan with just enough water to cover the bacon. Set the temperature to "high" instead of "low." When the water begins to boil, lower the heat to "medium," and when the water has simmered away, lower the heat again to "medium low." Continue cooking the bacon in its fat until it is golden‐brown in color.

o When bacon beings to curl, flip it with a fork. After a few minutes, you will notice that the bacon is starting to bubble and curl.

o Continue cooking the bacon until it is done. The amount of time you cook your bacon depends on howwell‐done you like your bacon. The crispier you like your bacon, the longer you will have to cook it.

o Remove the bacon from the skillet or pan and drain the fat. Once the bacon has cooked to your liking, transfer each piece to a paper towel‐covered plate. Allow the paper towel to soak up any excess fat before serving the bacon.

READ AND EXPLAIN:

Read the two articles “TASK 4 ‐ GROUP 6 ‐ Why meet browns when cooking it: Non enzymatic browning” and prepare within the group a summary with the main ideas.



Try to get a good understanding of the reasons why meet browns while cooking, about the general facts of Maillard reaction, its advantages and disadvantages.

You have to identify if the chemical reactions involved in Maillard reaction are Synthesis, Decomposition, Single replacement or Double replacement reactions.






OTHER GROUPS

In the meantime the other groups will mix oil, vinegar, toasted spices, salt and pepper in large bowl with wire whisk until well blended. Add potatoes, onions, chiles, bacon and cilantro; toss lightly

Hier you have some useful expressions in order to help you with your discussion.




Comparison language: This ….. is ‐er (+) than… / This … is more (+)…. than…. This…. is less (‐).... than…. Thi ….. is …… whereas…… is……..

Use the provided rubrics (the teacher is going to project on the screen) and perform the Self‐assessment and Group assessment task at the end of the session.


GROUP 1: FRUITS AND VEGETABLES BROWNING

ENZYMATIC BROWING

Enzymatic browning is a chemical process which occurs in fruits and vegetables by the enzyme polyphenol oxidase, whichresults in brown pigments, it takes place when the enzyme polyphenol oxidase or other enzymes catalyze the oxidation of phenols in the fruit to form compounds called quinones. The quinones can then polymerize to form melanins, which cause the brown pigments

Enzymatic browning of fruits and vegetables is usually not desirable and creates heavy economic losses for growers.

Enzymatic browning is beneficial for:

Enzymatic browning is essential for the color and taste of tea, coffee and chocolate.

● Developing flavor in tea (here the reaction is incorrectly called fermentation) ● Developing color and flavor in dried fruit such as figs and raisins.

Enzymatic browning is unfavorable to:


Enzymatic browning is detrimental to quality, particularly in post‐harvest storage of fresh fruits, juices and some shellfish. Enzymatic browning maybe responsible for up to 50% of all losses during fruit and vegetables production.

● Fresh fruit and vegetables, in particular apples and potatoes Seafood such as shrimp

CHEMICAL REACTION: MELANIN SYNTHESIS FROM POLYPHENOL

Polyphenol Oxidase catalyses two basic reactions: hydroxylation and oxidation. Both reactions utilize molecular oxygen (air) as a co-substrate. The reaction is not only dependent on the presence of air, but also on the pH (acidity). The reaction does not occur at acid (pH <5) or alkaline (pH >8) conditions.

Prevention of enzymatic browning


The control of browning is one of the most important issues in the food industry, as colour is a significant attribute of food which influences consumer decision and brown foods (especially fruits) are seen as spoiled.

Several methods can be applied to avoid enzymatic browning, based on inactivating the enzyme (heat) or by removing essential components (most often oxygen) from the product.

Blanching

Blanching is a short heat treatment to destroy or inactivate enzymes before freezing of products (mainly vegetables). Enzyme activity may discolour or toughen vegetables during freezing, which results in quality loss. Blanching brightens the colour, softens the texture, but has little effect on nutrient content or flavour as it is a relatively short process.

