This site looks at the science behind food and cooking. Learn about what happens when you eat sugar, bake bread, cook an egg, or pickle foods. Find out how muscle turns to meat, what makes meat tender, and what gives meat its flavor. Take tours of breads and spices of the world. Explore your sense of taste and smell.

This seminar will be a scientific exploration of the food we eat and enjoy. Each week we shall have a scientific edible experiment that will explore a specific food topic. Topics include, but are not limited to, what makes a good experiment, cheese making, joys of tofu, food biochemistry, the science of spice, what is taste?

Astro-Venture is an educational, interactive, multimedia Web environment highlighting NASA careers and astrobiology research in the areas of Astronomy, Geology, Biology and Atmospheric Sciences. Students in grades 5-8 role play NASA occupations and use scientific inquiry, as they search for and design a planet with the necessary characteristics for human habitation.

Après ce chapitre, tu pourras donner un avis à un amis qui doit modifier ses habitudes alimentaires. Pendant l'exécution de cette tâche, tu t'exprimes dans un registre informel, adapté pour une conversation avec un ami.

This activity from our family magazine series challenges kids to go on a microbe quest to solve a riddle. The online activity begins with a page of directions for how to find the missing letters of the riddle. As kids click their way around a virtual lunchroom, they are given 11 Yes/No questions asking whether the featured bacteria helps people. Along with the answer to the riddle, kids get a round of applause when they correctly answer all 11 questions.

The curriculum section provides over one hundred garden-based lessons to create, expand, and sustain garden-based learning experiences. It offers practical ideas and resources for every level of garden-based learning from sprouting seeds to understanding the food system.

This curriculum section was compiled by the University of California Division of Agriculture and Natural Resources Garden-Based Learning Workgroup. The content for this section was borrowed, with permission, from various resources. It was our goal to use existing resources as not to “recreate the wheel” and to give a broad example of the garden-based learning resources that are currently in print.

The section is divided into 12 theme areas with applications for primary and upper grade level students.

In this activity, students will design a process that removes the most iron from the cereal. This activity is meant for the students to experiment with different materials using what they know about iron, magnets, and forces to design the best process for removing the iron from the cereal.

To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. Students learn what simulation means and how it relates to the engineering process, particularly in biomedical engineering. The teacher demo requires vinegar, baking soda, water and aspirin.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

Examines traditional forms of East Asian culture (including literature, art, performance, food, and religion) as well as contemporary forms of popular culture (film, pop music, karaoke, and manga). Covers China, Japan, Korea, Taiwan, and Hong Kong, with an emphasis on China. Attention given to women's culture. The influence and presence of Asian cultural expressions in the US are also considered. Use made of resources in the Boston area, including the MFA, the Children's Museum, and the Sackler collection at Harvard. Taught in English.

How many calories are in your favorite foods? How much exercise would you have to do to burn off these calories? What is the relationship between calories and weight? Explore these issues by choosing diet and exercise and keeping an eye on your weight.

This site features dozens of online learning activities and exhibits. Make a mold terrarium, pinhole projector, telescope, or hair hygrometer. Explore the brain, biodiversity, Antarctica, DNA, frogs, structures, or illusions. Learn about magnetism, electricity, motors, eyeballs, perception, Mars, chocolate, seasonings, or the science of cooking, sports, and music. Search over 3,000 photos and movies. Watch webcasts of science demonstrations by teachers.

Students will learn the 6 groups of the Food Guide Pyramid. Students will become familiar with how foods are categorized within the Pyramid. Students will also become familiar with serving sizes.

