UNIT TITLE: Chocolate
Author:
Denise Garvey
E-Mail Address:
denisegarvey@yahoo.com
School: Meadow
Ridge Elementary School: Orland Park, Illinois
THEME :
chocolate
BROAD CONCEPT:
health
GRADES:
4-6
INTEGRATED
SUBJECTS: reading,
math, science, social studies, writing
UNIT GOALS AND
PURPOSE:
Investigate
where chocolate comes from
Research
cocoa beans and where they grow
Identify
countries where cocoa is found on a map
Determine
steps that take place from the cocoa bean to a chocolate bar
Sequence
steps
Apply
the math skills of measurement, estimation, prediction, central tendencies,
problem solving, and graphing
Use
graphic organizers to organize data
Create
an awareness of nutrition and what is good for them
Use
technology to enhance instruction for all students
to
explore and investigate
to
collect and organize data
to
address individual needs and interests
to
empower students to achieve their own learning goals
TIME FRAME:
11 day unit
OBJECTIVES:
In this lesson, students will:
MATERIALS:
M&Ms
map of the USA
overhead projector
art supplies
ruler
computer
digital camera
PowerPoint
Kid Pix
Inspiration
Excel
STATE
STANDARDS ADDRESSED BY THIS UNIT:
1B.2d-
Read age-appropriate material aloud with fluency and accuracy.
1.C2f-
Connect information presented in tables, maps and charts to printed or
electronic text.
3.A.2-
Write paragraphs that include a variety of sentence types; appropriate use of
the eight parts of speech; accurate spelling, capitalization and punctuation.
3.B.2a-
Generate and organize ideas using a variety of planning strategies (e.g.,mapping
outlining, drafting).
3.B.2b-
Establish central idea, organization, elaboration, and unity in relation to
purpose and audience.
3.B.2d-
Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb
and adjective agreement and verb tense; proofread for spelling, capitalization
and punctuation; and ensure that documents are formatted in final form for
submission and/or publication.
3.C.2b-
Produce and format compositions for specified audiences using available
technology.
4.B.2b-
Use speaking skills and procedures to participate in group discussions.
5.A.2b-
Organize and integrate information from a variety of sources (e.g.,books,
interviews, library reference materials, websites, CD/ROMs).
5.C.2a-
Create a variety of print and nonprint documents to communicate acquired
information for specific audiences and purposes.
5.C.2b-
Prepare and deliver oral presentations based on inquiry or research.
6.B.2-
Solve one- and two-step problems involving whole numbers, fractions and decimals
using addition,
subtraction, multiplication and division.
6.C.2a-
Select and perform computational procedures to solve problems using whole
numbers, fractions and decimals.
6.C.2b-
Show evidence that computational results using whole numbers, fractions and
decimals are correct and/or that estimates are reasonable.
10.A.2a-Organize
and display data using pictures, tallies, tables, charts, bar graphs, graphs,
line plots and stem-and-leaf graphs.
10.A.2b Using
a data set, determine mean, median, mode and range, with and without the use of
technology.
10.B.2b-Collect
organize and display data using tables, charts, bar graphs, line graphs, circle
graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.
10.B.2d-
Interpret results or make relevant decisions based on data gathered.
11.A.2b Collect data for investigations using scientific process skills
including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
13.B.2a Explain
how technology is used in science for a variety of purposes (e.g., sample
collection, storage and treatment; measurement; data collection, storage and
retrieval; communication of information).
Illinois Standards
for Social Studies
15.A.2a
Explain how economic systems decide what goods and services are produced, how
they are produced and who consumes them.
16.A.2b Compare different stories about a historical figure or event and analyze
differences in the portrayals and perspectives they present.
16.A.2c Ask questions and seek answers by collecting and analyzing data from
historic documents, images and other literary and non-literary sources.
17.A.2a
Compare the physical characteristics of places including soils, land forms,
vegetation, wildlife, climate, natural hazards.
17.A.2b Use
maps and other geographic representations and instruments to gather information
about people, places and environments.
17.C.2b Describe the relationships among location of resources, population
distribution and economic activities (e.g., transportation, trade,
communications).
Illinois Standards
for Health and Physical Education
22.A.2b Demonstrate
strategies for the prevention and reduction of communicable and non-communicable
disease (e.g., practicing cleanliness, making healthy food choices,
understanding the importance of immunizations and regular health screenings).
N.C.T.M.
