Bread Baking

bread-braided-loaf-0260 — A beautiful loaf, nested in a hand-made bread bag.

Our bread-baking enterprise was quite popular last year. In the afternoons, just as the loaves were about to come out of the ovens, we’d get the occasional visitor poking their head into our room for “aromatherapy”.

bread-consumption_0111 — Consumption in progress.

Students also liked the freshly baked bread. Some favored the crust while others liked the insides; which worked out quite nicely most of the time, but I did on occasion come across the forlorn shell of crust, and once, a naked loaf with the crust all gone.

I liked the bread baking for the ancillary reasons: the biology of yeast; the data collection and analysis for the business; having to graph and problem solve with the oven calibration; the chemistry of cooking; and even the chance to study geographic features (primarily lakes and islands, but also dams and erosion).

Equipment

We’d made loaves two at a time. They were big loaves, and that was as much as the students could comfortably kneed.

bread-equip — Equipment for making bread.

Small equipment:

Big mixing bowls: For mixing and kneeding the bread. We used metal ones from the restaurant supply store.
Quart sized mason jars: For collecting all the liquid ingredients (honey, milk, water and butter). These can go in the microwave (take the metal lids off) to quickly melt the butter and warm the liquids for the yeast.
Bread load pans: I prefer glass because, with metal the bottoms tend to burn in our toaster ovens. We can fit two pans per oven.
Two cup measuring cup: For measuring milk and water.
One cup measuring cup: For measuring honey. There probably is an easier way of doing this but we have not come up with it yet.
Dry measuring cup: One cup size.
Measuring spoons: You’ll need the tablespoon, teaspoon and half-teaspoon.
Butter knife: For cutting butter.
Small, sealable, plastic cups (optional): For collecting and storing enough yeast (4.5 teaspoons) for one batch of bread.
Large plastic containers (optional): For storing dry ingredients (flour and salt). They need to be big enough to hold seven cups of flour.

Capital Equipment:

Microwave oven: Necessary for quickly warming the liquids (for the yeast to make the dough rise).
Oven: We used table-top, toaster ovens. If the loaves rose well, they’d get too large and get burned by the top of the oven. We probably could reduce the recipe to prevent this. The ovens were not always reliable, and we had to do a regular calibration to make sure the set temperatures were accurate.

Recipe

The simple ingredients can be bought in bulk. This recipe makes two loaves.

Making the Dough

Dry ingredients: These can be combined ahead of time and stored in a large plastic container. When you’re ready to make the bread just dump them into a large mixing bowl.

Bread flour: 7 cups
Salt: 4 teaspoons

Wet ingredients: Combine these in a mason jar. They can be kept in the refrigerator for about a week.

Honey: 6 tablespoons.
Butter: 4 tablespoons.
Milk: 2 cups

bread-wet-ingredients — Students put together the wet ingredients in the mason jars. The butter is sliced into smaller pieces and put in first (lower right), then the milk is added (left) and finally the honey (middle).

Microwave: Usually, we microwave the mason jar for about two minutes, which melts the butter nicely but gets the jar a little warmer than is good for the yeast. This is usually a good time to talk about density and stratification, because the honey sits at the bottom, the milk above it, and the butter floating at the top.

Cooling it down: So to make the yeast happy, we usually add some cold (tap) water to the mason jar with the other wet ingredients.

Water: two thirds (2/3) of a cup (cold from the tap).

Once everything is well mixed and the liquid mixture in the mason jar is at or just above body temperature, add the yeast.

Yeast: 4.5 teaspoons (which is equivalent to two of the small packets you buy from the store).

Yeast is much, much cheaper if you buy it in bulk. Even the small, 4 ounce jars at the supermarket are around $4, while a 1 pound bag is about $7. We get ours from Sam’s Club, and store the yeast we have not used yet in a mason jar in the refrigerator.

Stir the yeast in well. Don’t stress if there are still some small clumps.

Combine wet and dry: Dump the contents of the mason jar into the large mixing bowl with the dry ingredients. Do it quickly, otherwise the yeast will settle to the bottom of the jar and not all come out.

bread-print — A hand shaped lake in a land of flour.

Now, kneed the dough. We usually use our hands and kneed in the mixing bowls. You may need to add a little more flour as you’re kneeding it if the dough is too sticky. Alternatively, you can add a bit of water if it’s too dry, but I’ve found it much easier to start with the dough too wet and add flour than doing it the other way around.