Civilization is mostly the story of how seeds, meats, and ways to cook them travel from place to place. - Adam Gopnik, "What's Cooking" "A significant part of the pleasure of eating is in one's accurate consciousness of the lives and the world from which food comes." - Wendell Berry, "The Pleasures of Eating" If you are what you eat, what are you? Food is at once the stuff of life and a potent symbol; it binds us to the earth, to our families, and to our cultures. The aroma of turkey roasting or the taste of green tea can be a portal to memories, while too many Big Macs can clog our arteries. The chef is an artist, yet those who pick oranges or process meat may be little more than slaves. In this class, we will explore many of the fascinating issues that surround food as both material fact and personal and cultural symbol. We will read essays by Chang-Rae Lee, Francine du Plessix Gray, M. F. K. Fisher, Anthony Bourdain, and others on such topics as family meals, the art and science of cooking, fair trade, eating disorders, and food's ability to awaken us to "our own powers of enjoyment" (M. F. K. Fisher). We will also read Eric Schlosser's Fast Food Nation and view one or more films or videos as a class. Assigned essays will grow out of memories and the texts we read, and will include personal narratives and essays that depend on research. Workshop review of writing in progress and revision of essays will be an important part of the course.

The objective of this study is to assess the range of alternative food crop and livestock extension services currently operating in Kenya. The study highlights five important findings: (1) private extension provision is generally skewed towards high agricultural potential regions and high-value crops. Remote areas and poor producers, especially those growing low-value crops with little marketable surplus, are poorly served. Non-profit private providers are targeting them, but their reach is limited. (2) Since public resources for extension are very constrained, it may make sense for public extension not to duplicate or overlap in the same areas that are being served more efficiently by commercial and non-profit systems. This would leave more public resources for concentrating extension services for farmers in areas that are remote and poorly served by the commercial systems. (3) However, the commercial and non-profit extension systems benefit from the presence of the public extension service- they rely on public extension workers for training and appropriate management advice. So even if the public extension system was to withdraw to the more remote areas where private extension is unprofitable, it may be appropriate to institute some type of commercial contracting of public extension system staff so that the latter can impart needed skills and capacity building to the non-public extension systems. (4) The government should consider contracting the private sector to offer extension services in the disadvantaged regions. Contracting out extension services makes it possible to take advantage of all of the talent and experience existing in the field but does not eliminate a government role which, in addition to funding, ensures quality assurance, oversight, and provision of training and information to contracted services providers. (5) The weight of evidence suggests, in most cases, that private extension is not a substitute for public extension and the public sector should fund extension significantly but in ways that do not duplicate services already being provided by sustainable alternative extension providers.

This lesson focuses on how food packages are designed and made. Students will learn three of the main functions of a food package. They will learn what is necessary of the design and materials of a package to keep food clean, protect or aid in the physical and chemical changes that can take place in a food, and identify a food appealingly. Then, in the associated activity, the students will have the opportunity to become packaging engineers by designing and building their own food package for a particular type of food.

The Food Stories interactive, designed primarily for KS3 and KS4 citizenship and geography students, traces the amazing changes that have taken place in the UK's food culture over the last century. Play with colourful animations and listen to audio interviews from the British Library Sound Archive to investigate the ways in which food relates to identity, cultural diversity, the environment, technology, farming, shopping, travel and much more.

Explores connections between what we eat and who we are through cross-cultural study of how personal identities and social groups are formed via food production, preparation, and consumption. Organized around critical discussion of what makes "good" food good (healthy, authentic, ethical, etc.). Uses anthropological and literary classics as well as recent writing and films on the politics of food and agriculture.

In this class, food serves as both the subject and the object of historical analysis. As a subject, food has been transformed over the last 100 years, largely as a result of ever more elaborate scientific and technological innovations. From a need to preserve surplus foods for leaner times grew an elaborate array of techniques -- drying, freezing, canning, salting, etc -- that changed not only what people ate, but how far they could/had to travel, the space in which they lived, their relations with neighbors and relatives, and most of all, their place in the economic order of things. The role of capitalism in supporting and extending food preservation and development was fundamental. As an object, food offers us a way into cultural, political, economic, and techno-scientific history. Long ignored by historians of science and technology, food offers a rich source for exploring, e.g., the creation and maintenance of mass-production techniques, industrial farming initiatives, the politics of consumption, vertical integration of business firms, globalization, changing race and gender identities, labor movements, and so forth. How is food different in these contexts, from other sorts of industrial goods? What does the trip from farm to table tell us about American culture and history?