STANDARDS ADDRESSED BY THIS UNIT:
Data Analysis Standard for (3-5)
Formulate questions that can be addressed
with data and collect, organize, and display relevant data to answer them
Select and use appropriate statistical
methods to analyze data
Develop and evaluate inferences and
predictions that are based on data
Problem Solving Standard (3-5)
Build new mathematical knowledge through
problem solving
Solve problems that arise in mathematics and
other contexts
Apply a variety of appropriate strategies to
solve problems
Connections Standard (3-5)
Recognize and use connections among
mathematical ideas
Representation Standard (3-5)
Create and use representations to organize,
record, and communicate mathematical ideas
Recognize and apply mathematical concepts in
contexts outside of mathematics
STUDENT
ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
Activity
#1
Does Chocolate Really Grow on Trees?
Students share information about
chocolate by filling in a KWL chart with the class. Class will discuss
where chocolate comes from and where it is found. They will identify the
countries that grow cocoa beans on a large classroom map. They will read
about how cocoa beans grow on trees and the climates that they require for
growth. They will be able to see and touch cocoa beans. Using Inspiration,
each student will draw a picture of a tree and add concepts that they have
learned about chocolate around their tree.
Activity
#2
The Scoop on Chocolate
After researching about the
origin of chocolate, the students will be able to trace the progression through
the countries. On a map of the world, students will identify the places on
the map and measure the distances between
the countries by using the map scale and a ruler. Using Microsoft
Word, students will type an essay on the
history of chocolate and explain how it progressed through the different
countries.
Activity
#3
Bean to Chocolate
Students will use the internet
to find information about the steps that take place to turn a cocoa bean into a
chocolate bar. They will be able to explain what happens in each step and
later sequence them from start to finish. The steps are; harvesting,
fermenting, drying, shipping, sorting, roasting, shelling, grinding, extracting,
mixing, refining, conching, tempering, molding, and packaging.
Activity
#4
Graphic Organizer
Students will use Inspiration
to create a graphic organizer that illustrates the steps from harvesting the
cocoa beans to packaging the chocolate. They should include pictures and
extra information in the outline of the organizer.
Activity
#5
Is Chocolate Good or Bad for You?
The students will bring in their
favorite candy bar. They will brainstorm adjectives that describe their
candy bar. They will share these and discuss the differences.
Students will examine the wrapper
of the candy bars and compare and contrast them. They will discuss what
they think is good about the wrapper and some things that could be improved.
They will identify where the
nutritional values are listed on the wrapper. The class will discuss this
information and use the internet
to research whether or not chocolate is good or bad for their health.
Students will type a persuasive speech on Microsoft
Word about the topic and present it to the
class.
Activity
#6
Chocolate Consumers of the World
The students will demonstrate
their understanding of a pie graph by creating a pie chart on Excel.
Teacher first should ask students to predict which countries consume the most
chocolate. Write the 8 countries that consume the most chocolate on the
board. Then ask the students to predict
how much chocolate each country consumes. They should predict how much
chocolate a person in that country would consume in one year. Add the
correct amounts next to each corresponding country. Have students create
a pie graph by using this information.
The countries and amounts of chocolate are Australia – 11lbs, Britain
– 15 ½ lbs, France – 10 lbs., Norway – 17 ½ lbs., Sweden
– 12 ½ lbs., United States – 10 ½ lbs., Finland – 7 ½
lbs., and Ireland – 13 ¼ lbs.
Activity
#7
M&Ms Estimation & Pictograph
The students will practice their estimating
skills using M&Ms. Each student will receive a small package of
M&Ms. Before opening the package, students will predict how many
pieces of candy are in their package. Next, the students will open the
package and count
how many of each color they have in their package. Using Kid
Pix, the students will create
a pictograph to illustrate the different
amounts that they had in their package.
Activity
#8
M&M Calculations
Using the results from the
different students in Activity #6, the students will calculate the mean,
median, and mode of the data. The
students will use Excel
for this activity. They will use formulas to find the mean of the data.
They will display their results on a spreadsheet.
Activity
#9
Chocolate Treat Logic Puzzle
Students will demonstrate their
ability to think logically by solving several
logic puzzles. An example of one of the
puzzles is: Chocolate club members Greg, Chuck, Jill, Ben, and Michelle brought
their favorite treats to the club meeting. The treats were R&Z
Candies, Zippets Bars, Choco Doodles, Coco Creepies, and Happies. Which
member brought each treat?
After solving puzzles like this,
then students will create their own logic
puzzle. They will type their puzzle on Microsoft
Word and add a table in with the correct
categories for their puzzle. Students will exchange puzzles and attempt to
find a solution to them.
Activity #
10
Milton Hershey Slideshow
Students will research
information about Milton Hershey by using the internet.
