Activity 1: Many Milks

Scientific Inquiry: Comparing Milk

1. Read Many Milks and complete the Doodle Bugs.
2. Set up four stations, one for each type of milk. Each station should include a sign identifying the type of milk, one small cup per student with one to two ounces of the milk inside and a tray or trash can for discarding cups.
3. Students may predict which milk will taste the best and the worse and which milk will be the healthiest.
4. Divide the class into four groups. The groups will rotate to each of the four stations, taste testing the milk at each station and completing the Milk Taste Test table.
5. Next, students will explore milk food labels. Tell your class that most foods are required to have a food label with Nutrition Facts. Explain that you can compare the nutrition of two different foods or brands by reading the label. Then show the class where to find the serving size, total calories, fat and calcium on a food label. Point out that different units are used for different nutrients. The units include calories, grams and milligrams.
6. Give each group one food label to read (either a label directly from one of the milk containers or a copy from this manual). Ask the groups to complete the line on the Milk Nutrition Facts table for their specific milk. Remind them to include units of measurement.
7. Use each group’s answers to complete the rest of the Milk Nutrition Facts table as a class.
8. Finish up the lesson by instructing students to answer the final questions and holding a class discussion.

Classroom Discussion

• Which milk do you think tastes the best? The worst?
• Which milk is the healthiest?
• Has anyone tasted skim milk before? Did you like it? Did it have more, less or the same amount of calcium as the other milks?
• Do you think you could switch to a lower fat milk, like skim milk?
• Did you know some people are allergic to cow’s milk and cannot drink it without getting sick? Other people are lactose intolerant and can’t drink cow's milk either. Soy milk is a good option for people who can’t drink cow’s milk. However, some people may be allergic to soy, so soy milk is not an option for everyone. (People with a lactose intolerance can drink Lactose Free milk or take lactase enzymes when they drink regular cow’s milk.)
• Has anyone tasted soy milk before? Did you like it? Did it have more, less or the same amount of calcium as the other milks?
• Do you think you get more nutrients from drinking soda-pop or milk? kool-aid or milk? Tea or milk?

Activity 2: Making Cheese

Scientific Inquiry: Curds and Whey

1. Begin heating milk in a large stainless steal pot, over medium-high heat. It will take about 30-40 minutes to slowly heat the milk, so plan accordingly.
2. Read Making Cheese and complete the Doodle Bugs.
3. Follow the Scientific Inquiry: Curds and Whey instructions. Allow students to check the temperature and measure the vinegar. Be sure all students are given a chance to observe the separation of curds and whey.
4. While the curd is cooling, complete While You Wait: Tasty Cheese. Discuss low-fat cheese.
5. After the curd has cooled for about 30 minutes, drain the whey. If the curd is cool enough, students may help squeeze the whey from the curd using a cheese cloth. Or students can remove additional whey by pressing the curd down into the strainer with a large spoon.
6. Place drained curds in a bowl. Allow students to measure the salt, add the salt and stir the cheese.
7. Serve the fresh cheese on small plates with crackers.
8. Students will complete the Cheese Facts table. Remind students that this cheese is like cottage cheese. Ask students “What additional steps are used to make hard cheeses like cheddar cheese?” (Pressing the curd into chunks of cheese and aging the cheese).

While You Wait: Tasty Cheese

1. Pass out a piece of cheese A and a piece of cheese B to each student. Students may place their cheeses on a plate or napkin. Remind them not to mix up Cheese A and B.
2. After students have tasted both cheeses and answered questions one to three, reveal the true low-fat cheese.
3. Count the number of students whose prediction was correct and the number of students whose prediction was incorrect. Use this information to complete the Students’ Correct/Incorrect Predictions for Low-fat Cheese graph.
4. Discuss how well they liked/disliked the low-fat cheese. Be sure to mention that the low-fat cheese has fewer calories but the same amount of calcium. Ask “Does anyone already eat low-fat cheese at home?” Ask “Do you think you could ask your parents to buy low-fat cheese?”
5. Discuss how low-fat cheese and regular cheese are made.