1. Using the NGSS in your FACS Classroom
Trudy Swain
Course Objectives
Leave with resources to enhance your FACS unit planning
Experience a lab using the NGSS
Become familiar with the NGSS as a 3 dimensional teaching model
20 mins Intros and opening

2. Viscosity Lab Don’t start here.
We often telegraph the outcome of a lab.
We start the class by telling our students. ‘Today we are making Tuna Niçoise.’ ‘These are the steps.’ ‘Any questions?’ ‘Now go make your salad, and follow all the kitchen safety rules I’ve taught you.’
If I say yeast respiration lab, all of us are going to have a pretty good idea about what we will be doing. We’ll be looking at scientific phenomena as yeast is activated and begins to produce CO2. We can all predict what might be in those science kits with the yeast. If so, are we really in a growth mindset? What are we really teaching our students when most o them already know what will happen?
In the example below The students are taught how to make Tuna Nicoise. Instead, we need to get our students thinking of a scientific phenomena that might have to do with the salad. So that they learn about all things salad. Ex: ‘I love oil and vinegar dressing, but when I make it at home the oil coats my lettuce and the vinegar pools in the bottom of my bowl.’ OR - Recent reports of CRF Frozen foods being contaminated by listeria, might lead to a good opener, such as, ‘How do we know that our salad is safe to eat?’ This question could prompt discussion and research into the current outbreak. The history of other outbreaks, and the students developing a plan to combat listeria bacteria.

3. Anchoring Event - What makes the perfect salad dressing?
SEP 1 - Questions What do we Know/Need to Know?
CC 2&5 - Patterns Ingredient tests
(SEP 3)
25 minutes. Anchoring Event: Letter from Evergreen Diabetes and Nutrition Education Services. Have each table group read and discuss new vocabulary. Share with the class and create definitions of new words.
Know/Need to Know Charts - pair share, then with table group, then with whole class
Ingredient classification activity to get students to challenge others in a fun way and defend their own ideas and understandings. First ask them to group themselves by the physical characteristics of their ingredient. Then ask them to group themselves by the chemical components of their ingredients. Go/Grow/Glow

4. Identifying the Disciplinary Core Ideas (DCIs)
Matching the Disciplinary Core Ideas to our labs
PS2A - Forces and Motion
Lewis Center for Educational Research (Website)
This can be the tricky part for us because there are categories for Physical Science, Life Science, Earth & Space Science, Engineering and Technology, but no Family and Consumer Science category. But guess what? This is the best part. Elements of our discipline can be found in almost every one of the DCIs. We just have to look a little harder for them, but there are some very good tools that we can use.
Ambitious Science Teaching

5. Splat test To conduct a splat test
Pour 5 ml ingredient onto the center of the target
measure diameter of ingredient spread
Why do some liquids pour more easily than others?
What is another way we could test the viscosity of an ingredient?

6. Viscosity Data on salad dressing ingredients
Known viscosity
Splat test
Flow rate
comments
Olive oil 84
Dijon Mustard
70,000
Honey
1500
Vinegar
1.2
20 mins. Sugar Substitutes will be at stations around the room for participants to try by dipping into them with a ½ q-tip and dabbing it on the tongue. Participants will end by going to the sugar substitute that they liked the most. We will discuss and debate the best possible choices for our doughnut recipe.
Discussion will come around to what will yeast eat besides sugar? How will we know if yeast will want to eat any of these sweeteners?
Agave’s sweetness comes primarily from a complex form of fructose called inulin. Fructose is the sugar that occurs naturally in fruits and vegetables. The carbohydrate in agave nectar has a low glycemic index
Xylitol is has about a third the calories as table sugar, and is a healthy alternative for diabetics. Not only does it make an excellent sugar substitute, but it aids in the prevention of dental caries, and reduces plaque formation.
Stevia is manufactured from the leaves of a plant that will grow here in the northwest. It has a low glycemic index.

7. Identifying the Scientific Phenomena in a lab
The _________ the viscosity value, the ___________ flow rate.
What makes for the perfect flavor and mouthfeel of a salad dressing?
What is the scientific phenomena in any of our food labs? What is the Scientific Phenomena in a good pie crust? What is the scientific phenomena in any of the preservation methods? Let’s look at our Yeast Respiration Lab. Using our letter from Evergreen Diabetes and Nutrition Education Services, and our sensory data on alternative sweeteners

8. Reflections on viscosity
Viscosity: Is a quantity that describes a fluid’s resistance to flow. This resistance is caused by the intermolecular attraction of the molecules making up the liquid. You can think of viscosity as the thickness of a fluid.
Why would viscosity be important to Food Scientists?
How would viscosity effect the flow of foods through an esophagus?
If you test a substance with low viscosity, what would you expect the flow rate to be, or the splatter diameter?

9. Food Science Resources
UEN - Utah Education network
Discovery Education - Download the Science Resources from IFT for 6 Food Science Lessons
A world without Food Science: Video
Cutting boards donated by READ products, Seattle