Made from Milk. Time: Activity One: 45minutes Activity Two: 30 minutes Activity Three: 30 minutes

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Tamsyn Boyd
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Made from Milk Science, Social Studies, Math Physical Education and Language Arts Brief Description: Students will produce butter and ice cream (two types of processing which require physical changes

1 Made from Milk Science, Social Studies, Math Physical Education and Language Arts Brief Description: Students will produce butter and ice cream (two types of processing which require physical changes rather than chemical changes) and track the steps. Students will sequence the steps in cheese making that requires both physical and chemical changes. Objectives: Students will be able to: 1. Make butter and ice cream. 2. Describe how butter and ice cream are made. 3. Identify the food group and servings of dairy in the food guide pyramid and/or my plate. 4. Sequence the steps in cheese making. 5. Identify cheeses that came from various cultures and their uses today. Life Skills: 1. Acquiring, Analyzing and Using Information 2. Describing; Explaining 3. Sequencing, Synthesizing 4. Understanding Systems Materials: Activity One Glass of low fat or skim milk for demonstration Copies of Butter Up sheets for student Empty baby food jars with lids (one per group of five students) Heavy whipping cream Crackers Butter knife Paper Pencils/pens Salt Activity Two Copies of the selected activity sheet from Let s Make Ice Cream 2 quarts of half and half 1 cup sugar Ice Salt/Rock Salt Spoons and Dishes See recipes for additional method and materials (freezer, zip-lock bags, tin cans) Time: Activity One: 45minutes Activity Two: 30 minutes Activity Three: 30 minutes

2 Preparation: Vocabulary: Decide which ice cream making method you will use and make copies of activity sheets Butterfat Cream for each student. Fortified Make copies of Butter Up activity sheets for each student and Milk Terms for older students. Homogenize Pasteurize Processing Make copies of Making Cheese pictures; either one set for a group of five students or a set for each student to make into a book. Bring in an empty milk carton to class or have students bring theirs back with them from the cafeteria at lunchtime, rinsed out. Mammals One of the characteristics of mammals is the production of milk to nurse infant animals. Whether a guinea pig or an elephant, the female nurses her young. We use the milk created by various mammals to nourish ourselves. Since the beginning of civilizations, dairy animals have provided humans with a nutritional product called milk. Cultures across the globe make use of the milk of various mammals. Camels, water buffalo, sheep, goats, and of course cattle produce the majority of milk that humans either drink or manufacture into other products. Of course, in the United States we most commonly use the milk from cattle. We have just begun to use goat and sheep milk in a significant volume. Five Dairy Breeds There are two types of cattle; beef cattle raised for meat and dairy cattle raised to produce milk. Dairy cattle have been bred into five major breeds. These breeds are: Ayrshire, Brown Swiss, Guernsey, Holstein-Friesian and Jersey. Each breed has its own set of characteristics that help it stand out when compared to the rest. Unique breed characteristics include body color, adult size and weight (usually at 3 years old), volume of milk produced and butterfat level of that milk. Black and white Holstein-Friesian, commonly known as Holsteins, are the most common type of dairy cattle in the U.S. and the world because they produce the greatest quantity of milk.

3 Dairy Products As time passed, the fluid milk dairy cows produced began to take new forms. These new forms were called dairy products. Along with milk, dairy products have played an important role in the history of America since 1611 when the first cows were brought to Jamestown, Virginia. (These cattle were no particular breed. Breeds did not develop until 200 years later.) As technology improved, doctors began to realize how important dairy products were in the human diet. They found it contained calcium and phosphorous, minerals that build strong bones and teeth. They also discovered it could help prevent osteoporosis, a serious health problem that affects the bones of older women and some men. Today, many dairy products are available. Visiting a local grocery store will present one with the many choices that are available for consumers to meet their daily requirement of dairy products. Some dairy products are processed using strictly physical changes (butter and ice cream); others employ chemical and/or biological processes to produce consumer goods. In Florida, most of the milk is used for fluid consumption. Some plants, such as the three Publix Processing Plants in Lakeland, Deerfield Beach and Lawrenceville, Georgia take delivered fluid milk and turn it into products such as sour cream, ice cream, yogurt, frozen yogurt and cottage cheese. Hard cheese, however, is a product that is not made in Florida. Introduction: 1. Ask the students: *How many of you drink milk? (Answers will vary.) *Where does milk come from? (Answers will vary but lead students to cows.) Share the background information appropriate for the age group of the students. *Where does milk fit in the food guide pyramid/my plate? *How much milk should a person drink each day? (3 cups in a 2,000 calorie diet the answer will vary with child s age and weight.) For older students instead of giving them the answer, have them look it up at myplate.gov. 2. Explain that the milk we buy at stores and drink daily is processed. Processing of milk refers to all of the steps after the dairy animal is milked. Various products can be made from the milk and these are called processed dairy products.

