Millions of years ago, people used flour and water to make bread
Once upon a time, a Baker was removed, probably from a passer-by, and, turning in the dough a few hours later, discovered a strange ελαφρότερο and fluffy. This is how the foundations of bread with προζύμιω1 were laid – bread made with dough, a widespread, natural microbe. In this series of exercises for children aged 9-11, we see that the science of making bread and other useful microbes. Exercises 1-4 can be rolled up in one hour, but Friday bread needs at least half a day, combining other activities like bread its disclosure.
Exercise 1: looking at natural microbes
There are many microbes in the world around us, invisible to the naked eye. How we are programmed to survive and reproduce· in order for them to feed me, of course, sugar and proteins can be found anywhere and, in this process, cause them to break down. You will never catch an orange and find a ring of white mold with a blue-green mold in the center, or you can get cheese from the refrigerator and you saw that you were outpaced by a greenish-black mold;
It’s easy to go on a « microbe fishing trip » almost anywhere, and you can get your class in one « fishing trip » asking you to leave plates of bread, cheese, or fruit exposed to the air, in a safe place, and wait a few days or weeks. What the students will see as a result of the microbes in the air that are present in the food and feed on the sugar and proteins that it contains, eventually forming the bacteria that we call mold. Make sure that none of the children are allergic to mold and remind them not to eat food or get very close to the mold, so as not to in any way swallow the spores.
We can observe faster, for example, microbes that are eaten using bread yeast-a cluster of test microbes that we can see it, smell it, and touch. Ask the class for a teaspoon of fresh or dry yeast with about 100 ml of warm-hot water and sugar, and leave it somewhere warm, but with ventilation. After a while, it is necessary that children see how the foam is formed and distinguish a sharp smell. These phenomena are caused by the release of carbon dioxide and alcohol in a process known as fermentation. Many children will know that the dough is used to make bread, but how fermentation is involved;
Slice a loaf of bread or a bun and ask the children to describe what they see. Let’s hope they say they see bubbles and that the bread looks like a sponge. Ask them if they can connect the bubbles that are seen as in the dough, ζυμώνονταν and those in the bread.
Ask the children a few more questions:
- What happens in the bubbles on the dough that is kneaded; (eventually explode.)
- Why doesn’t the same thing happen in bread bubbles? (Because it’s « inside » on bread.)
- What is it about bread that keeps bubbles inside? (Flour mixed with water.)
Now a little exercise. Ask the children to imagine that this is the dough, the clear sky, the carbon dioxide in the air. Who’s coming? After, give them balloons, and ask them to blow into them. What is the difference from the point of view that goes air? (Held in balloons.) Help children understand the difference by placing all of your inflated balloons in a box to make sure that the carbon dioxide in the loaf of bread is held in place by miniature « balloons ».
On exercise 1, the children learned that dough, sugar, and water produce gas in a trap that makes bread swell. We also learned that flour, when mixed with yeast and water, forms a « balloon » in order to moderate the gas bubbles on the loaf. As an introduction to the wider sides of baked goods, you can read the story of the Little Red Hen. If you don’t have a copy, use the web version of the program (Project Gutnberg)w2 now. The story clearly depicts the main aspects of the bread making process from the field to the plate.
After reading the story, ask the class to draw and put a label at each stage of the process to put on the walls of the class. Can students use ideas from the book, along with those learned in exercise 1, to write instructions for making bread?
There may be gaps, but they can be supplemented later, after performing the rest of the exercises.
Like many other regions, the British Isles have a history of invasion and colonization: the Romans, English, Saxons and Vikings came, all to the British Isles as invaders and finally settled. Etc., continental Europe has seen waves from invaders and colonists for centuries. The newcomers brought food with them, but soon I had to eat local produce. You can insert themes of cooking and eating bread in history lessons, using the theme of invaders and colonists. Let’s start with a role-playing game.