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Running Head: CHOCOLATE

A Matter of Chocolate:Exploring Changes in Matter and Natural Resources through Chocolate

Sarah WostbrockECMT 6040Dr. CrawfordJuly 19, 2009

Table of Contents

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I. Unit Overview …………………………………………………………………………… …page 3

II. Unit Outline ……………………………………………………………………….. …….…page 7

III. Unit Timetable ……………………………………………………………………………. page 8

IV. General Lesson Plans …………………………………………………………… …….…page 9

a. Lesson One: ………………………………………………………………….. …...page 9 Chocolate by any other name would taste as sweet? Evaluatingphysical properties

b. Lesson Two: …………………………………………………………………..….page 15 Rip and dip the pretzel stick! Exploring physical change.

c. Lesson Three ……………………………………………………………………...page 22Popping around with chemical change

d. Lesson Four ……………………………………………………………………… page 30 “Stating” the obvious: Changing states of matter as examples of physical change

e. Lesson Five …………………………………………………………………..….. page 37Breaking it down with brownies: Investigating compounds & mixtures

V. Student Evaluation ………………………………………………………………………..page 53

a. Pre-Assessment …………………………………………………………………..page 53 Chocolate in school?

b. Post-Assessment ………………………………………………………………… page 56S’more examples of physical and chemical change & Student presentations

VI. Bibliography ………………………………………………………………….. ………….page 62

I. Unit Overview

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Unit Title: A Matter of ChocolateContent Area: Social Studies and ScienceTargeted Grade Level: Fifth GradeUnit Length: One week of instructional time divided into 5 lessons (45 minutes to an hour each) plus a pre-assessment and a post assessment.

A Matter of Chocolate: Exploring Changes in Matter and Natural Resources through Chocolateis a fifth-grade, interdisciplinary science and social studies unit that seeks to engage students’ curiosity and participation both through the incorporation of inquiry-based learning and through interest in the center theme of chocolate. Throughout the following lesson plans, students will act as both scientists and explorers—delving into the chemistry and history of chocolate through real and virtual experiences, recording, and finally reporting their findings to an audience. They will discover clues that will help them discern when physical and chemical changes occur in matter, go back in time to see how the distribution and use of chocolate as a resource has changed through the centuries, and watch how their own predictions and hypotheses change by keeping personal lab journals.

Georgia Performance Standards Addressed:

Science:S5P2 Students will explain the difference between a physical change and a chemical change.

a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of

physical change. b. Recognize that the changes in the state of water (water vapor/steam, liquid, ice) are

due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical

reaction to find evidence of change.

Social Studies:NSS-G.K.-12.5 Environment and Society: As a result of activities in grades

K-12, all students should c. Understand the changes that occur in the meaning, use,

distribution, and importance of resources

Supporting Standards addressed in this unit:S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.

M5D2 Students will collect, organize, and display data using the most appropriate graph.

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ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

ELA5LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas.

ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).

Unit Goals: Students will experience changes in the tastes of chocolate around the world. Students will be introduced to the changing role of chocolate as a natural resource Students will express their acquired knowledge of the history of chocolate through a

creative and collaborative project. Students will explore the physical properties of substances through open-ended sorting Students will understand the definition and meanings of physical change, chemical

change, states of matter, compounds and mixtures. Students will investigate physical changes, chemical changes, states of matter,

compounds and mixtures by manipulating ingredients in recipes.

Unit Objectives: Students will analyze how the taste (physical property) of chocolate varies from country

to country by sampling, voting for, and graphing the class’s favorite brand of international chocolate.

Students will evaluate chocolate’s definition and historic role as a natural resource. In small groups, students will research and create multimedia presentations that addresses

the distribution, use and meaning of chocolate during a given time period. Students will sort and classify (at least) seven types of chocolate multiple ways based on

their physical properties. Students will collaboratively create concept charts that provide accurate definitions,

evidences, examples and non-examples of physical and chemical change. Students will make hypotheses concerning physical and chemical change, states of

matter, compounds and mixtures and test these hypotheses through experimentation.

Enduring Understandings:

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The meaning, use, and distribution of important resources change over time and/or between cultures

Physical properties are the characteristics of a substance that we can test with our sense. Change in energy such as temperature variations or application of force can cause changes

in matter. Physical change happens when a substance’s size, shape, form or state of matter changes

but no new substances are formed. Chemical change happens when substances are combined or otherwise changed to form a

completely new substance. Changes in the state of matter (solid, liquid, gas) are common examples of physical change Compounds are combinations of two or more substances joined together during a chemical

change to create a completely new substance or substances in a way that is not easily reversed.

Mixtures are combinations of two or more substances that do not include chemical change and are separable by physical means.

Essential Questions: How did the meaning, use and distribution of chocolate (an important resource) change

over time and between cultures? What are the physical properties of a substance? How can matter be changed What is a physical change? What is a chemical change? How can I tell if matter has undergone a chemical change or a physical change? What type of change occurs when a substance changes state (solid, liquid, gas)? How are compounds and mixtures different?

