Ngā Whāinga Ako/Learning Outcomes for this Unit of learning;

• The Chemistry of food - Chemical reactions & Food composition (Micronutrients & Macronutrients)

• States of matter - how different states of matter are linked with food production (making) and features of food.

• Preservation(storage) of food - The science of some techniques (methods)

• Cooking Kai - Energy & Heat transfer methods

• Sustainability  & Te Taiao - Food sources, environmental impacts, kaitiakitanga, etc

• Growing Kai - Maara Kai & links to Maramataka

Task/Ngohe 1: Guiding Whakatauki - 

Select one of the whakatauki(proverbs) below, or search for your own whakatauki relevant to kai/food. Write the proverb in your pukapuka and explain its meaning.

> ‘Iti noa, he pito mata’, A small uncooked portion of kumara replanted to produce many more

> 'He kai kei aku ringa' , There is food at the end of my hands

> 'Nāu te rourou, nāku te rourou, ka ora ai te iwi', With your food basket and my food basket the people will thrive

Task/Ngohe 2: Growing Kai intro

Grains are some of the most important food sources grown throughout the world, lets understand a bit about them why people save the seeds/kākano to plant and the science ideas relevant to why they are valued.

Q's to answer;

1. What are the 5 major grain crops grown in the world?

2. What major food group do grains provide us with? Why do living things need this food group?

3. Grains are not only grown for human consumption(eating) why else do we grow grain crops?

4. Corn is a popular summer grain in Aotearoa, what are the main types of corn we eat(consume)?

5. What is Kānga and kānga pirau? 

Task/Ngohe 3: The importance of how we grow our kai

> Watch the video below about the future of food.

> Complete a P, M, I - One positive thing, One minus/negative thing, One interesting thing. Each one should be written as a complete sentence

Task/Ngohe 4: Understanding Corn.

Use your answers to the questions in task 2 to complete a mind map (which shows the connections between key ideas)

Some key words it could include to get your started are Grain, Crop, Carbohydrate, Food source, Energy, Uses, Types, Traditional foods, 

Task/Ngohe 5: POPCORN!

> Use the worksheet given to you by your teacher, and a highlighter. Then read and identify key pieces of information to answer the questions below, write the answers to each question as you work through the text.

> If you do not have a hardcopy worksheet, copy and paste the reading and the questions below into a google doc and complete the task using the highlighter tool on google docs and typing in your answers.

READING - The Science Behind Popping Popcorn 

Popcorn is a beloved snack enjoyed by people all over the world. It is not only delicious but also considered by some as a perfect snack due to its nutritional value. Let's delve into the science behind this popular snack and understand how it pops.

Popcorn is one of the world’s favorite snack foods. Some nutritionists call it a perfect snack food because it is a whole grain, a good source of fiber, and low in fat. One study claims there are more antioxidants in popcorn than in some fruits and vegetables. The most intriguing part of popcorn is the science behind how it pops. Popcorn is the only grain in the corn family that pops open when exposed to temperatures above 180° C. A popcorn kernel is composed of 3 parts: the pericarp, germ, and endosperm.

The pericarp is the tough outer shell surrounding a popcorn kernel, and the key to what makes it pop. Inside the pericarp is the germ, or seed embryo. Adjacent to the germ is the endosperm, which contains some trapped water plus soft and hard starch granules that serve as food for the germ when it sprouts.

When a popcorn kernel is heated, the trapped water in the endosperm turns into steam, building up pressure inside the pericarp. This pressurized, super-heated steam transforms the soft starch in the endosperm into a gelatinous material. Popcorn pericarp is much stronger than that of all other corn kernels and is able to retain this pressurized steam up to 9.2 atm (135 psi).

Above that pressure, the pericarp ruptures, releasing the steam and gelatinous starch that solidifies upon cooling. The resulting popped kernel is 40 to 50 times its original size.

Comprehension Questions:

1. Why do some nutritionists consider popcorn a perfect snack food?

2. What makes popcorn unique among grains in the corn family?

3. Describe/Draw the three parts of a popcorn kernel and their functions.

4. Explain the process by which a popcorn kernel pops.

5. What role does the pericarp play in the popping of popcorn?

6. How does the pressure build-up inside the pericarp contribute to popcorn popping?

7. What happens to the endosperm and starch granules during the popping process?

8. Why does the pericarp rupture during popping?

9. What is the approximate size increase of a popped popcorn kernel compared to its original size?

10. Reflect on why understanding the science behind popping popcorn helps us understand why some kernels don’t pop.

Applying Science thinking: If you were to conduct an experiment to investigate factors affecting popcorn popping, what variables would you consider and why?

Task/Ngohe 6: Popping corn

Use the equipment provided by your teacher to pop some popcorn (hotplate & pots, microwaves & paper bags), thinking about what makes it pop, and things you notice and observe when carrying out the practical activity.

Task/Ngohe 8: FOOD GROUPS

Now that we know that one of our major food groups is carbohydrates and that they provide us with energy, we need to understand and learn about all the different food groups and why we consume (eat) them. 