The blanching temperature depends on the type of enzyme which occurs in the product, but is generally between 70 and 100 °C, sometimes higher when more resistant enzymes are to be inactivated. Table 2 below gives an indication of the temperature needed to inactivate some important enzymes.

enzyme effect inactivation temp. ° C

Lipolityc acyl hydrolase rancidity ~ 75

Lipoxygenase rancidity ~ 80

Polyphenoloxidase browning ~100

Peroxidase deterioration ~135

Blanching in steam/boiling water;


Type of heat treatment for controlling enzymatic browning in canned or frozen fruits and vegetables. It is scalding the vegetables or food in water or steam for a short period of time. The steam blanching is 1.5

At temperatures below 7 °C the polyphenol oxidase enzyme activity is inhibited, but the enzyme is not inactivated. Therefore the temperature should be well controlled.

Freezing

Like refrigeration, freezing inhibits, but not inactivates the enzyme. After thawing, the enzyme activity will resume.

Change pH

The enzyme activity is pH dependent. Lowering of the pH to 4.0 by the addition of citric, ascorbic or other acids inhibits the enzyme activity. During home-preparation of vegetables or fruits lemon juice or vinegar is often sprinkled on the fruit to prevent browning.

Dehydratation

Dehydration is caused by the removing water molecules from the product. The PPO enzyme needs sufficient water to be active. By drying the enzyme is inhibited, but not destroyed. To avoid flavor and quality loss, dehydration should not involve heat. GROUP 2:

What happens when potatoes cook? : Gelatinization and Retrogradation

Potatoes are a good source of carbohydrate, mainly as a complex carbohydrate called starch. Raw potato is hard and has an unpleasant taste. Potato becomes softer when is cooked, the starch is converted into simple sugars, and the potato becomes sweeter.

Potatoes are largely starch; cooking (heating with water) causes chemical changes in the structure of these starches, similar to those that occur in rice (which is almost predominantly starch). Potatoes have relatively large starch granules‐ up to 0.1mm in size.

Starch becomes soluble in water when heated. The granules swell and burst, the semi‐crystalline structure is lost and the smaller amylose molecules start leaching out of the granule, forming a network that holds water and increasing the mixture's viscosity. This process is called starch gelatinization. During cooking, the starch becomes a paste and increases further in viscosity (Gelatinization).


During cooling or prolonged storage of the paste, the semi‐crystalline structure partially recovers and the starch paste thickens,expelling water. This is mainly caused by Retrogradation of the amylose. This process is responsible for the hardening of bread or staling, and for the water layer on top of a starch gel (syneresis).


Onions can't make you cry if the chemicals from them never

reach your eyes. Try chilling onions before cutting

them. Rubberball/Mike Kemp, Getty Images

Answer: Unless you've avoided cooking, you've probably cut up an onion and experienced the burning and tearing you get from the

vapours. When you cut an onion, you break cells, releasing their contents. Amino acid sulfoxides form sulfenic acids. Enzymes that were

kept separate now are free to mix with the sulfenic acids to produce propanenthiol S‐oxide, a volatile sulfur compound that wafts (floats)

upward toward your eyes. This gas reacts with the water in your eyes to form sulfuric acid. Thesulfuric acid burns, stimulating your eyes to releasemore tears to wash

the irritant away.

Cooking the onion inactivates the enzyme, so while the smell of cooked onions may be strong, it doesn't burn your eyes. Aside fromwearing

safety goggles or running a fan, you can keep from crying by refrigerating your onion before cutting it (slows reactions and changes the

chemistry inside the onion) or by cutting the onion under water.

The sulfur‐containing compounds also leave a characteristic odor on your fingers. You may be able to remove or reduce some of thesmell

by wiping your fingers on a stainless steel odor eater.


http://lifehacker.com/testedthebesttearfreetricksforcuttingonions476088845 GROUP 4: What happens when frying?