Essential Vocabulary: Natural resource: something that is found in nature such as a mineral, plant, or animal

and is valuable to humans1

Physical properties: the characteristics of a substance such as color, odor, shape, size, taste and texture that can be observed with the senses and measured without changing the substance into something else.2

Physical change: a change in the size, shape, form or state of matter of a substance where no new substances are formed

Chemical change: a change in the substances that make up an object to form a completely new substance or substances3

1 Natural resource. (2007). In Merriam-Webster Word Central online. Retrieved July 15, 2009, from http://www.wordcentral.com/cgi-bin/student?book=Student&va=natural%20resource 2 Arkansas Tech University. (2008). The physical properties of matter. Retrieved July 16, 2009, from http://74.125.45.132/search?q=cache:Ve0G_jF-5U4J:pls.atu.edu/physci/chemistry/people/rlasey/CHEM%25206034/CHEM%25206034%2520lessons/Middle%2520School/The%2520Physical%2520Properties%2520of%2520Matter.doc+list+of+physical+properties&cd=7&hl=en&ct=clnk&gl=us&client=safari

http://74.125.45.132/search?q=cache:Ve0G_jF-5U4J:pls.atu.edu/physci/chemistry/people/rlasey/CHEM%25206034/CHEM%25206034%2520lessons/Middle%2520School/The%2520Physical%2520Properties%2520of%2520Matter.doc+list+of+physical+properties&cd=7&hl=en&ct=clnk&gl=us



http://www.wordcentral.com/cgi-bin/student?book=Student&va=natural%20resource

http://www.wordcentral.com/cgi-bin/student?book=Student&va=natural%20resource

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States of matter: forms matter takes including solid, liquid, and gas4

Compound: what is formed when the atoms of two or more substances bond together in a chemical reaction to create a new substance that is not easily reversed.

Mixture: what is formed when two or more substances are combined without a chemical reaction and can be separated again by physical means.5

II. Unit Outline

3 Brain Pop. (2009). Property changes. Retrieved July 12, 2009, from http://www.brainpop.com/science/matterandchemistry/propertychanges/ 4 Brain Pop. (2009). Matter changing state. Retrieved July 13, 2009, from http://www.brainpop.com/science/matterandchemistry/matterchangingstates/5 Brain Pop. (2009). Compounds and mixtures. Retrieved July 13, 2009, from http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/

http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/

http://www.brainpop.com/science/matterandchemistry/matterchangingstates/

http://www.brainpop.com/science/matterandchemistry/propertychanges/

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Schematic Map

III. Unit Timetable

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Sample Calendar

Instructional Day Date Instructional Topic Instructional Time1 Thursday, March

11, 2010Pre-Assessment

15 minutes

2 Friday, March 12, 2010

Physical Properties

The Story of Chocolate

45 minutes

3 Monday, March 15, 2010

(American Chocolate Week)

Physical Change

Webquest: the changing role of

chocolate

45 minutes

4 Tuesday, March 16, 2010


Chemical Change

Webquest, cont.45 minutes

5 Wednesday, March 17, 2010


Change in States of Matter

The History of Chocolate: Create

presentations

60 minutes

6 Thursday, March 18, 2010


Compounds and Mixtures

The History of Chocolate: Finalize

presentations

60 minutes

7 Friday, March 19, 2010


Post-Assessment and Student

presentations45 minutes

IV. General Lesson Plans

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A Matter of ChocolateLesson One:

Chocolate by any other name would taste as sweet? Exploring physical properties.

Grade Level/Subject: 5th Grade/Science & Social StudiesTime Frame: 45 minutes

Relevance:M5D2 Students will collect, organize, and display data using the most appropriate graph.

NSS-G.K.-12.5 Environment and Society: As a result of activities in grades K-12, all students should

c. Understand the changes that occur in the meaning, use, distribution, and importance of resources



Goals: Students will explore the physical properties of substances through open-ended sorting Students will experience changes in the tastes of chocolate around the world. Students will be introduced to the changing role of chocolate as a natural resource

Objectives: Students will sort and classify (at least) seven types of chocolate multiple ways based on

their properties. Students will analyze how the taste (physical property) of chocolate varies from country

to country by sampling, voting for, and graphing the class’s favorite brand of international chocolate.

Students will evaluate chocolate’s definition and historic role as a natural resource.

Essential Question: What are the physical properties of a substance? How did the meaning, use and distribution of chocolate (an important resource) change

over time and between cultures?

Essential Vocabulary: Natural resource: something that is found in nature such as a mineral, plant, or animal

and is valuable to humans Physical properties: the characteristics of a substance such as color, odor, shape, size,

taste and texture that can be observed with the senses and measured without changing the substance into something else.

