The Incre
Incre-Edible School Program
Ontario Grades 2 to 4 (Quebec
(Quebec Cycles 1 and 2)
During this full-day program focused pizza and food groups,
students will use games and hands-on activities to explore the
origins of pizza ingredients. They will visit animals in the barns to
discover the animal products used to make pizza. Next, they will
learn more about the plant ingredients for pizza, and get to
transform wheat into dough. To top it all off, students will prepare
and eat a delicious pizza snack!
Contents
An enriching program
Target grade levels
Duration
Program dates
Learning objectives
Learning methods
Curriculum links (Ontario and Quebec)
Fees, payment and group size
Classroom or home activities
a ctivities
Science and technology
By-Products Treasure Hunt
Plants and Us
Hydroponic Garden
A Leafy Experiment
Fungi Experiment
Food Chain at the Museum
Mathematics
Pizza Sales
Pizza Poll
Health and physical education
Food Groups
Grocery Store
Arts
Veggie Stamps
Grain Mosaics
Language
Pizza Scramble
General
Ge neral
Cheese Making
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
AN ENRICHING PROGRAM
Target grade levels
levels
This program targets Grades 2 to 4 in Ontario and Cycles 1 and 2 in Quebec.
Duration
Three hours (90 minutes before lunch and 90 minutes after lunch)
Program dates
This program is offered from September to the end of April.
Learning objectives
discover where food comes from
understand some of the processes required to transform agricultural products into food
learn about the life cycle of farm animals and their role in the food chain
discover the products and by-products obtained from animals
• study the needs and life cycles of plants
•
•
•
•
Learning methods
•
•
•
•
•
•
•
visiting the barns and meeting farm animals
playing games about farm animals, their life cycle and their role in the food chain
watching a milking demonstration, with the help of a fibreglass cow
transforming wheat into flour
examining various methods used to grow plants
preparing a pizza snack
playing a pizza game
AN ENRICHING
ENRICHING PROGRAM ⋅ PAGE 2
Curriculum links
ONTARIO
Grade 2
Science and Technology
Understanding Life Systems — Growth and Changes in Animals
Health and
and Physical E ducation
Healthy Living
Grade 3
Science and Technology
Understanding Life Systems — Growth and Changes in Plants
Health and Physical E ducation
Healthy Living
Grade 4
Science and Technology
Understanding Life Systems — Habitats and Communities
Health and Physical E ducation
Healthy Living
QUEBEC
Cycle 1 Primary
Mathematics, Science and Technology
echnology
Science and Technology
Competency To explore the world of science and technology
Cycle 2 Primary
Mathematics, science and t echnology
Science and technology
Competency 2 To make the most of scientific and technological tools, objects and
procedures
Competency 3 To communicate in the languages used in science and technology
Fees, payment, and group size
For fees, please visit the School Programs section at agriculture.technomuses.ca or call 613991-3053 or 1- 866-442-4416. Payment may be made in advance or on arrival, by cash, debit
card, cheque (made payable to the Canada Agriculture and Food Museum), or by credit card (VISA or
MasterCard). Maximum group size for this program is 25 students. There are cancellation fees —
please consult the Important Information section for more details.
613-- 991If you have any questions, please do not hesitate to call 613
991- 3053.
Looking forward to seeing you at the Museum!
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Science and Technology
BYBY-PRODUCTS TREASURE HUNT
Even though they are raised by humans to produce food, farm animals also supply us with a wide
range of products that we use every day. In this activity, students will realize that their
dependence on farm animals goes beyond food and that, all day long and without knowing it, they
use by-products derived from animal husbandry.
ByBy - product: a secondary product resulting from the production of
a primary product
produc t
Instructions
1. Ask your students why humans raise farm animals. Explain that we use more than the meat,
milk and eggs produced on the farm: every part of an animal is recycled and used to make
another product. B y -products of animal husbandry are all the products other than those for
which the animal was raised. For example, on a farm where poultry is raised for eggs, the eggs
are the product, while the poultry meat and feathers are by-products.