Frying: It is the total cooking process of a food in a fatty medium at elevated temperature (160 ° C‐200 ° C), resulting in a golden and crispy product. While fried constitute a common, fast and tasty food to take shape, can be very dangerous to health if consumed daily.

Conversely, if the chips are only part of our diet occasionally, they pose no risk.

During cooking, changes will occur in both the oil and fry the product. Knowing the advantages and disadvantages of a fried food will allow us to

consciously decide consumption.

What are the changes that occur when frying food?

Alterations in the food: ● Different, mostly oxidative and thermal, chemical reactions occur with food during the cooking process. Such reactions affect the proteins, lipids,

carbohydrates and other food components.

● Loss of nutrients: vitamin especially due to the high temperatures for this type of cooking (160 to 200)

● Dehydration by evaporation of water containing food.

● Impregnation oil: up to between 5‐40% of the total weight, which considerably increases its caloric value. So that the food does not absorb too

much oil, it should be introduced when the oil reached the proper temperature (170 ‐ 180), which form the crust, and be isolated from the oil.

High‐fat foods lose part thereof during frying.

● Crispy crust: pleasant texture resulting coagulated caramelized carbohydrates and protein (Mallard reaction)

● Taste and aroma: given by the oil itself and the new substances produced during the process

Alterations in the frying oil:


http://lifehacker.com/tested-the-best-tear-free-tricks-for-cutting-onions-476088845

During frying, the oil unfavorable undergo several transformations. The function of the oil during this cooking method is to transmit the heat to the food

and provide texture and flavor. The oil will become an ingredient of the fried product to be absorbed by it. Increased temperature accelerates the

chemical processes, which makes oils degrade rapidly.

● Hydrolysis is a chemical reaction that occurs between water and oil, giving as a result an increase in free fatty acids that promote oxidation. These reactions cause the oil to take a unpleasant odor and taste. In turn, the hydrolysis results in decreased oil smoke point (temperature at which

smoke occurs in the oil surface) and formation of methyl ketones and lactones. The heated oil causes the formation of acrolein, an irritant and

carcinogen, obtained from glycerine resulting from hydrolysis of the acylglycerides.


● Oxidation involves the action of atmospheric oxygen on the (mainly polyunsaturated) fatty acids to form unstable compounds called free radicals

and hydroperoxides. Unsaturated fatty acids, become saturated, so that the beneficial health properties are lost. Hydrocarbons, lactones, alcohols, acids, etc. also appear These substances cause changes in the oil altering its color and flavor (rancid) and obscuring. The rancidity is given by the presence of short chain organic acids (formic, acetic and propionic). Trans fatty acids (generators) cholesterol, associated with an increased risk of

breast cancer and heart disease are generated.

● Polymerization: The free radicals that are bonded together or with fatty acids form larger sized compounds and molecular weight (polymer) to

increase oil viscosity and causes foaming. A layer of polymers listed in the oil surface and the container, very difficult to remove.


Among the factors that favor the alterations of the oil during the frying process are:

● High temperatures

● Exposure to oxygen from air

● Action of light

● Larger contact surface oil‐air

● Long processing time

● Presence of water released by the food

● Contamination by chemical species from food

● Metallic contaminants

● Particle presence in the middle scorched

Recommendations when a correct frying:

Use olive oil, since much better resists high temperatures, it is more stable (decomposes more slowly), and permeates least making food less caloric.

Do not mix oil with new and used, or olive oil with seed because it has different smoke points. It can produce irritating and toxic when burned

substances each other.


Do not overheat the oil, ie not pass 170‐180º. If overheated, its color darkens and smokes generating irritating and potentially toxic substances. Discard the used oil.

Drying the food to be fried, as water promotes the decomposition of the oil. Always filter the oil after each frying to remove burnt food soils favor the decomposition of oils

Change oil often not use more than two or three times.

Avoid fried meats, since their fumes are mutagens (generated mutations in cancer cells).

Drain excess oil with absorbent paper fried breath.