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Materials & Resources: 4 Ziploc bags of assorted chocolates. Each bag will include:

o 5 Hershey’s kisses (milk chocolate), o 5 Hershey’s kisses (dark chocolate)o 5 semi-sweet chocolate chipso 1/4 Toblerone baro 1 square of unsweetened Dutch baking chocolateo 1 Cadbury baro 1 Ibarra chocolate bar (or other chocolate found in the Hispanic food aisle)

Chocolate Sorting Sheet (1 per group), Appendix A Sticky-notes (1 per student) International Chocolate Graph, with a strip of dark construction paper taped over the

flags column to hide it from view, Appendix B 4 different colored markers Daynes, Katie. (2004). The story of chocolate. London, England: Usborne Publishing,

Ltd. National Center for Education Statistics. (2009). Kids’ Zone: Create A Graph. Retrieved

July 1, 2009, from http://nces.ed.gov/nceskids/createAgraph/

Procedures:Introductory (5 minutes)

o Divide students into four groups by seating proximity (i.e. tables, rows, etc.) and pass out one bag of chocolate to each group.

o Instruct students to discuss with their partners different ways to group the chocolates by using their senses and make a list of every possible way they can imagine in five minutes. Set a timer or watch the clock for five minutes and then halt the activity.

During this process, students may manipulate the chocolate any way they wish—removing wrappers, etc.—the only limitation being that they cannot eat the chocolate yet.

List ways to sort chocolate using the Chocolate Sorting Sheet found in Appendix A.

Instructional (30 minutes)o Grouping Activity6:

o After listing as many ways as they can think of, ask students to choose one way to sort their chocolate into groups and be prepared to share their “rational”—why they chose that way.

6 Arkansas Technical University. (2008). The physical properties of matter. Retrieved July 12, 2009, from http://74.125.45.132/search?q=cache:Ve0G_jF-5U4J:pls.atu.edu/physci/chemistry/people/rlasey/CHEM%25206034/CHEM%25206034%2520lessons/Middle%2520School/The%2520Physical%2520Properties%2520of%2520Matter.doc+list+of+physical+properties&cd=7&hl=en&ct=clnk&gl=us&client=safari




http://nces.ed.gov/nceskids/createAgraph/

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o Call on groups to share their chocolate groupings and rational. As they give reasons that coincide with physical properties (size, shape, color, texture, taste, hardness, odor, dull/shiny), write them on the board. For example, some students might group chocolate chips together with Hershey kisses because they are both small, while other students might group chocolate chips together with Dutch baking chocolate because they are both dull unlike the silkier appeared of Hershey or Cadbury.

o Explain to students that what they have just done is group different types of chocolate together based on their physical properties. Physical properties are the characteristics of a substance (matter) which we can observe with our senses such as size, shape, color, texture, taste, hardness and luminosity (dullness or shininess), and measure without changing the substance (in this case, chocolate) in any way.

o Invite students to brainstorm any other physical properties they can think of (examples: melting point and sound are a two) and explore.

Which chocolates are the hardest to break in half? The easiest? (hardness) Which chocolate is the shiniest? The dullest? (luminosity).

o Graphing Activity:o Explain to students that being able to spot physical properties is an important skill

to have as a scientist because they are the clues, or the red flags, that let us know when something has changed. Change is all around us. For the rest of this week, we will be looking for clues to and discussing different types of change.

o For example, chocolate is a treat that is enjoyed all around the world today. But do you think it’s always the same, or does it change from country to country?

o Have students separate the Hershey’s milk chocolate kisses, Cadbury, Ibarra, and Toblerone bars from the rest of the chocolates on their table. Explain, these chocolates are from 4 different countries in the world—the United States, Great Britain, Mexico, and Switzerland.

o Look at each of the four chocolates and have students describe the changes in physical properties they can see. Write these under the chocolate brand name on the International Chocolate Graph (situated on a board or easel).

o Make a prediction: which type of chocolate do you think the class will like best?o Taste a little bit of each brand. How does the taste (another physical property)

change from chocolate to chocolate? Why do you think this is? (different chocolates have different compositions)

o Without telling students which chocolate is from which country, have students cast “ballots” on sticky-notes for their favorite brand: C-Cadbury, H-Hershey, I-Ibarra, or T-Toblerone.

o Collect the ballots and have one student from each group come up to the International Chocolate Graph with a different colored marker. As you call out the ballots, students fill in the appropriate section of the bar graph to show which chocolate the class prefers. Pull off the paper to reveal the country flags. What country’s chocolate did we like the best? Were your predictions right?

Closing (10 minutes)o Share with students the definition of “natural resource”

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o Highlight the fact that important resources have changed in distribution, use and meaning throughout history.

o To further introduce chocolate as a natural resource, read aloud The Story of Chocolateo Discuss

After reading this book and understanding the definition of “natural resource”, do you think chocolate can be defined as a natural resource? Why or why not?

How has chocolate’s role as a natural resource changed throughout history and between cultures?

Was it always a world-wide treat? What have its uses been? How has it’s meaning changed?

Student EvaluationInformally evaluate students based on

Sorting and classifying completed on the Chocolate Sorting Sheet Participation in small-group and classroom discussion—this is especially important as

much of the rest of the week’s learning will be based on active, whole-group discussion and cooperative, small-group research.

Accommodations:Students with special needs may

Be seated in closer proximity to the teacher Be assigned appropriate, developmental roles in small-group collaboration that

emphasize their strengths Receive a private introduction to the day’s concept or have key vocabulary written out on

a note card for them at their desk prior to the lesson.

Enrichment:Students create a list of commonly enjoyed chocolate bars (Snickers, Milkyway, Hershey’s, etc) and poll their friends and family members to discover their favorite brand. This data can be combined, or students can work individually to graph their own findings, using Kids Zone: Create a Graph (see materials & resources). Data should be graphed three different ways. Use this opportunity to discuss what type of graph would be most appropriate to display this type of information? A circle graph? Line graph? Bar graph?

