HOME-MADE BUTTER

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Today, some students made home-made butter with Mrs Kellie. Here are some photos & an explanation from Brayden.





Butter making
with Brayden, Rico, Indiana, Nica, Yolanda, Caiden, Jeremiah, Lily-Grace and Daisy

Today we made butter. We made it with pure cream, a couple of jars and salt (optional). 
It was accompanied by bread. We also used shop brought butter to compare the taste.
We poured the cream into two jars till they about half full. We added salt to one jar. We took it 
in turns shaking each jar until we couldn’t hear the liquid moving around. When we opened the jar 
it had turned into whipped cream. We continued to shake it until the whipped cream turned to a solid. We saw that the butter turned into a ball on the side of the jar.
We opened the jars and Mrs Kellie removed the butter milk by kneading it with a spoon. We did this so it didn’t go rancid or make the bread so soggy. It changed colour after the butter milk was removed, from a creamy white to yellow.
We cut up the bread into small slices. We buttered the bread and compared the different tastes and textures. We noticed that our salted butter had an acceptable amount of salt. But, shop brought had 540mg of salt when it should only be 400mg. It was very salty!
The class-made butter was very similar in texture to shop brought. Our class-made butters were the favourite!  It was such an easy process we will do it again.
We learnt to hypothesise. We learnt about force, states of matter like solid, liquid and gas. We learnt that if it wasn’t for the milk fat it would remain a liquid. By whipping cream you change the physical structure.
By Brayden




Comments

  1. UnknownMay 31, 2018 at 12:00 AM

    This really was a yummy experiment! I highly recommend making your own butter, simple, easy and delicious. Students developed their thinking by making a hypothesis and sharing their reasoning. At critical stages we analysed our progress and how our original thoughts had changed. They made connections to their 'Food for thought' inquiry. By building explanations and interpretations, reasoning with evidence, making connections, considering viewpoints and forming conclusions students built their understanding. Everyone had an opportunity to participate in the activity. Thank you Brayden for summarising our kitchen science.

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