Make Edible Paper in 3 Easy Steps
1-3 Hours
Ages 8+
What Will You Learn?
Paper is commonly made from plant material — so why not food plants? Every plant’s cells are surrounded by a tough, fibrous material called cellulose. When chopped up and soaked, the tiny fibers connect with each other, bonded by an intermolecular pull called the van der Waalsʼ forces.
Those photos you see on birthday cakes are printed on wafer paper made from vegetable starch. In China rice paper is used for edible candy wrappers, and in Vietnam a different rice paper is used to wrap spring rolls.
You can use edible paper to create place cards for fancy dinners, takeout boxes to hold sweets — or for secret messages. (Devour after reading!) Here’s a quick and easy recipe for Vietnamese-style rice paper.
Mix
Step 1
Whisk rice flour, potato starch, salt, and cold water together. It should be about the same thickness as white glue.
Pour
Step 2
Stretch plastic wrap across the plate, tight like a drum. Pour the mixture onto the plastic wrap. Tilt the plate to spread the mixture into a circle at least 7″ across.
Cook
Step 3
Microwave on high for 45 seconds. The paper puffs up as the water steams.
Step 4
Use oven mitts to turn the plate upside down on the wax paper.
Step 5
Remove the plate, then carefully peel the plastic wrap away. Your edible paper will curl as it cools.
Step 6
Cut it into a square to help it stay flat.
Step 7
Store 1–2 days in a zip-lock bag.
What's Next?
To add color and flavor: Try a little vanilla, cinnamon, orange juice, maple syrup, coconut milk, mashed banana, or berries. Adjust ingredients to get the right thickness.
To write notes on your edible paper: Buy edible-ink markers or make your own ink by boiling grape or cranberry juice until thick. Or try edible paint made of melted chocolate!
About the Book
Enjoy this project? Making Edible Paper in 3 Easy Steps is just one example of fun and innovative projects you can find in the book Paper Inventions by Kathy Ceceri. Filled with color illustrations, step-by-step instructions, supply lists, and templates, this book will help you to create your own paper based projects!
Materials:
- Rice flour, 1 tablespoon
- Potato starch, 1 tablespoon
- Cold water, 1½ tablespoons
- Pinch of salt, optional
Tools:
- Small mixing bowl
- Whisk or fork
- Spoon or spatula
- Microwavable plate
- Plastic wrap
- Microwave oven
- Oven mitts
- Wax paper
- Knife or shears
- Cooling rack, optional
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards.Structure and Properties of Matter
- Grades K-2
- 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
- 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
- 2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
- 2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
- Grades 3-5
- 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen.
- 5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
- 5-PS1-3. Make observations and measurements to identify materials based on their properties.
- 5-PS1-4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
- Middle School
- MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
- MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
- High School
- HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
- HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
- HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
Chemical Reactions
- Middle School
- MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
- MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
- MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
- High School
- HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
- HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
- HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
- HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
- HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
