Grade Level: 4-5     

Michigan Content Standards: (Science) I.1.4 ; IV.2.2 ; V.1.5

Learner Objective:

Student will learn how processing adds value to agricultural products by making bread in a bag.

Vocabulary

bran- The outer layer of a wheat kernel that is included in whole wheat flour for additional fiber.

endosperm- The white, inner part of a wheat kernel that is ground for wheat flour.

germ-The embryo or sprouting section of a wheat kernel that is high in oil.

gluten- A protein in wheat allowing bread dough to rise and stretch.

gross profit- Total income before expenses are subtracted.

mill-To grind wheat into flour or meal.

net profit-The final profit after all expenses have been subtracted.

value-added products-A product that has been through some kind of processing that adds value to it.

yeast- Tiny fungi that produce carbon dioxide to make bread rise and beverages to ferment.

Background:

Nearly all agriculture products must be processed in some way before we can use them. Pork is processed into sausage. Wool is processed into sweaters and its lanolin into hand lotions. Timber is processed into furniture and lumber for construction.

Wheat is processed into bread, rolls, muffins, buns, cereals, crackers, spaghetti, macaroni, cakes, and cookies. Rollers scrape off the outer brain layer and break the endosperm of wheat. It continues through a series of rollers and sifters until it is fine enough for flour, and the bran and germ have been separated. For whole-wheat flour, the bran, and sometimes the germ, remain with the ground endosperm.

After it has been ground into flour, it goes through another stage of processing where it is mixed with other ingredients and baked into bread, other baked goods, or shaped into pasta. Each step of processing adds more value to the final product. For that reason, a product that has been processed is called a value added product. Consumers are willing to pay more for wheat when it is sold as bread then they would if it was sold as wheat kernels.

Step-By-Step Instructions

1.      If possible, acquire a handful of wheat kernels from a local farmer or seed dealer. Hand them out so students can feel them and see what they look like. Share background information.

2.      Draw a wheat kernel on the chalkboard, or use the worksheet illustration on an overhead projector. Discuss the endosperm, bran, and germ of the kernel. Explain that normally in wheat processing, the bran and germ are removed, and endosperm is ground into flour.

3.      Guide the students through the steps of the recipe on the following page to make bread in a bag.

4.      While measuring and mixing dough, discuss scientific process with students and have them hypothesize or predict what occurs in the bread making process, (e.g., Why is sugar necessary, why use warm water, what makes the bread rise, etc.).

Related Activities:

1.      While you wait for the bread to rise and bake, have students make butter to eat with it. Divide your class into groups of four or five, and provide each group with one half-pint carton of whipping cream (at room temperature), one pint jar with a tight fitting lid, a large spoon, and a small bowl. Have the students pour the whipping cream into the quart jars, screw the lids on tightly, and take turns shaking the jar. When the cream separates noticeably, have the students pour the buttermilk off into a large bowl. Have students transfer the butter to a small bowl with the spoon and add one teaspoonful of salt.

2.      Bring in examples of some products in their raw forms and in different stages of their processing (unshelled peanuts/salted peanuts/ peanut butter/peanut butter candy, fresh tomatoes/canned tomatoes/tomato sauce/ ketchup, corn on the cob/canned corn/corn chips). Have students discuss the advantages and disadvantages of buying foods in their raw and processed forms (including discussion of cost, nutritional value, convenience, taste, etc.).

3.      Bring examples of fresh and processed foods so students can have a tasting party. Have them decide which food taste better processed and which taste better fresh.

4.       Substitute different types of flour in the recipe. While making the bread, examine different dough for similarities and differences. After baking, hold a taste test to determine the best tasting bread.

Resources:

Student Books

Curtis, N. (1992). I Wonder How Bread is Made. Lerner.

DePaola, T. (1989). Tony’s Bread. Putman

Duyff, R. (1987). The Bread That Grew. Milliken.

Gershator, D. & P. (1995) Bread is for Eating. Trumpet.

Galdone, P. (1973). Little Red Hen. Seabury.

Stevens, C. (1975). How to Make Possum’s Honey Bread. Seabury.