Ask several questions about animal by-products and allow your students to reflect on the how
many of these by-products there are in their everyday lives. You can use the Appendix, “Farm
Animal By-Products”, as a guide. Inform the students about the important role that animals
play in medical research and in the development of vaccines, cosmetics, accessories and hygiene
products. More than 350 pharmaceutical products are based on animal by-products.
2. Hide a few animal items made from animal by-product objects in the classroom (for example,
toothpaste, leather gloves). See the Appendix for more examples.
3. Have the students work in pairs to find items made from farm animal by-products in the
classroom and on their classmates.
4. Set a time limit. When the time is up, compare answers.
5. As a reward, the class could have a snack that contains an animal by-product, such as gummy
bears, marshmallows, or vegetables and dip (the gelatin found in candy and dips is an animal byproduct).
THE INCREINCRE - EDLE SCHOOL PROGRAM
FOR
FOR TEACHERS
Science and Technology
BYBY-PRODUCTS TREASURE HUNT
(Answers)
(A nswers)
Farm animals provide us with meat, milk, fibre and much more. Match the by-product
with the animal it comes from. Some items may come from more than one animal.
Marshmallows
Lipstick
Hairbrush
Bovine
(Cows)
Gelatin (Jello)
Swine
(Pigs)
Leather Glove
Leather Belt
Artificial Skin
Hot Dog Sausage
Lipstick has fatty acids and fats in it. Some hairbrushes use boar hair. Gelatin, found in the
bones of animals, is used for marshmallows. Cattle hide is thick and suitable for making leather
belts, while pork hide is thinner and softer and thus more suitable for making leather gloves.
Collagen is used in the production of artificial skin for the treatment of severe burns.
Name: ____________________
Date: ________________
BYBY-PRODUCTS TREASURE HUNT
Farm animals provide us with meat, milk, fibre and much more. Match the by-product
with the animal it comes from. Some items may come from more than one animal.
Marshmallows
Lipstick
Hairbrush
Bovine
(Cows)
Gelatin (Jello)
Leather Glove
Leather Belt
Artificial Skin
Hot Dog Sausage
Swine
(Pigs)
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Science and Technology
PLANTS AND US
(Answers)
Answers)
Plants provide us with food, shelter, clothing, medicine and much more. The following
products all come from plants that were grown on farms. Under each one, write:
1. The name of the plant the product was made from.
2. If the product is used for food, shelter, clothing, medicine or another use.
3. The part of the plant used to make the product (root, stem, leaf, flower, bark,
seed, fruit or another part).
Tomato Juice
Linen
Echinacea Pills
Chips
Tomato
Food
Fruits
Flax
Clothing
Stems
Potato
Food
Roots (Tubers)
Cinnamon
Bread
Purple Coneflower
or Echinacea
Medicine
Roots
Tofu
Cauliflower Head
Cinnamon Tree
Food
Bark
Wheat
Food
Seeds
Soy Bean
Food
Seeds
Cauliflower
Food
Flower
Christmas Tree
Carrot Sticks
Green Salad
Cotton Shirt
Fir
Decoration
Stem, Branches
and Leaves
Carrot
Food
Root
Lettuce
Food
Leaves
Cotton
Clothing
Fibre around the
Seeds
Name: ______________________
Date _________________
PLANTS AND US
Plants provide us with food, shelter, clothing, medicine and much more. The following
products all come from plants that were grown on farms. Under each one, write:
1. The name of the plant the product was made from.
2. If the product is used for food, shelter, clothing, medicine or another use.
3. The part of the plant used to make the product (root, stem, leaf, flower, bark,
seed, fruit or another part).
Tomato Juice
Linen
Echinacea Pills
Chips
Cinnamon
Bread
Tofu
Cauliflower Head
Christmas Tree
Carrot Sticks
Green Salad
Cotton Shirt
THE INCRE
I NCRENCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Science and Technology
HYDROPONIC GARDEN
Soil is important to plants. It provides them with support and contains water, nutrients and
minerals needed for healthy growth. Did you know that there are ways to grow plants without soil?