Follow-up:Students explore physical change by making chocolate covered pretzels and begin researching the history of chocolate via webquest.

Appendices:Appendix A, Chocolate Sorting SheetAppendix B, International Chocolate Graph

Appendix AChocolate Sorting Sheet

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List of chocolates: Hershey’s kisses (milk chocolate), Hershey’s kisses (dark chocolate), semi-sweet chocolate chips, Toblerone bar, 1 square of unsweetened Dutch baking chocolate, Cadbury bar, Ibarra chocolate bar (or other chocolate found in the Hispanic food aisle)

Ways to sort:

Example: Size

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Appendix BChocolate Graph

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(note: be sure to temporarily cover the flag column with a strip of dark paper)O

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Am

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Bri

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Swis

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A Matter of ChocolateLesson Two:

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Rip and dip the pretzel stick! Exploring physical change


Relevance:S5P2 Students will explain the difference between a physical change and a chemical change.

c. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.





Goals: Students will understand the definition and meanings of physical change. Students will investigate physical changes by manipulating pretzel rods and chocolate to

demonstrate examples of physical change. Students will begin researching the history of chocolate as a natural resource.

Objectives: Students will collaboratively create a concept chart that provides an accurate definition,

evidences, examples and non-examples of physical change. Students will predict a minimum of one physical change that will occur in the making of

chocolate covered pretzels based on the ingredients and tools in front of them and their knowledge of physical change.

Students will test their hypotheses by accurately recording and evaluating experiment observations in their lab journals.

Essential Question: How can matter be changed What is a physical change? How did the meaning, use and distribution of chocolate (an important resource) change


Essential Vocabulary: Physical change: a change in a substance’s size, shape, form or state of matter where no

new substances are formed

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Materials & Resources: Student lab journals (see Appendix O at the end of the unit) Pages can be stapled together

or hole-punched and put in a 3 ring binder, as desired) Brain Pop. (2009). Property Changes. Retrieved July 12, 2009, from

http://www.brainpop.com/science/matterandchemistry/propertychanges/ Physical change concept chart, Appendix C (on a large poster board or piece of paper) Markers Chocolate Covered Pretzel Recipe, Appendix D Ingredients and Tools

o Pretzel rods (at least 1 per student)o 1 pkg. (12 oz.) milk or semi sweet chocolate morselso Heat source for cooking such as a hot plate or other small portable stove.o Double Boilero Wax paper

Experiment One: Sample Completed Observation, Appendix E Wostbrock, Sarah. (2009). A matter of chocolate. [Webquest]. Retrieved July 11, 2009,

from http://zunal.com/webquest.php?user=32383 4 class computers, or an equivalent number of reserved computers in the school

media center Vaughn, Ines. (2009). Chocolate. New York: Powerkids Press.


o Brain Popo To introduce the concept of physical change, watch the first half of Property

Changes, up until the rusty toy car is shown o Ask students to comment on any examples of physical change they have seen

lately. Examples: paper torn out of a notebook, a sandwich cut in half, melting

ice, steam from a hot drinkInstructional (30 minutes)

o Concept Charto After watching Brain Pop, work with students to create a concept chart of

“physical change”. The video itself offers some good examples and definition ideas to start from.

Example Definition: a change in a substance’s size, shape, form or state of

matter where no new substances are formed Evidence: characteristics that help students spot a physical change

—change in size, change in shape, change in texture, usually includes some outside force or energy, substance stays the same (melted chocolate is still chocolate)

Examples: breaking open a watermelon, melting chocolate, cracks in a sidewalk, physical weathering, etc

http://zunal.com/webquest.php?user=32383


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Non-examples: (students may come up with examples of change where the substance does not remain the same like rust or burning wood on their own, but be flexible to leave this area blank until Day Three when students explore chemical change)

o Hang the concept chart on an assessable wall or board so that students can continue adding ideas to it as the week progresses. Explain to students that they can feel free to bring up new ideas, examples, or non-examples at anytime to discuss as a group and potentially add to the chart. It is a collaborative work in progress.

o Chocolate Covered Pretzels Experiment o Inform the class that you are about to do a chocolate science experiment. Set out

ingredients and supplies on a table or other prominent place so students can see them. Review the definition for physical change. Have students take out their journals and under “Experiment #1” make observations based on the tools and material they see in front of them and write a prediction—what physical changes do they think might take place during this experiment and why?

o Pretzels Pass out pretzel rods, one to every student. Call on (a) student(s) to

describe the pretzel rod using its physical properties. Now, add force or energy to break the rods in half.

What happened? Breaking the rods caused a physical change that we can see by the change in physical properties—the pretzel’s size and shape changed. Instead of one long rod, now we each have two short ones.

o Chocolate Take out the chocolate chips. Discuss the physical properties of the chips

—hard, small, and dull. What will happen when we add heat or energy to the chips? Will any physical properties change? If so, which ones?