As mentioned above, if the chips are eaten very occasionally, they do not pose a risk. Different studies have demonstrated that exposure to them daily,

either in conducting or consumption thereof, it leads to a high risk of developing certain cancers.

GROUP 5:

Why There's A Gross Green Ring Around The Yolk Of Your Hard Boiled Egg?

The Huffington Post | By Julie R. Thomson ●

When a hard boiled egg is cut open to reveal a greenish, blackish ring surrounding the yolk of an egg, it's a sign that the egg wasn't cooked properly.

So, essentially, it's your fault. (Or whoever made the hard boiled egg for you.) The discoloration is evidence that the egg was cooked for too long. Meat dries out, rice gets burned, and hard boiled eggs become discolored. Unlike the other aforementioned foods, the eggs are still perfectly edible ‐‐


and taste good ‐‐ they just look, well, kind of gross.

Now for the scientific part of this explanation: what does that coloring mean? The greenish‐gray color is visual evidence of the formation of iron

sulfide where the yolk and white parts of the egg meet. It happens because the iron from the yolk reacts with hydrogen sulfide from the white when

it's been overcooked. Totally harmless, but it doesn't have to happen.

When You Overcook Eggs, You Turn Them Into Chemical Weapons

Esther Inglis-Arkell

iled to: CHEMISTRY1/29/15 3:33pm

Remember that ad campaign a while back, that was meant to show you that eggs weren't bad for you? Turns out, they understated the case.

Eggs are desperately trying to save your life. The "green" on boiled eggs shows where they saved you from your own attempts at chemical

warfare.

Hydrogen sulfide is a toxic gas, flammable and much‐feared by miners. It lurks in low wells and caves, and can suffocate, poison, or explode people. It's also what you make on the stove when you're boiling eggs – especially when you overboil them. Despite the fact that you are


attempting to eat them, the eggs are trying desperately to save you from your folly. For evidence of this, just crack open a hard boiled egg

that's been overcooked, and see the gray‐green yolk.

The hydrogen sulfide originates in the whites of the egg. Proteins there contain sulfur that combines with hydrogen to form the deadly gas. The hydrogen sulfide heads toward the inside of the egg because of the solubility gradient. Solubility – the amount of stuff that can be dissolved in

liquids – decreases with heat. As the outside of the egg gets hotter, the gas is forced toward the yolk.

The yolk of an egg contains iron. When the iron meets the hydrogen sulfide gas it combines to form iron sulfide – which has a greenish cast to

it. The more you overboil an egg, the more iron sulfide is made, and the more green you'll see on the yolks. Most recipes for boiled eggs

recommend putting the eggs under cold water as soon as they're cooked to cool them off quickly, and keep the residual heat from

over‐cooking them. Then again, maybe you take comfort from knowing how to make a deadly gas, if you ever need it.

Image: Andrés Nieto Porras

[Via Green Eggs Solubility Activity, Science of Eggs.] Chemical reactions:

Fe2+ H2S(g) → FeS(s) + 4 H2O(l)

GROUP 6:

Why meet Browns: Non enzymatic browning


https://en.wikipedia.org/wiki/Iron(III)_sulfide

Browning, or the Maillard reaction, creates flavor and changes the color of food.

Maillard reactions generally only begin to occur above 285°F (140°C). Until the Maillard reaction occurs meat will have less flavor. Shown above

are two identical dishes cooked (left) below (140°C) and right at much higher temperatures. Both caramelization and the maillard reaction only

occur on the right producing the noticeable brown color.

The Maillard reaction is a chemical reaction between an amino acid and a reducing sugar, usually requiring the addition of heat. Like caramelization, it is a form of non‐enzymatic browning. The reactive carbonyl group of the sugar interacts with the nucleophilic amino group of the

amino acid, and interesting but poorly characterized odor and flavor molecules result. This process accelerates in an alkaline environment because

the amino groups do not neutralize. This reaction is the basis of the flavoring industry, since the type of amino acid determines the resulting flavor.

