Why ....oh...why are my cookies so dense?

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This is another interesting way to connect students and teachers to different parts of their curriculum. The idea of interconnected lessons is time consuming but a great deal of fun. This asks students to think about cooking in a more scientific way. Students can get relate some concepts of science to the real world.


The standards are for New York State and are as follows:1. Standard 1: Analysis, Inquiry, and Design.Key idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process. Key idea 3: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.Performance indicators: S1.1b identify appropriate references to investigate a question. S1.3, Represent, present, and defend their proposed explanation. S3.1a, generate ghaphs, organize results, and models to show relationships. Standard 7: Interdisciplinary Problem Solving.Key Idea 2: Soloving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among common themes of mathematics, science, and technology; and presenting results.Performance indicator: 2.1 Students will work effectively, gather and process information, gather and analyze ideas, unite common themes, and finally present a realistic plan of the findings.Family and Consumer Sciences-IntermediateStandard 1—Personal Health and FitnessStudents will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.1. Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.Standard 2—A Safe and Healthy EnvironmentStudents will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.1. Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.• demonstrate personal and social skills which enhance personal health and safety• understand the need for personal involvement in improving the environment.Standard 3—Resource ManagementStudents will understand and be able to manage their personal and communityresources.1. Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.
Science : The Physical setting.
Key Idea 3:
Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Objects in the universe are composed of matter. Matter is anything that takes up space and has mass. Matter is classified
as a substance or a mixture of substances. Knowledge of the structure of matter is essential to studentsŐ understanding
of the living and physical environments. Matter is composed of elements which are made of small particles
called atoms. All living and nonliving material is composed of these elements or combinations of these elements.
Observe and describe properties of materials, such as density, conductivity, and solubility.
Major Understandings:
3.1a Substances have characteristic properties. Some of these properties include color,
odor, phase at room temperature, density, solubility, heat and electrical conductivity,
hardness, and boiling and freezing points.
3.1b Solubility can be affected by the nature of the solute and solvent, temperature, and
pressure. The rate of solution can be affected by the size of the particles, stirring,
temperature, and the amount of solute already dissolved.
3.1c The motion of particles helps to explain the phases (states) of matter as well as
changes from one phase to another. The phase in which matter exists depends on the
attractive forces among its particles.
3.1d Gases have neither a determined shape nor a definite volume. Gases assume the
shape and volume of a closed container.
3.1e A liquid has definite volume, but takes the shape of a container.
3.1f A solid has definite shape and volume. Particles resist a change in position.
3.1g Characteristic properties can be used to identify different materials, and separate a
mixture of substances into its components. For example, iron can be removed from a
mixture by means of a magnet. An insoluble substance can be separated from a soluble
substance by such processes as filtration, settling, and evaporation.
3.1h Density can be described as the amount of matter that


Thank you to all whose web-sites we used! Without your help we could not have completed this task. Thank you New York State Department of Education !

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