“Hydroponics” means that by using a hydroponic system, you can make water do the job of
delivering nutrients to the plants.
Purpose
To demonstrate that water can deliver the nutrients essential to plants.
Materials
•
•
•
•
1 clean two-litre plastic pop bottle (with
label removed)
Masking tape
Felt or cotton strip (an old clean rag will
work) approximately 25 cm long and 2.5
cm wide
½ cup styrofoam packing “peanuts”
•
•
•
Instructions
Instructions
1. Cut top off bottle approximately 10 cm down.
Water-soluble plant fertilizer (anything
from a commercial powdered fertilizer
such as “Miracle-Gro” to a hydroponic
liquid fertilizer)
Water
Plant seeds (Large seeds such as beans
and peas are easier for the students to
observe; smaller seeds such as radish and
lettuce seeds will germinate more quickly.)
HYDROPONIC GARDEN ⋅ PAGE 2
2. Flip the top upside down and place into the bottom so that it fits snugly. Tape into place.
3. Soak the fabric strip (the “wick”) and then thread it down through the inverted bottle neck, with
a section remaining at the top.
4. Combine the fertilizer with water, following the instructions on the package for the correct
amount. Remember that it is better to have too little fertilizer than too much. Pour the water
and fertilizer solution through the bottle neck until the bottom section is almost full
(approximately 2 or 3 cups will do).
5. In the wet wick above the bottle neck, nestle the seeds.
6. Fill the upper portion of the bottle with the styrofoam “peanuts”.
7. Place the bottle in a sunny place and wait. Be sure the wick does not dry out before the seeds
have germinated.
HYDROPONIC GARDEN ⋅ PAGE 3
The styrofoam “peanuts” provide a structure for the roots to grow in, but do not provide any
nutrients. The plant absorbs the water and nutrients essential to its survival from the bottom
section through the wick.
Record Keeping
1.
Students must keep a daily log of their activities and observations. Each day, distribute a
copy of the “Experiment Log” activity sheet to students.
2.
Students can create their own experiments by having several hydroponic bottles with
different temperatures, light levels, and fertilizers.
HYDROPONIC GARDEN
EXPERIMENT LOG
Name: _______________________
Date: ____________________
Time: ____________________
How I cared for my plant:
Observations:
Plant height:
Light level:
(Is it sunny outside? Cloudy?)
Water level:
Other observations:
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
OR TEACHERS
Science and Technology
Te chnology
LEAFY EXPERIMENT
Plants need four different things to grow: sunlight, soil, air, and water. In this experiment, students
will observe the effect of sunlight on plants.
Purpose
To study the effect light has on the development and growth of plants. To understand that leaves
play a vital role in photosynthesis.
Instructions
1.
Take three plants of the same age and kind (beans started in a container on the windowsill
work well). Try to ensure that they have roughly the same number of leaves.
2.
Label the first plant “control”. This plant will be the one that tells you how the plants would
normally have grown.
3.
Label the second plant “50%”, and then pluck off 50% (half) of the leaves.
4.
Label the third plant “100%”, and then pluck off all the leaves, leaving the bare stalk and any
flowers.
5.
Discuss with your students the role of plants in the food chain. Explain that plants are
producers. They belong to the first link of the food chain because they produce their own food.
Ask the class to explain how plants make their own food. Review with them what occurs during
photosynthesis.
During photosynthesis, leaves capture the sun's energy (solar energy) and carbon dioxide
from the air. Plants use the solar energy to transform water (which they absorb through
their roots) and carbon dioxide into glucose (a kind of sugar), while releasing oxygen into the
air.
Explain to the students that this is how plants make their food, a sugar called glucose. Plants
use this food to build their different parts such as leaves, roots, flowers and tubers. These
plant parts are then used as food by other organisms. Without plants to transform solar
energy into chemical energy (sugar), there would be no food for us and other consumer and
decomposer organisms.
6.
Have students fill out the hypothesis chart and predict what will happen to the three plants.
7.
Keep all three plants together in a sunny place so that they all get the same amount of light.
LEAFY EXPERIMENT ⋅ PAGE 2
8.