You can tell when the moisture is right, and the dough is ready, when it stops sticking to your fingers.

bread-9953 — This dough seems a little too wet. They'll sprinkle a little flour on the top and kneed it in. When the dough is ready, it won't stick to your fingers. The last time I said something about their dough needing a bit of flour, the student told me that they knew very well and I should go away because I was just causing trouble. I consider this a success.

I’ve not had any student who was unable to manage the dough, but the quality of the end result depends on the amount of care and effort the students put into it. Unsurprisingly, the more tactile oriented students tend to produce some magnificent dough.

bread-dough_5325 — The kneeding is done, and the dough is ready to rise.

Rising and Baking

Once you have a nice dough, it needs to rise for about an hour, although we’ve found that 45 minutes works better since we prefer slightly smaller loaves. Drape a damp towel over it to keep it moist. Use a big enough towel, because if you’ve done everything right, and the yeast is happy, the dough should double in size.

bread-well-risen_4817 — If the dough is left too long it will expand to fill the entire bowl and begin to collapse in on itself.

After it’s risen, punch the dough down, split it into two, roll each piece into the shape of a loaf, and place them into loaf pans.

Now let it rise again for another hour, or 45 minutes in our case (don’t forget the damp towel).

After the second rise (in the pans), place the loaves into the oven at 350 degrees Fahrenheit for 45 minutes. It usually takes the ovens about 10 minutes to preheat to the correct temperature.

And then, you’re done. Enjoy.

Bread_w_logo2 — Hot out of the oven, a loaf of bread with the school logo. We set an aluminum foil cutout of the logo on top of the bread while it was baking to imprint the shapes in the crust.

Time

Managed well the entire process can fit nicely into the afternoon schedule. We mixed and kneeded the bread during the half hour of Personal World just after lunch (around 12:30).

With the dry and wet ingredients already measured out ahead of time (once a week during the Student Run Business period) our expert bakers could kneed the dough and clean up after themselves in less than 15 minutes.

Then, all that’s left is to transfer the dough to the bread pans, which takes about 5 minutes (including washing up); put the bread in the ovens an hour later (1 minute); and then taking them out of the oven and washing the big mixing bowl (another 5 minutes). Timed right, the bread is finished just in time for everyone to get to their classroom jobs. It helps that everything, except the mixing bowls, can go into the dishwasher.

Density, Stratification, and Phase Changes in a Jar

bread-density — Which is denser? Which is least dense? Water, butter or honey? This might be a trick question.

When we bake bread we usually put all the wet ingredients –honey, water and butter– into a mason jar. If you do it carefully, the substances stratify: the honey forms a nice layer at the bottom as the water floats above it; and the butter, which has the lowest density, floats on top. You need to be careful about, since the honey can dissolve into the water if it is mixed, however, with a little careful pouring, this is an easy way to demonstrate density differences.

The butter, however, can be most interesting. If you put the butter in last, it will float on top of the water as it should. However, if you put it in first and then pour the honey on top of it, or even if you put it in second, after the honey is already in the jar, the butter will stick in the viscous honey and not float to the top.

What’s really neat, is what happens when you microwave the mixture with the butter stuck in the honey. The solid butter melts, and, because it’s less dense than the water above it, as well as because water and oils (like butter) don’t mix, little bubbles of butter will form and float upwards to the top. It’s like a lava-lamp only faster. And, in the end, the butter forms a liquid layer floating on the water.

Science of Cooking at the Exploratorium.

The San Francisco Exploratorium has a wonderful website on the science of cooking.

They have a very nice bread science page that explains what happens with the yeast and gluten as you mix, kneed and bake bread. There is a set of recipes, including sourdough and Ethiopian Injera, that my students might want to try. They even have a great links page to pretty much everything you might want to know about the science of bread and how to manipulate it.

pointing2_sml — Checking eggs for cracks. (© The Exploratorium, www.exploratorium.edu)

I was also very interested in their pages on eggs, with the virtual tour of an organic egg farm, science of cooking, beating and mixing eggs, and a wonderful set of activities including removing the eggshell while keeping the membrane intact and demonstrating osmosis through the egg membrane.

And I haven’t even gotten into the pickles, meat and seasoning sections yet.

Salt on vegetables= Osmosis

salted-squash — Water droplets extracted from slices of squash by a sprinkling of salt.

This year we have a lot of food in the curriculum. My objective is to make sure everything is edible and add as much more as I can.