1) Complete the table below about each of the major food types by doing some research.

Task/Ngohe 9: FOOD Testing

1) Using the worksheets provided by your teacher complete the Food testing of the variety of foods made available to you and fill out the results table and summary sheet (below).

NOTE WELL - these foods for testing are not for consumption (EATING).

2) Complete the food testing summary activity worksheet below.

Task/Ngohe 10: Nutritious Traditional Kai 

1) Complete the reading - Oranga Kai and questions task below. Use the highlighter tools if you are working on a digital copy.

2) Now that you have looked at some more traditional foods and the nutritional value they have, your task is to investigate a favourite processed food (comes in a package). 

a) Select your processed kai.

b) Find a nutritional facts label for it - use google images search

c) Copy and paste the image into a google doc, Give your doc a title - Nutritional information for ______________________ (insert name of kai)

d) Explain the nutritional value of your selected food, do you consider it healthy or unhealthy and why. Use the sentence starters below for help.

Eg. Oreo's would be considered an unhealthy food due to .......

As we can see on the nutritional label of ................. it would be considered healthy/unhealthy because .......

Task/Ngohe 11: States of Matter

1) States of matter (Solid, Liquid, Gas) for each state identify 5 examples of food that show features of or use the features of this state of matter to have desired(wanted) properties.

2) Complete the Magnificent marshmallows worksheets below and carry out the experiment with the marshmallows.

Task/Ngohe 12: Digestive system

A) Watch the 2 videos below to see some of the key aspects of the digestive system, use this information and the information from the digestive system learning hub below to help you to complete the Digestive system labelling activity, the functions of each part and matching the key parts with the descriptions (Your teacher will provide you with hard copy worksheets to do this on). 

B) Include Te reo kupu for as many of the body parts/organs as you can find, you may wish to use some of the kupu below or research and find kupu you think are suitable for the key words. 

C) Have a go at any of the interactives below to check your knowledge about parts of the digestive system.

Task/Ngohe 13: The ins and outs of Digestion

1) The processes of Digestion - there are a number of processes involved in Digestion, your job is to write a short sentence about what is happening in each and add these 5 labels to cartoon number one.

A) Ingestion

B) Mechanical Digestion

C) Chemical Digestion

D) Absorption

E) Egestion

2) Cartoon number 2 also shows digestion in another way, your job is to label the following things on your cartoon;

> The organs/body parts

> Mechanical & Chemical Digestion

> The Chemicals involved - Saliva, Hydrochloric acid, Bile, Enzymes

> What is being absorbed - Nutrients, Water & Vitamins

> Number 1's & 2's 

3) Create a pukapuka, or comic strip about the adventures of a piece of kai and the process of digestion. You could use any of the online tools such as google sheets, draw, canva, https://www.storyboardthat.com/storyboard-creator , https://www.pixton.com/welcome, etc 

> Your story must include at least 8 major body parts involved, with 3 of them having their features described 

Eg. After being chomped around a bit I fell into a long tube called the oesophagus that slowly squished me down with it's muscles into the ...

> 3 key processes that happen to your food in the journey, 

>could be written in te reo or you could incorporate as many appropriate kupu as you can. 

Task/Ngohe 15: Sweet Chemistry

1) Dancing Candy

Aim: To find out if all candies dance in soda

a) Find the meaning of these science kupu: Carbonation, buoyancy, density, pressure

b) Carry out an experiment to identify what happens to the candies when put in soda, collect your results by recording your observations/mātakitaki or titiro.

c) Explain your results using the kupu from above. Use the writing scaffold below if you need it.

When the ............ candy was placed in the soda we observed........... at the start, this occured because the candy was ............ than the soda. After some time the candies ........ this is due to the ................... bubbles (carbonation) in the soda as they stick to the candy. This makes the candy more .............. or less ............ so they .............. . When they reach the top the bubbles escape into the air, this makes the candy have more density so it .............

Candies such as ............... don't behave the same because .........

2) Reactions in fizzing sweets

a) Find meanings of these kupu: Reaction, acid, alkali, pH

b) Reading the text below about sherbet and it's chemistry, use the information in the reading below about sherbet to complete the questions

Sherbet - a fizzing reaction

Sherbet powder became a popular sweet in the early 19th century, initially to add to water to make drinks effervesce. These days, we get the fizzy hit by pouring the powder directly into our mouths; and the world just wouldn’t be the same without these fizzy treats. It’s easy to make your own sherbet using an edible acid, edible alkali and a fair amount of sugar to mask the bitterness of the citric acid and the soapyness of the bicarbonate of soda. There are many foods (and drinks) which are acidic (between pH 1-6). We use citric acid in this case, which is roughly pH 2 and originally found in citrus fruits. There aren’t many foods or drinks which are alkali (between pH 7-14), but bicarbonate of soda (baking soda) is about pH 9. A common use of bicarbonate of soda is that it makes your sponge cakes rise. You’ll need 1 level spoonful of bicarbonate of soda, one heaped spoonful of citric acid and 3 level spoonfuls of icing sugar. Give them all a really good mix, which is very important as a mouthful of citric acid isn’t pleasant! The fizzing is caused by a chemical reaction – when an acid is mixed with a carbonate, they react to form water, a salt and carbon dioxide gas, which is what you experience bursting on your tongue. The reaction that occurs when we feel the fizzing sensation in our mouths is; 