Give the three plants same amount of water (it is best to keep the soil moist but not wet).
9.
Keep records of what happens. Which plant is growing the best and fastest? Has anything
happened to the body of the plants? If you have a digital camera, you can take pictures of the
three plants from the same vantage point every day, keeping track of the passage of time by
writing the date on a nearby chalkboard or piece of paper. You should see a difference among
the three plants in two weeks.
10. Have students compare what they thought would happen to what actually happened.
11. Have students discuss why the control plant did better than the two other ones.
Name: _____________________
Date: _______________
LEAFY EXPERIMENT
Hypothesis
A hypothesis is an answer to a question. Since we do not know what the
actual answer will be, we make a guess and predict the answer. We
answer the question as best we can with the knowledge we have at the
time. We then conduct research or an experiment to check whether
our hypothesis is correct.
Predict the results of the experiment on the effect of removing the
leaves of a plant. Answer the following questions.
Question 1:
What will happen to a plant if I don’t remove any of its leaves?
Hypothesis:
I think _______________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________ because
_____________________________________________________
_____________________________________________________
___________________________________________________ .
LEAFY EXPERIMENT HYPOTHESIS ⋅ PAGE 2
Question 2:
What will happen to a plant if I remove half (50%) of its leaves?
Hypothesis:
I think _______________________________________________
_____________________________________________________
______________________________________________ because
_____________________________________________________
____________________________________________________ .
Question 3:
What will happen to a plant if I remove all (100%) of its leaves?
Hypothesis:
I think _______________________________________________
_____________________________________________________
______________________________________________ because
_____________________________________________________
___________________________________________________ .
Name: _______________________
Date: _______________
LEAFY EXPERIMENT
Observation Chart
Date
Control Plant
Observations
50%
(Half of Leaves)
Observations
100%
(No Leaves)
Observations
Name: _______________________
Date: _______________
LEAFY EXPERIMENT
Experiment Results
Were the hypotheses correct?
____________________________________________________.
Why? ________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________.
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Science and Technology
FUNGI EXPERIMENT
Mushrooms are neither animals (like chickens, dogs, elephants, and humans), nor plants (like
tomatoes, lettuce, trees, and grass). They are a whole different kind of life-form called fungi.
fungi While
some fungi are delicious mushrooms, most should not be eaten by people. There are microscopic
fungi spores in the air all the time, but it is only when they find some dead material that they can
grow.
A spore is a reproductive structure similar to a seed. It can survive for extended periods of time in
unfavourable conditions. Compared to a seed, it has little stored food resources.
Mushrooms, yeasts and moulds belong to the fungi kingdom.
Purpose
To demonstrate that there are fungi spores in the air.
Materials
•
•
•
Empty clean glass jar with a lid
Food samples (Vegetables, fruits, bread, crackers or cheese work well; do not use meat.)
Water
Instructions
Place several samples of different foods in the jar. Do not use meat.
1. Sprinkle a few teaspoons of water into the jar so that everything is moist.
2. Close the lid tightly. Leave it in a place where it won’t be disturbed, and is out of direct
sunlight.
3. Make and record observations for two weeks. What colour were the fungi that grew? How
many different kinds of fungi were there? How did the food change as the fungi grew?
4. Afterwards, have an adult dispose of the materials and clean the jars thoroughly with
bleach.
FUNGI EXPERIMENT ⋅ PAGE 2
Other activities
ctivities
Discuss the role of mushrooms in the food chain with your students. Ask them to create their own
food chain that includes mushrooms.
Mushrooms (and all other fungi) are decomposers. Decomposers form the last link of the food
chain. They break down organic material (both organisms’ waste and dead organisms) produced by
all classes of organisms and return to the soil the minerals that plants need to survive.
*Remember never to eat a mushroom found in nature
thee jars)!*
(and certainly not the fungi that grow in th
THE INCREINCRE- EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Science and Technology
FOOD CHAIN AT THE MUSEUM
(Answers)
Cut out the images of the organisms found at the Canada Agriculture
Museum and glue them in the right places. Write the names of the
organisms above the images. Below each image, state whether the
organism is a producer, consumer or decomposer.