In the process, hundreds of different flavor compounds are created. These compounds in turn break down to form yet more new flavor

compounds, and so on. Each type of food has a very distinctive set of flavor compounds that are formed during the Maillard reaction. It is these

same compounds that flavor scientists have used over the years to create artificial flavors.

The Maillard reaction should not be confused with Caramelization which occurs with sugars.

Although used since ancient times, the reaction is named after the chemist Louis‐Camille Maillard who investigated it in the 1910s.

Products with Maillard reactions

The Maillard reaction is responsible for many colors and flavors in foodstuffs:

● caramel made from milk and sugar


● the browning of bread into toast

● the color of beer, chocolate, coffee, and maple syrup

● self‐tanning products

● the flavor of roast meat

● the color of dried or condensed milk

6‐acetyl‐1,2,3,4‐tetrahydropyridine (1) is responsible for the biscuit or cracker‐like odor present in baked goods like bread, popcorn, tortilla

products. 2‐acetyl‐1‐pyrroline (2) flavours aromatic varieties of cooked rice. Both compounds have odor thresholds below 0.06 ng/l [1].

The process

1.‐The carbonyl group of the sugar reacts with the amino group of the amino acid, producing N‐substituted glycosylamine and water

2.‐ The unstable glycosylamine undergoes Amadori rearrangement, forming ketosamines

3.‐ There are several ways for the ketosamines to react further: • Produce 2 water and reductones • Diacetyl, aspirin, pyruvaldehyde and other short‐chain hydrolytic fission products can be formed

• Produce brown nitrogenous polymers and melanoidins


Key Factors

Pentose sugars react more than hexoses, which react more than disaccharides.

Different amino acids produce different amounts of browning.

Since the Maillard reaction produces water, having a high water activity environment inhibits the reaction.

See also:

Why red meat turns brown when vacuum sealed.


EFFECTS OF MAILLARD REACTION:

The negative aspects are off‐flavor development, flavor loss, discoloration, loss of protein nutritional value, and it is said to promote neurodegeneratives

diseases, atherosclerosis and diabetes. In the food industry, the role of flavor and color either desirable or undesirable is the key in the

manufacture of products of consistent sensory quality


Collaborative Work Skills SELF ASSESSMENT: Chemical vs. Physical change

Teacher Name: Nerea Igual

Student Name: ________________________________________

CATEGORY 4 3 2 1 Attitude I am never publicly

critical of the project or the work of others. I always have a positive attitude about the task(s).

I am rarely publicly critical of the project or the work of others. I often have a positive attitude about the task(s).

I am occasionally publicly critical of the project or the work of other members of the group. I usually have a positive attitude about the task(s).

I am often publicly critical of the project or the work of other members of the group. I have often a negative attitude about the task(s).

Focus on the task

I consistently stay focused on the task and what needs to be done. I am very self‐directed.

I focus on the task and what needs to be done most of the time. Other group members can count on my person.

I focus on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind me to keep on‐task.

I rarely focus on the task and what needs to be done. I let others do the work.

Working with Others

I almost always listen to, share with, and supports the efforts of others. I try to keep people working well together.

I usually listen to, share, with, and support the efforts of others. I do not cause \"waves\" in the group.

I often listen to, share with, and support the efforts of others, but sometimes I am not a good team member.

I rarely listen to, share with, and support the efforts of others. Often I am not a good team player.


Time‐management

I routinely use time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of my procrastination.

I usually use time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of me.

I tend to procrastinate, but always get things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of me.

I rarely get things done by the deadlines AND group has to adjust deadlines or work responsibilities because of my inadequate time management.

Problem‐solving I actively look for and suggest solutions to problems.

I refine solutions suggested by others.

I do not suggest or refine solutions, but I am willing to try out solutions suggested by others.

I do not try to solve problems or help others solve problems. I let others do the work.

Quality of Work I provide work of the highest quality.

I provide high quality work.

I provide work that occasionally needs to be checked/redone by other group members to ensure quality.

