LESSON 2
Lesson 2 Chocolate Connoisseur
Essential Questions;
Objectives:
The student will be able to:
Ø Use terminology related to the Internet appropriately including, but not limited to, Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML);
Ø Use strategies to locate and acquire desired information on LANs and WANs, including the Internet, and collaborative software, apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies, determine and employ methods to evaluate the electronic information for accuracy and validity, demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information;
Ø Plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings, create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
Ø Demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
Ø Integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, use interactive virtual environments, appropriate to level, such as virtual reality or simulations;
Ø Complete tasks using technological collaboration such as sharing information through on-line
Ø communications, collaborative software, and productivity tools to create products, use technology in self-directed activities by sharing products for defined audiences, publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
Ø Design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics;
Ø Use telecommunication tools for publishing such as Internet browsers;
Ø Determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics;
Ø Evaluate the product for relevance to the assignment or task.
NETS:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
Prerequisite:
Students should have a working knowledge of Microsoft Suite applications, and usage of computers, and how to gain access to the web.
Introduction:
People love chocolate. Each American eats almost 12 pounds of chocolate per year. There are many different types of chocolate such as milk chocolate, dark chocolate, and white chocolate.
Chocolate is a general term used to describe a number of foods made from the cacao bean. It is particularly used to describe a sweet confection made from cacao with sugar added. The cacao bean grows on the cacao tree, and the first step in chocolate production is harvesting these beans. The beans are then cut open, the pulp is taken out, the beans are dried either by laying them out in the hot sun or by using a special kiln. After they are cleaned of twigs, dust, and other contaminants, they are ready to be bagged and shipped.
There are many different ways to prepare chocolate, some dating back thousands of years. It is believed that chocolate use by the Mayans dates back more than 2,500 years, and the Aztecs are also known to have used chocolate ritually and for pleasure. This chocolate was consumed as a bitter drink, sometimes with hot peppers added, and was an important item throughout the New World.
View the video Chocolate Math.
Informational activities:
The story of chocolate, as far back as we know it, begins more than 2000 years ago in equatorial Central America where the Mayan Indians held cocoa beans in high regard. Images of cocoa pods were carved into the walls of their elaborate stone temples, and Mayan writings refer to cacao as "food of the gods."
Read The Chocolate Traveller
Read about the person who invented Hershey.
Slide presentation of Milton Hershey.
Watch Cool Stuff Being Made: Hershey Chocolate Factory .
Virtual visit to Factory Tour “Hershey’s”
Application:
Interactive profile about Chocolate
Complete the Social Net Quest about Chocolate
Complete the M & M Graph
Complete the Survey of Chocolate
Complete end of the unit Project
Closure:
Hysterically funny video of comedian Lucille Ball; takes a job at the chocolate factory making chocolate candies.
This video shows you how to very easy to make very tasty chocolate fudge. So... what are the ingredients? Here... check them out...
Review the Learning Disabilities: Computer Literacy and use the Assistive Technology Decision Tree or the Resources that address Classroom Diversity.
Student Assessment/Evaluation:
Rubric
Rubric for Unit Project
Materials/Technology:
The material need will be listed in the activities. The Technology needed will be a computer with internet capabilities for website access and Microsoft Suite/applications (Word, Excel, PowerPoint).
Essential Questions;
- Why do we like/love chocolate?
- How is chocolate made/processed?
- Why does some chocolates cost more than others?
Objectives:
The student will be able to:
Ø Use terminology related to the Internet appropriately including, but not limited to, Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML);
Ø Use strategies to locate and acquire desired information on LANs and WANs, including the Internet, and collaborative software, apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies, determine and employ methods to evaluate the electronic information for accuracy and validity, demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information;
Ø Plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings, create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
Ø Demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;
Ø Integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, use interactive virtual environments, appropriate to level, such as virtual reality or simulations;
Ø Complete tasks using technological collaboration such as sharing information through on-line
Ø communications, collaborative software, and productivity tools to create products, use technology in self-directed activities by sharing products for defined audiences, publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
Ø Design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics;
Ø Use telecommunication tools for publishing such as Internet browsers;
Ø Determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics;
Ø Evaluate the product for relevance to the assignment or task.
NETS:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
Prerequisite:
Students should have a working knowledge of Microsoft Suite applications, and usage of computers, and how to gain access to the web.
Introduction:
People love chocolate. Each American eats almost 12 pounds of chocolate per year. There are many different types of chocolate such as milk chocolate, dark chocolate, and white chocolate.
Chocolate is a general term used to describe a number of foods made from the cacao bean. It is particularly used to describe a sweet confection made from cacao with sugar added. The cacao bean grows on the cacao tree, and the first step in chocolate production is harvesting these beans. The beans are then cut open, the pulp is taken out, the beans are dried either by laying them out in the hot sun or by using a special kiln. After they are cleaned of twigs, dust, and other contaminants, they are ready to be bagged and shipped.
There are many different ways to prepare chocolate, some dating back thousands of years. It is believed that chocolate use by the Mayans dates back more than 2,500 years, and the Aztecs are also known to have used chocolate ritually and for pleasure. This chocolate was consumed as a bitter drink, sometimes with hot peppers added, and was an important item throughout the New World.
View the video Chocolate Math.
Informational activities:
The story of chocolate, as far back as we know it, begins more than 2000 years ago in equatorial Central America where the Mayan Indians held cocoa beans in high regard. Images of cocoa pods were carved into the walls of their elaborate stone temples, and Mayan writings refer to cacao as "food of the gods."
Read The Chocolate Traveller
Read about the person who invented Hershey.
Slide presentation of Milton Hershey.
Watch Cool Stuff Being Made: Hershey Chocolate Factory .
Virtual visit to Factory Tour “Hershey’s”
Application:
Interactive profile about Chocolate
Complete the Social Net Quest about Chocolate
Complete the M & M Graph
Complete the Survey of Chocolate
Complete end of the unit Project
Closure:
Hysterically funny video of comedian Lucille Ball; takes a job at the chocolate factory making chocolate candies.
This video shows you how to very easy to make very tasty chocolate fudge. So... what are the ingredients? Here... check them out...
- Powdered sugar
- Dark Chocolate
- Eggs
- Real Vanilla Extract
- Pudding
- Butter
You may want to experiment as well. Add some nuts, say... oh... walnuts, pistachios, almonds... a cocoanut...
Review the Learning Disabilities: Computer Literacy and use the Assistive Technology Decision Tree or the Resources that address Classroom Diversity.
Student Assessment/Evaluation:
Rubric
Rubric for Unit Project
Materials/Technology:
The material need will be listed in the activities. The Technology needed will be a computer with internet capabilities for website access and Microsoft Suite/applications (Word, Excel, PowerPoint).