Name: ___________________
Date: _________________
FOOD CHAIN AT THE MUSEUM
Cut out the images of the organisms found at the Canada Agriculture
Museum and glue them in the right places. Write the names of the
organisms above the images. Below each image, state whether the
organism is a producer, consumer or decomposer.
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Mathematics
PIZZA SALES
(Answers)
Check out these advertisements for pizza!
1.
Which restaurant is the cheapest? Mr. Big-Head’s Pizza
2. Which restaurant is the most expensive? Pepperoni Pete’s
3. Which two restaurants have the same price per pizza? Wicked Wendy’s
Parlour and Speedy Pizza
*Each pizza is exactly the same size.*
Wicked Wendy’s Pizza
Parlour
Frankie’s Fabulous
Pizza
Jennie’s Juicy Pizza
House
6 pizzas for $30
8 pizzas for $48
3 pizzas for $21
Cost per pizza: $5
Cost per pizza: $6
Cost per pizza: $7
Pizza Adventures!
Happy Slice Pizza
Mr. Big-Head’s Pizza
11 pizzas for $121
10 pizzas for $80
7 pizzas for $28
Cost per pizza: $11
Speedy Pizza
4 pizzas for $20
Cost per pizza: $8
Pepperoni
Pete’s
Cost per pizza: $4
Three Friends Pizza
9 pizzas for $90
4 pizzas for $48
Cost per pizza: $5
Cost per pizza: $10
Cost per pizza: $12
Name: __________________________
Date: ________________
PIZZA SALES
Check out these advertisements for pizza!
1. Which restaurant is the cheapest? ______________________________
2. Which restaurant is the most expensive? __________________________
3. Which two restaurants have the same price per pizza? ________________
_________________________________________________________
*Each pizza is exactly the same size.*
Wicked Wendy’s Pizza
Parlour
6 pizzas for $30
Cost per pizza:
Frankie’s Fabulous
Pizza
Jennie’s Juicy Pizza
House
8 pizzas for $48
3 pizzas for $21
Cost per pizza:
Cost per pizza:
Pizza Adventures!
Happy Slice Pizza
Mr. Big-Head’s Pizza
11 pizzas for $121
10 pizzas for $80
7 pizzas for $28
Cost per pizza:
Speedy Pizza
4 pizzas for $20
Cost per pizza:
Pepperoni
Pete’s
Cost per pizza:
Three Friends Pizza
9 pizzas for $90
4 pizzas for $48
Cost per pizza:
Cost per pizza:
Cost per pizza:
Name: __________________________
Date: ________________
PIZZA POLL
Imagine you are going to start your very own pizza parlour. To be successful, you
must be sure you are supplying the kinds of pizza that people want to eat. You need
to take a poll. To “take a poll” is to ask people questions.
How to take a poll
1.
You can ask any person only once.
2.
Ask people what their favourite kind of pizza is. If they have two or three
favourite kinds of pizza, ask them to choose just one favourite.
3.
Make a checkmark or mark a line in the appropriate box.
4.
Ask at least 20 different people. The more people you ask, the more valuable
your information will be.
5.
On the poll sheet, write down six common kinds of pizza you can think of. In
the last row, write “Other”, so that you can keep track of any other kinds of
pizza.
Create a chart or graph
Present your information as either a bar graph, a pie chart (or should we say, a
“pizza pie” chart), or a pictograph.
Bar Graph
16
14
12
10
8
6
4
2
0
Favourite pizzas
Pepperoni
Cheese
Vegetarian Hawaiian
BBQ
Chicken
Other
PIZZA POLL ⋅ PAGE 2
Pie Chart
Pepperoni
Cheese
Vegetarian
Hawaiian
BBQ Chicken
Other
Pictograph
Favorite Kind of Pizza
Pepperoni
Cheese
Vegetarian
Hawaiian
Other
Name: _______________________
Date: ______________
PIZZA POLL
Kind of Pizza
Others
Draw chart or graph here:
Number of Votes
Name: ________________________
Date: ______________
FOOD GROUPS
Write the name of each pizza ingredient in its proper food group.