Activity One: 1. Ask the class to read the processes identified on the milk cartons they saved from their lunches. Write the words on the board: pasteurized, homogenized, and fortified. Ask: A.

4 Activity One: 1. Ask the class to read the processes identified on the milk cartons they saved from their lunches. Write the words on the board: pasteurized, homogenized, and fortified. Ask: A. *What is pasteurization? (Students will not know, in most cases.) 1. For younger students explain that milk is heat treated to kill harmful bacteria this is known as pasteurization; diseases can be transmitted through raw milk. 2. For older students, hand out the Milk Terms activity sheet and ask the students to look up this word and the two following words in a dictionary. B. What is homogenization? (Students will not know, in most cases.) 1. For younger students, take a glass of skim milk, pour it into a baby food jar with a lid then pour some heavy cream into it. Shake it up. Explain that milk contains both water and a liquid fat known as butterfat. Let the jar stand and explain that fat is lighter than water and will float to the surface. As the students watch this occur describe that before the milk is processed this would even occur to the milk they receive but the pasteurized milk is forced through a mechanism that looks like a showerhead that breaks up the fat molecules into very small globules. This is known as homogenization. If the milk is homogenized it means that the fat will stay suspended in the milk and not float to the surface. 2. For older students, conduct the same demonstration but have the students explain why the cream separated. C. What is fortified? (Students will not know, in most cases.) 1. For younger students explain that doctors and scientists have discovered that the calcium and phosphorous in the milk needs a vitamin to be properly used by the body. That vitamin is vitamin D. If you receive enough sunlight your body makes this vitamin in your skin but during winter, if you stay out of the sun indoors or if you wear sunscreen, your skin cannot make vitamin D. So it is supplemented by fortifying the milk with this vitamin. Vitamin A is also added. 2. For older students have them explain what fortification is and why these two vitamins are added to the milk. See the answer page for this information.

5 2. Discuss with students how processing affects their lives and why it is done. (Processing kills organisms that may make you sick, produces a healthy and nutritional product of fluid milk and produces other dairy products that you consume [ice cream, cheese, cottage cheese, frozen yogurt].) 3. Hand out Butter Up activity sheet and have students complete it. During the process of making butter, have students remain quiet so they can see and hear the physical change of the butter. Explain that by shaking the heavy cream first it will turn into whipped cream (they will sense that it becomes hard to move the substance in the jar) and then as the fat globules clump together it will turn into butter. When the butter is complete, discuss the various changes of matter, mass and volume the butter underwent. Press the excess liquid out of the butter, salt it to taste, and try a sample. Activity Two: 1. Hand out the selected ice cream activity sheet to students (Let s Make Ice Cream!, Ice Cream in a Bag, or Tin Can Ice Cream). Quantity Information: A half cup of milk or half and half will make about 1 scoop of ice cream. We recommend having two students sharing a single scoop of ice cream and plan accordingly. The recipe for Ice Cream in a Bag is suitable for a pair of students. So, double the recipe if you want more, but don't increase the proportions more that that. A large amount might be too big for students to pick-up because the ice itself is heavy. The other two recipes Let s Make Ice Cream! or Tin Can Ice Cream are for a larger number of students the amount will vary depending upon the serving size selected and number of students in the class. 2. Explain to students that this is the second product they will make from dairy cows. Follow the directions provided and make ice cream. 3. As students are rolling or mashing their ice cream mix visit Sunnybell at and view the Florida Dairy Moo-sical to teach more asbout Florida dairy.

6 Alternatives or Variations: 1. For younger students download the pages Ice Cream Count at wp-content/uploads/2011/07/15-ice-cream.pdf and Connect the Dots at print copies for each student. 2. The flavored milk that may be found in the school cafeteria is a good alternative. It may be used to create ice milk and avoid adding any additional sugar or flavorings just roll the sealed container in the salt and ice mixture until frozen. 3. Instruct students to research their favorite dairy product and find out the steps it undergoes during its production. 4. Have the students design an advertising campaign for their favorite dairy product. 5. Survey the class, grade level, or school as to their favorite flavor of ice cream. Make a huge graph outside the classroom of the results. 6. Have older students research and write a report about other frozen dairy desserts such as ice milk, frozen yogurt, sherbet, etc. Evaluation Options: 1. Utilize the pre-test/post-test to assess understanding of the content and processes. 2. Quiz the students on vocabulary words from the Milk Terms page. 3. Have the students create a flow chart from cow to themselves for their favorite dairy product. 4. Assess student accuracy in completing the cheese making sequence and the world of cheese research project.

Grade 4 Language Dairy. Read each question carefully and circle the correct answer. A female cow that has not had a calf is called a.

Grade 4 Language Dairy. Read each question carefully and circle the correct answer. A female cow that has not had a calf is called a. Grade 4 Language Dairy Student Name: Class: Date: Instructions: Read each question carefully and circle the correct answer. 1. Fill in the blank. A female cow that has not had a calf is called a. A. Guernsey