One site that they could use is http://inventors.about.com/library/inventors/blchocolatehershey.htm
They will put major events of his life into a timeline. They will create a
short slideshow on the life of Milton Hershey by using PowerPoint. The
slideshow must meet the following criteria.
SHARE YOUR IDEAS:
Science
Chocolate Bar & Commercial
For the final project, students
will work together to create a commercial and build a connection between this
assignment and real-life. The students will demonstrate their ability to
work in a group by assigning roles without arguing and being rude, as well as,
being productive throughout the class period. Digital
cameras will be used to take pictures of the
students' presentations.
Students should meet the
following criteria:
Total
50pts
Grading scale:
Excellent
45 – 50
Satisfactory
35 – 44
Needs Improvement
25 - 34
Unsatisfactory
24 and below
STUDENT AND
TEACHER ROLES:
Teacher
To act as a facilitator and guide for students.
Provide correlation between classroom activities and real-life situations.
Provide opportunities for interaction among students to investigate, explore, and collaborate in order to create and problem solve.
Create a learning environment that is flexible and invites learning.
Provide many and varied tools and resources to empower your students
Student
Apply previously learned information and skills
Take responsibility for learning
Collaborate and share information and learning with others
Actively participate in learning.
ADDITIONAL REFERENCE
PRINT RESOURCES STUDENTS MAY USE :
World Book Encyclopedia
THE FOLLOWING
BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
Chocolate Dream
by Arnold Adoff, 1989
Cocoa Beans to Daisies
by Pascale Allamand, 1978
The Kid's Book of Chocolate
by Richard Ammon, 1987
Invention Book
by Steven Caney, 1985
The Chocolate Touch
by Patrick Catling, 1952
Charlie and the Chocolate
Factory by Ronald Dahl, 1964
Chocolate
by Jacqueline Dineen, 1990
The Chocolate Cookbook
by Mager, March, and Michael, 1977
Milton Hershey Chocolate King
by Mary Malone, 1977
From Cocoa Bean to Chocolate
by Ali Mitgusch, 1975
Chocolate Fever
by Robert Smith, 1972
FOR ADDITIONAL ONLINE
INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE
FOLLOWING INTERNET ARTICLES:
Title1:
Candy USA
URL1:
http://candyusa.org
Description1:
This website gives information about the history of chocolate. It has a
link to a site all about the cocoa bean trees.
Title2:
Chocolate Corner
URL2:
http://www.shoppingplace.com/chocolates/
Description2:
Has detailed information about the cocoa bean and history of chocolate.
Title3:
Quick Health Facts Chocolate
URL3:
http://www.nhm.org/news/chocolate/health.htm
Description3:
Answers many questions about chocolate and health.
Title4:
Chocolate History
URL4:
http://sd.essortment.com/chocolatehistor_ogm.htm
Description4:
Gives a complete history of chocolate
Title5:
Chocolate - The Food of the Gods
URL5:
http://www.rnw.nl/special/en/html/chocolate010709.html
Description5:
This site describes the roles of chocolate in the past and present times.
Title6:
Gerkens Cocoa Beans Photo Gallery
URL6:
http://www.gerkenscocoa.com/pages/beangallery.html
Description6:
This site shows how beans are handled and gives information about them.
RELEVANT
INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1:
Hershey Website
URL1:
http://hersheys.com./index_flash.shtml
Purpose
of Use1: Find out about Hershey candy.
Description1:
Contains information on the chocolate, gives tours of factories, gives
information on upcoming events, and answers consumer questions.
Title2:
Candy, Candy, Candy
URL2:
http://restaurantresults.com/candy/035.html
Purpose
of Use2: To gather ideas for their final
project.
Description2:
This site lists the major manufacturers of
chocolate and gives the names of the candy that they make.
Title3:
Candy Bar Wrapper Collection
URL3:
http://www.topsecretrecipes.com/candybars/candanim.htm
Purpose
of Use3: To gather ideas for their final
project.
Description3:
This site contains pictures of candy wrappers.
URL4:
http://www.exploratorium.edu/cooking/candy/candy-links.html
Purpose
of Use4: Contains background of candy
Description4:
Contains links to candy history
Title5:
Stakes on the Market of Chocolate
URL5:
http://www.qzina.com/a2z/page3.htm
Purpose
of Use5: To gather information on which
countries consume chocolate
Description5:
This site gives detailed information on which countries consume chocolate.
Title6:
M&Ms
URL6:
http://global.mms.com/
Purpose
of Use6: To learn more about M&M's
Description6:
Answers consumer questions, gives history of the company, and gives information
on upcoming products.