Meat and
Alternatives
Milk and
Alternatives
Mozzarella Cheese
Mushrooms
Tomato paste
BBQ Chicken
Vegetables and Grain Products
Fruit
Pepperoni
Bacon
Onions
Pizza crust
Meatballs
Peppers
Pineapple
Anchovies
Ham
Cheddar Cheese
Sausage
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Health and P hysical Education
GROCERY STORE
During their visit to the Canada Agriculture Museum, students will learn first-hand where their
food comes from. In this activity, students will use newspaper ads and flyers to construct a
healthy meal.
Instructions
Instructions
1. Ask students to bring in grocery flyers from home. It might be a good idea to build up a supply of
grocery flyers before the beginning of this activity.
2. Have the students cut out images of food and glue the images onto a piece of construction
paper.
3. Ask each student to present images to the class and have the class decide what foods come
from what food groups.
Other activities
1. With older students, ask them to select foods from each of the food groups: meat and
alternatives, milk and alternatives, vegetables and fruit, and grain products.
2. As an alternate activity, have the students select food items to create healthy balanced
meals, such as breakfast, lunch, and supper.
*You can download and print a copy of the “Canada Food Health Guide” from
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html.*
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Arts
Arts
VEGGIE STAMPS
Create your own pizza artwork while observing the interesting structures and
shapes in everyday vegetables.
Materials
•
•
•
•
•
Light coloured construction paper or brown craft paper
A variety of colours of paint (Acrylic paint works best.)
A selection of firm vegetables that do not lose their shape when sliced (such as mushrooms,
peppers, onions, broccoli, and cherry tomatoes)
Paint brushes
Newspaper or protective paper for the table (during painting)
Instructions
1. Lay newspaper over work area.
2. Either pre-cut or have the students cut a large circular pizza “crust” from the construction
paper or craft paper (30 cm diameter works well) .
3. Slice the vegetables.
4. Students take a sliced vegetable and carefully paint a thin layer of paint onto its surface. Avoid
big “globs” of paint, which will distort the stamp.
5. Have the students practice on the newspaper or scrap paper a few times.
6. Stamp the circular “crust” two or three times with several different vegetables, painted
different colours, to create an artistic “pizza”.
*Experiment with different vegetables (many kinds of fruit will also work, to create a “dessert”
pizza).
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
FOR TEACHERS
Arts
Arts
GRAIN MOSAIC
Using different kinds of seeds, students can make beautiful mosaics. Seeds glued to a dark
background can make very striking designs.
Instructions
1.
Find a source of different grains. Bulk food stores often carry grains, as do feed mills, garden
centres, and hardware stores. Birdseed mixes can be an inexpensive source.
2.
Sketch the outline of a plant and have students spread white craft glue onto the paper, one
section at a time, sprinkling the grains over the area. Alternately, gather some examples of
classical mosaics and have the students reproduce some of the designs in them, or have the
students make their own abstract designs.
Name: ________________________
Date: _______________
PIZZA SCRAMBLE
Unscramble these pizza-related words. They are all ingredients you can put
in a pizza!
h e s e c e
__ __ __ __ __ __
o u g d h
__ __ __ __ __
o m a t o t e c u a s
__ __ __ __ __ __ __ __ __ __ __
h r o m u o s s m
__ __ __ __ __ __ __ __ __
e p s p e r p
__ __ __ __ __ __ __
n i o n o s
__ __ __ __ __ __
c o n b a
__ __ __ __ __
o n e r p p e p i
__ __ __ __ __ __ __ __ __
e l n p a e p i p
__ __ __ __ __ __ __ __ __
t a m e a l l b s
__ __ __ __ __ __ __ __ __
THE INCREINCRE - EDIBLE
EDIBLE SCHOOL PROGRAM
FOR TEACHERS
General Activities
CHEESE MAKING
People have been making and enjoying cheese for thousands of years. While there are many ways of
making different kinds of cheeses, this experiment will allow you to create a quick cheese right
before your eyes!