Pour chips into double boiler. Add heat and melt the chips, stirring often. Discuss results. The chocolate will change in hardness, shape, and even luminosity (it becomes shinier as it melts)

What happened? Change in energy caused a physical change. Some physical properties of the chocolate changed, but in the end it is still just chocolate.

o Dip pretzels and set to cool on wax paper. As chocolate hardens, students work collaboratively at their tables (or equivalent grouping) to record their observations under “Experiment One” in their journals. (See Appendix E for a sample of a completed observation)

o Eat and enjoy!Closing (10 minutes)

Remind students that chocolate doesn’t just help us understand how changes occur in science, but it can help us understand how resources have changed throughout history as well.

o Chocolate is an important resource and, just like we read yesterday in The story of chocolate, resources change in distribution—where they are spread—use and even their meaning can change!

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Divide students into 4 groups and assign each group a number, 1-4. The grouping is to be done at the teacher’s discretion, as it will be necessary to have at least one strong reader in each group.

o Students begin the webquest “A Matter of Chocolate” to research chocolate’s distribution, use and meaning at four separate points in history—the Maya empire, the Aztec empire, sixteenth century Spain, and the Industrial Revolution

Following webquest instructions, students will choose roles: 2 Translators—in charge of reading aloud 1 Guide—in charge of directing the computer through the quest 2 Scribes—in charge of note-taking

Make sure students print out the correct ARIA Time-Warp guide for their group number, attached at the bottom of the “Process” page, as this provides them with step-by-step instructions.


Participation in the creation of the Concept Chart Completion of “Experiment One” in their Lab Journals Small-group work during the webquest

o The teacher will walk among students as they complete the webquest, to observe students working cooperatively and completing their assigned tasks

o Observe to make sure students are moving through the information at an appropriate rate and keeping notes on the topic.





Enrichment:Students read Vaughn, Ines. (2009). Chocolate. New York: Powerkids Press.

Follow-up:Students explore chemical change by making chocolate caramel popcorn and finish researching the history of chocolate via webquest.

Appendices:Appendix C, Physical Concept ChartAppendix D, Chocolate Covered Pretzels RecipeAppendix E, Experiment One: Sample Completed Observation

Appendix CPhysical Change Concept Chart

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Physical ChangeDEFINITION CLUES/EVIDENCE

EXAMPLES NONEXAMPLES

Appendix D

Chocolate Covered Pretzels

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1 pkg. (12 oz.) milk or semi sweet chocolate chips1 pkg. pretzel rods

Heat chocolate in a double boiler on low heat, stirring constantly until chocolate is smooth. Dip pretzels and remove to wax paper. Cool until hardened (about 30 minutes) or eat warm like fondue.

Recipe adapted from Cooks.com: Cooking, recipes, and more. (2009). Chocolate covered pretzels. Retrieved July 13, 2009, from http://www.cooks.com/rec/view/0,171,149186-226192,00.html

Appendix EExperiment One: Sample Completed Observation

http://www.cooks.com/rec/view/0,171,149186-226192,00.html

http://www.cooks.com/rec/view/0,171,149186-226192,00.html

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CHOCOLATE COVERED PRETZELS

Substance Action Taken(what was done

to change the food)

Observed Affect(evidence)

Physical or Chemical Change?

Pretzel Added force(pretzel is broken in half)

Change in size, change in shape, change in texture and color (in the middle of the rod where pretzel was broken)

physical

Chocolate Added heat/temperature variation

melted

Change in shape, change in hardness, change in luminosity (chocolate is shinier when it is melted)

physical

A Matter of ChocolateLesson Three:

Popping Around with Chemical Change

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Relevance:S5P2 Students will explain the difference between a physical change and a chemical change. c. Investigate the properties of a substance before, during, and after a chemical




S5CS3 Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.




Goals: Students will understand the definition and meanings of chemical change. Students will investigate chemical changes by observing the characteristics of sugar

before, during and after a chemical change. Students will finish researching the history of chocolate as a natural resource.

Objectives: Students will collaboratively create a concept chart that provides an accurate definition,

evidences, examples and non-examples of chemical change. Students will predict a minimum of one physical/chemical change that will occur in the

making of caramel based on the ingredients and tools in front of them and their working knowledge of physical and chemical change.


Essential Question: How can matter be changed? What is a chemical change? How can I tell if matter has undergone a chemical change or a physical change? How did the meaning, use and distribution of chocolate (an important resource) change


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Essential Vocabulary: Chemical change: a change in the substances that make up an object to form a completely

new substance

Materials & Resources: Student lab journals Brain Pop. (2009). Property Changes. Retrieved July 12, 2009, from

http://www.brainpop.com/science/matterandchemistry/propertychanges/ Physical change concept chart, Appendix F (on a large poster board or piece of paper) Markers Caramel Popcorn Recipe, Appendix G Ingredients & Tools

o 1 pkg. regular popcorn (pre-popped for convenience)o a few unpopped kernels of corno ¾ c. (6 oz.) semi-sweet chocolate chipso 1 c. sugaro 6 T. buttero ½ c. heavy whipping creamo Heat source for cooking such as a hot plate or other small portable stove.o Large saucepano Whisko Large bowl for popcorno Large spoono Paper plates (one per student)

Experiment Two: Sample Completed Observation, Appendix H Wostbrock, Sarah. (2009). A matter of chocolate. [Webquest]. Retrieved July 11, 2009,

from http://zunal.com/webquest.php?user=32383 4 class computers, or an equivalent number of reserved computers in the school

media center


o Brain Popo Review physical change and introduce chemical change by watching Property

Changes o Ask students to comment on any evidence of chemical changes they might have

seen lately. Examples: rust on their bike, a fire, fireworks, burnt toast or

marshmallowsInstructional (30 minutes)

o Concept Charto After watching Brain Pop, work with students to create a concept chart of

“chemical change”. The video itself offers some good examples and definition ideas to start from.