Sprinkling salt on slices of squash creates the concentration gradient necessary for osmosis to suck the liquid out of the squash cells, creating little water droplets.

Now we batter them and fry them up to make tempura.

Egeria_densa-saltwater — The effects of placing freshwater plant cells (Egeria densa) in salt water solution.

For comparison, the image adjacent shows what happens to the cells of a plant when the water leaves (osmosis under the microscope).

The Edible Schoolyard

Alice Waters has been in the news a lot recently with the recent evaluation of the Berkley School Lunch Initiative (full report).

Waters instituted a program that:

… offered cooking and garden classes integrated with selected classroom lessons along with improvements in school food and the dining environment. – Rauzon et al. (2010)

The report, which followed 5th and 6th graders into middles school, found that they knew more about nutrition and had greater preferences for fresh fruit and vegetables than students in comparable schools.

The researchers did not go into all of the ancillary benefits of gardening and cooking in the school, because the lessons tie into science and social studies curricula. Of course these benefits should be familiar to the Montessori community since Montessori advocated the erdkinder farm school for adolescents.

The Hershey Montessori School seems to be a good example of what Montessori was aiming for (as is the glimpses we get of child rearing in Mirable). We do a lot ourselves in our little program. I’ve noted before how our greenhouse and bread baking tie into math, science, social studies and art.

I sometimes think that the progression of education traces the evolution of culture and technology over the course of human history much in the way that embryonic development was supposed to recapitulate the evolutionary history of the species.

Ontology does not recapitulates phylogeny, and my observations are probably just about as accurate, but the psychosocial development of early adolescents, who are just discovering who they are and realizing their place in society and history, parallels the fundamental reorganization of human societies brought about by the emergence of agriculture.

Making pectin

Extracting pectin for making jelly does not seem to be that hard. Sam Thayer has a nice little article on how to get pectin from apples. The blog Spain in Iowa, has some nice pictures and video of how they extracted pectin from apples and what the result should look like when you test it by putting a teaspoon of pectin into a teaspoon of rubbing alcohol. Almost immediately (but leave it in for a minute), the pectin should jell in the rubbing alcohol and you should be able to pull it out using a fork.

Basically, all you do is chop up the apples, cook them for a long time over low heat till they’re broken down, and then strain out the liquid produced. Since I have access to a lot of green apples that won’t be used for anything else, I tried the process myself. Using a pot full of apples I produced a lot of liquid; way more than I could ever use, but the process seems to work fairly well.

One 8 quart pot of apples produced 8.75 cups of liquid. I’d planned to use the home-made pectin in my currant jam, but testing the currant juice showed that it had just as much, if not more pectin than my boiled apple residue. I guess I’ll save the apple pectin for future use.

Ideally, Student Run Businesses should sell goods or services that are worth the value paid. While I appreciate that there is some value to the sympathy of friends and family, it is nice when customers believe they’re getting a good deal even without that. One direction I try to direct the students is toward making things from scratch, because it adds so much to the experience. Then they can have the extra value of using natural, perhaps even organic, ingredients and satisfying Michael Pollan’s rules for good eating.

In Defence of Food by Michael Pollan (from Powell's Books) — In Defence of Food by Michael Pollan

My students have not yet tried jam or jelly-making, but if they do natural pectin would be great.

Osmosis and strawberry shortcakes

Osmosis is the movement of liquids through a membrane, from areas of high to regions of low concentration. So, if you sprinkle sugar onto ripe strawberries, the concentration of sugar on the outside of the berries becomes very high. The juices will seep out of the strawberries’ cells, through the cell walls (the membrane), and create quite the delectable syrup. Add a few shortcakes and some whipped cream and ….

strawberry-shortcake — Strawberry shortcake (gluten free).

Note to self: try strawberries in the greenhouse this winter. Life sciences are next year and osmosis is a key concept.

Note #2: This is also a large part of the answer to the question of, “Why do we get thirsty when we eat salty foods?”

Rising bread

Yesterday, one of our experimental loaves of bread failed to rise, so re-tried it today and had a discussion about all the things we can do encourage it to rise. Since yeast is an organism, and we talked about the role of yeast in baking bread yesterday, this was a chance for the students to take what they’d learned and extrapolate into a new situation.

These types of situations pop up all the time in the student run business, especially when we try something new. It gets to the critical thinking skills adolescents need to practice. It is the reason Maria Montessori advocated for a boarding house middle school that ran a business. It is one of the reasons I insist that we start at least one new business every year in addition to our core pizza business.