Materials
•
•
•
•
•
•
•
•
4 cups (1 litre) 3.25% milk
Clear medium-sized saucepan
2 tablespoons (30 ml) lemon juice
Long-handled wooden spoon
Cheesecloth
Sieve or colander
Measuring cup and spoons
Hotplate or stovetop
Instructions
1.
Pour the milk into the saucepan.
2.
Bring the milk to a boil on medium-high heat. Watch for bubbles, which mean that the milk is
starting to boil.
3.
Once the milk boils, remove the pan from the burner and mix in the lemon juice using the
wooden spoon until you see solid curds separating from the liquid whey. Let the curds and
whey cool for a few minutes.
4.
Meanwhile, line a colander with cheesecloth and place the colander over a bowl. Pour the milk
into the colander. The curds should collect in the cheesecloth.
5.
Tie the four corners of the cheesecloth together into a knot and hang to drain for an hour
or two.
6.
Time to eat! Spread your cheese on crackers and enjoy.
The curds are the milk protein (casein) and solids clumped together. The whey is what is left over.
You will notice that the cheese has an extremely mild flavor, because of the absence of bacteria and
mould (two factors that create the many different kinds of cheese). The lemon juice is an acid,
which increases the acidity of the milk, thus causing the casein to bind together.
THE INCREINCRE - EDIBLE SCHOOL PROGRAM
APPENDIX
FARM ANIMAL BYBY- PRODUCTS
fatty acid
gelatin
jelly produced when the skin and bones of animals are boiled; collagen is the main
component of gelatin; gelatin is clear and colourless, and has a structure similar to glue
glycerin
lanolin
chain made of carbons, hydrogen and oxygen that makes fat
clear, colourless liquid that is a by-product of manufacturing soap; when animal or
vegetable fats – which naturally contain glycerin – come in contact with lye, a chemical
reaction produces soap; glycerin is the resulting by-product of soap making
greasy yellowish substance secreted by sheep’ s skin, which lubricates the wool
rennet
coagulating enzyme that comes from the stomach (abomasum) of young ruminants
Did you know that 45% of an animal that is raised for food is actually used to produce other things!
USES OF FARM ANIMAL BYBY-PRODUCTS
Please note that these are only some of the many products derived from animals.
bones and hoofs
collagen
down
buttons, piano keys, porcelain
human skin grafts
clothes, bedding, pillows, fishing tackle and arrows
egg whites
ceramics and varnish
fatty acids
plastics, rubber, lubricants, fluids, brake fluid, antifreeze, tires, lubricant and
softener for fibres and fabrics, lubricant and plasticiser used in paper
manufacturing
APPENDIX: FARM ANIMAL BYBY- PRODUCTS ⋅ PAGE 2
gelatin
canned meat, Jell-O, candies (gummy bears), stabilizer, thickener and texturizing agent
for foods (such as ice cream, mayonnaise, yogurt, cream cheese, jam, light foods and
frozen foods), clarifying agent for liquids (such as fruit juice, vinegar, wine and beer),
medication capsules, crayons, glue, photographic film and paper, matches, sandpaper
and high-gloss paper
glycerin (glycerol)
hair
lipstick and other cosmetics, soap, toothpaste, mouthwash,
moisturizers, skin products, cough syrups, food (as a sweetener, for
moisture retention and as a solvent), video tape, photographic and x-ray
film, car polishing products, plastics, cellophane and antifreeze fluids
paint brushes
heart
eart valve
intestines
lanolin
leather
for heart transplants
strings for musical instruments, medical sutures
soap, shaving cream, make-up, skin cream and lotion
furniture, clothing, purses, footballs, baseball gloves and balls
manure, blood, bones and feathers
p urified bone powder
rawhide (skin)
rennet
suet
wool
fertilizer
sugar refiner
glue
cheese
latex gloves, bird food, soap, candles,
biodiesel fuel, lubricant in steel manufacturing.
(a by-product in Canada because sheep are
raised for meat) clothes, blankets and felt