I provide work that usually needs to be checked/redone by others to ensure quality.

Date Created: Jan 10, 2016 10:26 am

Collaborative Work Skills GROUP ASSESSMENT: Chemical vs. Physical change


Student Name: ________________________________________


CATEGORY 4 3 2 1 Attitude He/She is never

publicly critical of the project or the work of others. He/She always has a positive attitude about the task(s).

He/She is rarely publicly critical of the project or the work of others. He/She often has a positive attitude about the task(s).

He/She is occasionally publicly critical of the project or the work of other members of the group. He/She usually has a positive attitude about the task(s).

He/She is often publicly critical of the project or the work of other members of the group. He/She has often a negative attitude about the task(s).

Focus on the task

He/She consistently stays focused on the task and what needs to be done. He/She is very self‐directed.

He/She focus on the task and what needs to be done most of the time. Other group members can count on his/her person.

He/She focus on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind him/her to keep on‐task.

He/She rarely focus on the task and what needs to be done. He/She lets others do the work.

Working with Others

HE/SHE almost always listen to, share with, and support the efforts of others. He/She tries to keep people working well together.

He/She usually listens to, share, with, and support the efforts of others. He/She do not cause \"waves\" in the group.

He/She often listens to, share with, and support the efforts of others, but sometimes He/She is not a good team member.

He/She rarely listens to, share with, and support the efforts of others. Often He/She is not a good team player.


Time‐management

He/She routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of his/her procrastination.

He/She usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of him/her.

He/She tends to procrastinate, but always get things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of him/her.

He/She rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of his/her inadequate time management.

Problem‐solving He/She actively looks for and suggests solutions to problems.

He/She refines solutions suggested by others.

He/She does not suggest or refine solutions, but He/She is willing to try out solutions suggested by others.

He/She does not try to solve problems or help others solve problems. He/She lets others do the work.

Quality of Work He/She provides work of the highest quality.

He/She provides high quality work.

He/She provides work that occasionally needs to be checked/redone by other group members to ensure quality.

He/She provides work that usually needs to be checked/redone by others to ensure quality.



Collaborative Work Skills SELF ASSESSMENT: Types of chemical reactions activity


Student Name: ________________________________________






Focus on the task





Working with Others






Time‐management














Collaborative Work Skills GROUP ASSESSMENT: Types of chemical reactions activity


Student Name: ________________________________________







Focus on the task





Working with Others






Time‐management















Collaborative Work Skills SELF ASSESSMENT: Dessert. Home‐made yogurt


Student Name: ________________________________________






Focus on the task





Working with Others






Time‐management














Collaborative Work Skills GROUP ASSESSMENT: Dessert. Home‐made yogurt


Student Name: ________________________________________







Focus on the task





Working with Others






Time‐management















Collaborative Work Skills SELF ASSESSMENT: Main course. Potatoes salad


Student Name: ________________________________________






Focus on the task





Working with Others






Time‐management














Collaborative Work Skills GROUP ASSESSMENT: Main course. Potatoes salad


Student Name: ________________________________________







Focus on the task





Working with Others






Time‐management















Collaborative Work Skills SELF ASSESSMENT: Main course. Potatoes salad


Student Name: ________________________________________






Focus on the task





Working with Others






Time‐management














PROJECT PRESENTATIONS RUBRIC


Teacher Name: Nerea Igual Student Name: ________________________________________

CATEGORY 4 3 2 1 Preparedness Student is

completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (9990%) of the time.

Stays on topic some (89%75%) of the time.

It was hard to tell what the topic was.


Speaks Clearly Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 12 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Uses Complete Sentences

Always (99100% of time) speaks in complete sentences.

Mostly (8098%) speaks in complete sentences.

Sometimes (7080%) speaks in complete sentences.

Rarely speaks in complete sentences.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

TimeLimit Presentation is 56 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Presentation is less than 3 minutes OR more than 6 minutes.

Date Created: Feb 07, 2016 11:43 am (CST)


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