Wolff, F. (1993). Seven Loaves of Bread. Tambourine.

Teacher Resources

Little Red Hen (Thematic Unit); Teacher Created Materials, Inc. 1989; #302 Literature Activities for Young Children, Book 3; pp. 72-79.

Red Star Yeast and Products, Consumer Service Department; 433 E. Michigan St.; Milwaukee, WI 53202 “Exploring Yeast, From Budding to Baking,” a multi-disciplinary educational tool including a cookbook, some copy masters, projects, and a equipment card (one copy available).

Retail Bakers of America, Educational Director; Suite 250; 6525 Belcrest Road; Hyattsville, MD 20782 “Is Baking the Career For You?” (single copy available).

Related Internet Web Sites

Bread Recipes: http://www.cs.cmu.edu/~mjw/recipes/bread/

The Village Bakery, advice on making various kinds of bread. www.countrylife.net

University of Nebraska Wheat Laboratory: information on types of wheat and components http://ianrwww.unl.edu/ianr/agronomy/wheatlab/index.htm

Fleischmann’s Yeast: www.breadworld.com/

Evaluation

Were the students able to make the bread and discuss the questions?

Acknowledgement

This lesson adapted from Food for America, National FFA Organization, P.O. Box 68960, Indianapolis, IN 46268-0999.

“Bread in a Bag” Recipe

This recipe makes two large loaves or four small loaves of bread. Enlist a few adult volunteers to help measure and mix, and ask the school cafeteria staff to assist with baking. Before beginning, have students cover desks with clean butcher paper for quick clean up of the work area. Then have students wash their hands. Have volunteers fill large bowls with warm water and warm milk (105-115F) from which students will measure out the amounts needed.

Mix in a two-gallon heavy-duty freezer bag:

                        1 Cup all-purpose flour

                        2 packages yeast

                        1 cup warm water

                        2 tablespoons sugar

Squeeze upper part of the bag to force any of the air out. Close the top of the bag tightly. Mix well by working the bag with your fingers until all ingredients of the bag are completely blended. Allow mixture to rest for 15 minutes.

Add:                  1 ¼ cups warm milk

                        1 tablespoon salt

                        2 tablespoons shortening, softened

Mix well by working the bag with your fingers. Gradually add 5-6 cups of all-purpose flour. Add enough flour to make the dough stiff or until it pulls away from the bag. Turn dough onto floured surface. Divide the dough in half. Knead each half for five minutes or until it is smooth and elastic. Add more flour if the dough is too sticky. Cover the dough with a plastic bag, and let it rise for ten minutes.

Flatten dough into a 12X7-inch rectangle. Starting from a narrow end, roll dough toward you. Pinch edges to seal. Tuck the ends under. Press each end to seal.

Place seamed side down in a greased 9X5X3-inch pan. Repeat for other loaf. Cover loosely with plastic bag, and let rise in a warm place until it doubles (about 45-60 minutes). Uncover. Bake in 400 degree oven for 35 to 45 minutes. Remove from pans. Cool on wire racks.

If you prefer, this amount of dough can be flattened into a 7½ X 5-inch rectangle and placed in four 5 ¾ X 3 ¼ X 2-inch baby loaf pans. Baking time is slightly shorter.

As you go through the various processes, lead a discussion about the bread making in which you ask the following questions.

-Why does the bread dough rise? (Yeast is a living fungus that gives off gasses when it is moistened with a warm liquid. Wheat flour has gluten that allows the dough to stretch like a balloon.)

-What kinds of flour are there besides all-purpose? (Whole-wheat flour contains the bran and sometimes the germ of the wheat kernel. Cake flour is fine flour from soft wheat. Rye flour is from the rye plant and must be mixed with wheat flour to form a dough that will rise correctly. Bread flour has a higher gluten content then all-purpose flour and is used specifically for baking breads. Unbleached flour is white flour that has not been artificially whitened.)

-What products besides bread are made from flour? (Rolls, muffins, buns, cereals, crackers, spaghetti, macaroni, cakes, cookies, and much more.)