Example

http://zunal.com/webquest.php?user=32383


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Definition: a change in the substances that make up an object to form a completely new substance

Clues: characteristics that help students spot a chemical change—unexpected change in color, change in odor, change in taste, change in energy (heat or light is taken in or released), a new substance is produced

Examples: rusting metal, creation of salt, burnt food Non-examples: (any examples of physical change students have

noted would be non-examples of chemical change) melting ice, boiling milk, breaking a pretzel in half, etc.

o Hang the concept chart on an assessable wall or board so that students can continue adding ideas to it as the week progresses. Explain to students that they can feel free to bring up new ideas, examples, or non-examples at anytime to discuss as a group and potentially add to the chart. Remember, it is a collaborative work in progress. Return to the physical change concept chart at this point and complete the non-examples portion.

o Chocolate-Caramel Popcorn Experimento Assemble tools and ingredients for Chocolate-Caramel Popcorn on a small table

or counter where students can see them. o Popcorn

Hold up the un-popped kernels of corn and the popped corn. Vote thumbs-up/thumbs-down “Is popcorn an example of chemical change?” Invite a volunteer from each opinion to share their reasoning. Reasons should include “clues” or “evidence”. Example: YES, there was a change in odor. Example: NO, the substance stayed the same. Popped corn is still corn.

What happened? Popcorn is an example of physical change, not chemical. There is no unexpected change in color (the inside of a kernel of corn is actually white), no change in odor (any new smell comes from butter added to the package), and no new substance is formed. Popcorn is still corn, only its size, shape and texture have changed.

But what about if you burn some of your popcorn in the microwave? (If possible, find a kernel of burnt popcorn and hold it up) Then what type of change is it? Call on at least two volunteers to give a supported answer.

What happened? Burnt popcorn is an example of chemical change. There is an unexpected change in color (yellow/white to black), change in odor (that burning smell we all recognize), and a new substance called “carbon” is formed.

Pour popcorn into a large bowl and set aside.o Caramel

Inform students that you are about to make a caramel sauce by melting sugar to pour over the popcorn. Think, does caramel sauce look anything like sugar? Under “Experiment Three” in their journals, students record a hypothesis that addresses the following questions:

What affects might I observe as the sugar melts? What type of change might this be?

Chocolate 25

Gather students around and begin melting sugar in a large saucepan, stirring constantly. As the sugar melts it will turn into a dark liquid. Follow the recipe to add butter and milk.

What happened? During the caramelizing process, sugar burns slightly and changes into a new substance—caramel or toffee. We know this is a chemical change because of the clues or evidences—unexpected change in color (white to caramel), change in odor (encourage students to smell the new flavor as sugar darkens), change in energy (heat is absorbed) and change in substance (caramel is formed!)

o Chocolate Stir chocolate bits into the caramel sauce. As it melts, ask students to

chorally call out what type of change this is (physical)o Pour sauce over popcorn, stir, and allow to cool slightly

As popcorn cools, students work collaboratively at their tables (or equivalent grouping) to record their observations under “Experiment Two” in their journals. (See Appendix H for a sample of a completed observation)

o Serve and enjoy!Closing (10 minutes)

Students should use the remaining minutes of the class period to separate into their into their webquest groups again to finish researching the history of chocolate.

During this time, students should be able to complete their quest and note-taking. Students who finish early should follow the link embedded at the end of the webquest and take the Field Museum’s Chocolate Challenge to review the origins, spread, and modernization of chocolate.

o Again, remind students of the webquest’s relevance. Chocolate doesn’t just help us understand how changes occur in science, but it can help us understand how resources change throughout history as well.


Participation in the creation of the Concept Chart Completion of “Experiment Two” in their Lab Journals Small-group work during the webquest

o The teacher will walk among students as they complete the webquest, taking anecdotal notes if desired, to observe students working cooperatively and completing their assigned tasks

o Observe to make sure students are moving towards completion of the quest and continuing to keep detailed notes on the topic.


Be seated in closer proximity to the teacher

Chocolate 26

Be assigned appropriate, developmental roles in small-group collaboration that emphasize their strengths

Receive a private introduction to the day’s concept or have key vocabulary written out on a notecard for them at their desk prior to the lesson.

Enrichment:Students use a computer to re-watch Brain Pop’s Property Changes and take the quiz at the end to test their knowledge.

Follow-up:Students explore changes in the state of matter by making hot chocolate and begin creating a multimedia presentation on the history of chocolate to share with the class.

