Distribute the Julia Child & Chemistry in the Kitchen notes packet.

Warm Up

Type 2 Collins Writing: Think about a time you either watched something being cooked or cooked it yourself. What were the steps to the process? What did you notice as the food cooked (think color, texture, smell, etc.)? Write at least 3 lines.

Who Was Julia Child? Jigsaw Reading (~20 minutes)

1. Display the photo of Julia Child from the Julia Child Foundation or have students study the copy in their notes packet. Give students several minutes to silently fill in the Library of Congress Observe Reflect Question tool (also available on page 2 of the packet). Have students share their findings and encourage them to ask questions about the artifact.
2. Split students into groups of 4 (or as close as possible) and provide them with a copy of each of the jigsaw readings.
3. Assign students a number 1 through 4 in their group and have them read the passage that corresponds with their number. As students read the passage, they may circle or underline things they notice or observe that correlate with the photo from the beginning of the lesson. Students are only responsible for reading that section and answering the corresponding question on the graphic organizer. The readings are as follows:
   1. Person #1 reads ARTIFACT #1: Julia and Paul
   2. Person #2 reads ARTIFACT #2: École du Cordon Bleu
   3. Person #3 reads ARTIFACT #3: Mastering the Art of French Cooking
   4. Person #4 reads ARTIFACT #4: The French Chef).
4. Using the jigsaw method, students will share their findings with their group mates and record findings to all prompts on their graphic organizers.
5. Call on students to share their answers to all questions and ensure accuracy.

Introducing Chemistry in the Kitchen (~15 minutes)

1. Play the TED-Ed video on the chemistry of cookies (~ 4 minutes 30 seconds).
2. Distribute the cooking chemistry matching game. This activity can be done in pairs or in groups of 4 students have already met. In this activity, students will read over 8 key chemistry processes that occur in cooking and match them to the card with the food that is created using that process.
   1. For added fun, consider turning this into a Memory Game challenge with students starting with all 18 cards flipped upside down. Consider a small prize for the winner.
3. Class reviews correct answers to matching game and students may record answers in notes packet.

Cooking with Chemistry (~20 minutes)

1. One of the chemical concepts in the matching game is an endothermic reaction which occurs when salt is sprinkled over ice. In this section of the plan, students will observe an endothermic reaction to make ice cream.
2. *Distribute materials. Each group will need…
   1. 1 gallon-size plastic bag
   2. 1 quart-size plastic bag
   3. 1 cup half-and-half
   4. ½ tsp vanilla extract
   5. 2 tbsp granulated sugar
   6. 3 cups ice
   7. ⅓ - ½ cup kosher salt
   8. Spoons and cups/bowls for serving
   9. OPTIONAL: toppings for ice cream sundaes

In one of the plastic bags, students will combine the half-and-half, sugar, and vanilla. Push out

1. as much excess air as possible from the bag and make sure the bag is sealed tightly.
2. Into the gallon-size plastic bag, add ice and salt. Place the sealed bag containing the ingredients into the gallon-size bag on top of the ice. Arrange the ice around the ingredients bag on all sides. Seal the gallon-size bag.
3. **Shake the bags. As the ice mixes with the salt, an endothermic reaction will occur. The ice will lower the freezing point of the water, causing the solution to drop in temperature. As students shake the bag, the contents of the ingredients bag will begin to freeze to create ice cream. Students may need to shake the bag for 10 minutes before the ice cream hardens.
4. When ice cream is solid enough, students may open the bags carefully to not contaminate the ice cream with the salt mixture. Spoon ice cream into dishes and serve, topping with toppings if desired.
5. Optional: While students work on making their ice cream, play an episode of The French Chef. A number of episodes are available free via YouTube and streaming platforms.

*This recipe can easily doubled or tripled depending on how much ice cream you want students to have. You may consider using gallon-size bags for larger quantities.

**Important: Warn students to shake, but not squeeze, the bag. If the bag is squeezed too hard, the ingredients bag may pop open and spill into the ice and salt, ruining the ice cream.

Be sure to review with students how the process of making the ice cream is only possible due to an endothermic reaction that occurs between the ice and salt. An explanation of this is also present in the notes packet.

Summarizer (~5 minutes)

Students complete the reflection page in the back of their packet. There are two components: (1) comprehension and (2) reflection.

Optional: Finish the lesson with this clip from The French Chef, “The Potato Show: Season 1, Episode 22” in which she discusses summoning courage.