citric acid + bicarbonate of soda → sodium citrate + water + carbon dioxide 

True or False 

1. Sherbet powder was first used in the 21st century to create fizzy drinks.

2. Sherbet powder is no longer consumed because it is too dangerous

3. Not many foods and drinks that fall within the acidic pH range.

4. Citric acid, with a pH around 2, is commonly used and naturally found in citrus fruits.

5. There are lots of foods and drinks with an alkaline pH range.

6. Bicarbonate of soda is commonly used to help sponge cakes expand.

7. The fizzing sensation is the result of a chemical reaction between an acid and a carbonate.

8. The reaction between citric acid and bicarbonate of soda does not produce carbon dioxide.

9. The reactants of the reaction are sodium citrate and carbon dioxide

Question time

1. What was sherbet powder initially popular for?

2. What is the purpose of using edible acid and edible alkali in making sherbet?

3. Why is sugar used in making sherbet? Why is it important to mix the ingredients thoroughly?

4. What are some examples of acidic foods or drinks?

5. How does bicarbonate of soda (baking soda) contribute to the fizzing sensation in sherbet?

6. What chemical reaction causes the fizzing sensation when consuming sherbet?

3) Acids & bases in our kai

 Baking powder causes your cake to rise beautifully in the oven. You can ‘cook’ fish by adding lemon and lime juice, this makes a ceviche.These are all examples of acid/base reactions. These types of reactions are just one of many chemical reactions that happen in food. Acid/base reactions all have a lot in common, even though their effect such as a colour change, a leavened(risen) cake or ‘cooked’ fish, may look very different. Let's look at some examples to help us understand acids and bases in kai.

a) Find out some more; Use your device to find information about examples of foods that are acids and bases to complete the table below.

b) Understanding the sour in sour lollies

Watch the video below and answer the questions to check your understanding about chemistry in sour lollies.

c) Reading for understanding, use the text below to answer the questions about 

 Understanding pH in Food 

The pH-value impacts the flavour of your food, but it can also be very important for the shelf life of your food, how long it stays safe. Food can spoil and go bad because of the growth of undesirable microorganisms. However, a lot of micro organisms don’t grow anymore when the pH-value has sunk under a certain value. As such, lowering the pH-value enough will keep food safe longer.

Apart from shelf life, pH-value can be used for monitoring food processes. For example, making yogurt mostly consists of lowering the pH-value of milk. Because of the lower pH-value, the milk will thicken. Manufacturers will know at which pH-value the process is completed. This way, by measuring this value they can keep track of the process, without having to look or taste the product.

1. How does the pH of a food affect it?

2. What can make food go bad?

3. What do we need to do to the pH of food if we want it to be safer for longer?

4. We also use pH to monitor food processes, what is an example of a food process where we use this?

5. What does shelf life mean in relation to food?

d) Exploring further;

> Investigate the following ways/methods that we can use to store food by lowering the pH;

Pickling - What is it? How does it work? Examples of foods commonly pickled? How does it change the flavour of the kai? Why do you think pickling was introduced?

> Find out about technique that was used traditionally to store kai  - including the pūtaiao behind this techniques to preserve kai. Questions to answer;

• Name the kai

• Describe how it was stored/the technique

• Explain the Science behind why this technique worked

• Explain why this technique was used 

• Why don't we use this technique as much in modern times

Task/Ngohe 17: Sustainable kai

Task/Ngohe 18: Growing Kai & Maramataka

INTRO TASK

The Science of Growing our own Kai

Think, discuss and share some ideas with your peers, and write in your books your answers to the following questions;

> Where can we grow kai? (list as many as you can)

> What mātauranga/knowledge do we need to grow kai? Who can we get this knowledge from?

> What Pūtaiao/Science ideas relate to how to grow kai?

> How do we know when to plant? when to harvest? 

> What is the maramataka and how might it be important in growing our own kai?

1. Germinating seeds(beans or peas) in a bag experiment

Copy title and aim

Aim: To investigate what factors help or inhibit the germination of seeds

To find out: Write questions and answers in your books

What is germination? What stages does it involve? How long does it take?

Variables: Identify what variable you are going to change for your 2 seed bags. (Examples; light/no light, water/no water, warmth/no warmth)

Seed bag 1:

Seed bag 2:

Hypothesis: Write your best guess about which conditions are going to help germination occur

The seeds in the _____________________________ conditions will germinate fastest/be the most succesful compared to the _________________________ condition.

Method: Write a step by step method of your set up.

1. Soak the seeds in water for 24 hours

2.  

3.  

4.  

5. 
   

Results: Set up a results table in your books to record you observations of your seeds germination process or use the template below.

Conclusion:

End of unit Summary activities

> Complete the connections puzzle below

> Complete the summary activity sheets using only the info in your books and on this site.