Appendices:Appendix F, Chemical Change Concept ChartAppendix G, Chocolate Caramel Popcorn RecipeAppendix H, Experiment Two: Sample Completed Observation

Appendix FChemical Change Concept Chart

Chocolate 27

Chemical ChangeDEFINITION CLUES/EVIDENCE

EXAMPLES NONEXAMPLES

Appendix G

Chocolate-Caramel Popcorn

Chocolate 28

1 pkg. microwave popcorn¾ c. (6 oz) semi-sweet chocolate chips1 c. sugar6 T. butter½ c. heavy whipping cream

In a microwave, pop popcorn, pour into a bowl and set aside. In a large saucepan, heat sugar until melted, stirring vigorously. Sugar will turn a dark amber color and will swirl in the bottom of the pan. As soon as sugar comes to a boil, stop stirring and wait until all the sugar crystals have melted.

Immediately add butter, whisking until melted. Remove pan from heat and slowly add cream. Whisk smooth and stir in chocolate until melted. Pour over popcorn.

Recipe adapted from Simply Recipes. (2006). Caramel sauce. Retrieved July 13, 2009, from http://simplyrecipes.com/recipes/caramel_sauce/

Appendix HExperiment Two: Sample Completed Observation

http://simplyrecipes.com/recipes/caramel_sauce/

Chocolate 29

CARAMEL-CHOCOLATE POPCORN


to change the food)



Popcorn Heat added from the microwave

change in shape, size and texture as hard kernels change to popped corn

physical

Burnt Popcorn more heat added from the

microwave

burnt

unexpected change in color (white to black), change in smell, new

substance created (black carbon, or even smoke)

Chemical

Caramelized Sugar

heat added on the stove

Unexpected change in color (white to caramel),

change in smell, new substance created—

caramel

Chemical

Chocolate Heat added on the stove

melted

change in shape, hardness, luminosity

Physical

A Matter of ChocolateLesson Four:

Chocolate 30

“Stating” the obvious: Changing states of matter as examples of physical change


Relevance:S5P2 Students will explain the difference between a physical change and a chemical change. b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are

due to temperature differences and are examples of physical change








Goals: Students will become familiar with the three main states of matter as examples of

physical change. Students will investigate changes in the states of matter by observing the characteristic of

chocolate as it melts and milk as it boils. Students will express their acquired knowledge of the history of chocolate through a

creative and collaborative project.

Chocolate 31

Objectives: Students will predict a minimum of two changes in the state of matter that will occur in

the making of hot chocolate based on the ingredients and tools in front of them and their working knowledge of changes in the state of matter.


In small groups, students will create a multimedia presentation that addresses the distribution, use and meaning of chocolate of a given time period.

Essential Question: How can matter be changed How can I tell if matter has undergone a chemical change or a physical change? What type of change occurs when a substance changes state (solid, liquid, gas)? How did the meaning, use and distribution of chocolate (an important resource) change


Essential Vocabulary: States of matter: forms matter takes including solid, liquid, and gas

Materials & Resources: Student journals Brain Pop. (2009). Matter Changing State. Retrieved July 13, 2009, from

http://www.brainpop.com/science/matterandchemistry/matterchangingstates/ Hot Chocolate Recipe, Appendix I Ingredients & Tools

o ½ gallon of milko 1 ½ c. sugaro ½ c. cocoao ¾ t. salto Heat source for cooking such as a hot plate or other small portable stove.o Large saucepano Whisko Ladleo Small cups (1 per student)

Experiment Three: Sample Completed Observation, Appendix J 4 class computers, or an equivalent number of reserved computers in the school

media center


o Brain Popo To introduce the concept of change in states of matter, watch Mass Changing

State o Discuss:

What are the three common states of matter? (solid, liquid, and gas)


Chocolate 32

How does matter change from state to state? (change/variation in temperature or energy causes change of state)

What type of change occurs when a substance changes state? (physical change—the substance stays the same, its molecules simply speed up or slow down as explained in the video)

Instructional (30 minutes)o Concept Chart

o After watching and discussing the Brain Pop video, return to the physical change concept chart with students

Call on volunteers to add newly acquired information to the chart What new clues do we have to point towards a physical change? (change

in state indicates a physical change) What new examples? (melting ice, boiling water, etc.)

o Hot Chocolate Experimento Assemble tools and ingredients for Hot Chocolate on a small table or countero Ask students: “Did you know that every time you make hot chocolate you are

actually using science?o Show students the ingredients and tools that you are about to use, and ask them to

predict in their journals under “Experiment 3”: Examples of changes in the state of matter they think they might observe

in the making of hot chocolate, What types of changes these might be—physical or chemical—

o Invite a few students by random selection to share their predictions.o Chocolate

Gather students around, place chocolate in saucepan and add heat. As chocolate slowly melts, ask students, what’s happening?

What happened? Melting is a change in state. The substance chocolate is changing from a solid into a liquid. Change in states means…a physical change! We know this is a physical change because the substance stays the same (melted chocolate is still chocolate), just the molecules are moving faster and spreading out.

Students help measure and add the remaining ingredients until chocolate milk is formed.

While the milk continues to heat, take the time to ask students if they have observed any chemical reactions so far (none have occurred). But what if we had continued to cook the chocolate on its own instead of adding the other ingredients? (Burning the chocolate, like the burnt popcorn and burnt sugar from yesterday, would be a chemical change)

o Milk As hot chocolate comes to a boil, observe with students the second

chemical change. What happened? A change in state. Increasing heat not only turned a solid

into a liquid (melting chocolate), but converted a liquid into a gaseous state (steam from the hot, hot chocolate).

Chocolate 33

o Cool hot chocolate slightly while students work collaboratively at their tables (or equivalent grouping) to record their observations under “Experiment Three” in their journals. (See Appendix J for a sample of a completed observation)


o As a closing activity, as prompted by the webquest, have students return to their four research groups to create an original, multimedia presentation using technology to organize their notes and new knowledge of chocolate’s history in a way that can be shared with the rest of the class at the end of the week.

Presentations can be developed using a variety of media—Power Point for presentations, Microsoft Publisher for brochures, iMovie for short digital stories, etc.

Presentations should be original and creative Presentations should include the following three content components—

distribution of chocolate during selected time period, use of chocolate, and meaning of chocolate during selected time period

Note: Reviewing the presentation rubric in Appendix M (also attached in the webquest under the “Evaluation” tab) and sharing the example provided in Attachment 1 for more details, may better assist students in the creation of their own presentations.


Completion of “Experiment Three” in their Lab Journals Small-group work during the creation of their group presentations

o The teacher will walk among students as they create their multimedia presentations, taking anecdotal notes if desired, to observe students working cooperatively and completing their assigned tasks

o Evaluate students’ teamwork and communication skills as well as their scholastic work.




a notecard for them at their desk prior to the lesson.

Enrichment:Using The story of chocolate, a world map posted on a bulletin board, thumbtacks and yarn, track the distribution of chocolate around the world from its origins in Central America.

Chocolate 34

Follow-up:Students explore compounds and mixtures and their relationship to chemical and physical changes by making brownies and finish creating a multimedia presentation on the history of chocolate to share with the class.

Appendices:Appendix I, Hot Chocolate RecipeAppendix J, Experiment Three: Sample Completed Observation Sheet

Chocolate 35

Appendix I

Hot Chocolate

1 ½ c. sugar3 oz. unsweetened baking chocolate¾ t. salt8 cups milk (1/2 gallon)

Melt chocolate in a large saucepan, stirring constantly and adding a T. of milk if necessary to keep from burning. Add sugar and salt to chocolate. Slowly stir in milk and heat just until boiling. Yields 10 cups.

Recipe adapted from Cooks.com: Cooking, recipes and more. (2009). Hot chocolate. Retrieved July 13, 2009, from http://www.cooks.com/rec/doc/0,163,146188-247196,00.html

http://www.cooks.com/rec/doc/0,163,146188-247196,00.html

http://www.cooks.com/rec/doc/0,163,146188-247196,00.html

Chocolate 36

Appendix JExperiment Three: Sample Completed Observation

HOT CHOCOLATE

Substance Action Taken(what was done to change the food)



Chocolate Heat added/Temperature variation

melted

Change in shape, change in hardness, change in luminosity

Change in state: solid liquid

physical

Milk Heat added/Temperature variation

Boiled

Change in state: liquid gas

physical

A Matter of Chocolate

Chocolate 37

Lesson Five:Breaking it down with brownies: Investigating compounds and mixtures


Relevance:S5P2 Students will explain the difference between a physical change and a chemical change. c. Investigate the properties of a substance before, during, and after a chemical









Goals: Students will understand the relationship between compounds and mixtures and chemical

and physical change. Students will investigate the difference between physical and chemical change while

making brownies. Students will express their acquired knowledge of the history of chocolate through a

creative and collaborative project.

Chocolate 38

Objectives: Students will form one hypothesize stating what action will chemically change a mixture

into a compound. Students will test their hypotheses by accurately recording and evaluating the properties

of brownies before and after baking. In small groups, students will edit and finalize a multimedia presentation that addresses

the distribution, use and meaning of chocolate of a given time period.

Essential Questions: How can I tell if matter has undergone a chemical change or a physical change? How are compounds and mixtures different? How did the meaning, use and distribution of chocolate (an important resource) change


Essential Vocabulary: Mixture: what is formed when two or more substances are combined without a chemical

reaction and can be separated again by physical means. Compound: what is formed when the atoms of two or more substances bond together in a

chemical reaction to create a new substance that is not easily reversed.

Materials & Resources: Student journals Brain Pop. (2009). Compounds and Mixtures. Retrieved July 13, 2009, from

http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/ Brownie Recipe, Appendix K Ingredients & Tools

o 1 box Betty Crocker brownie mixo ¼ c. watero 2/3 c. oilo 2 eggso Mixing bowlo Spatulao 9x13 pan, greasedo Oven (if possible, prearrange with the school cafeteria staff to bake brownies

during the same school day. If not, bake at home and return to school to show students results)

Experiment Four: Sample Completed Observation, Appendix L


o Brain Popo To introduce compounds and mixtures and their relation to chemical and physical

change, watch Mass Changing State o Discuss:

How are compounds and mixtures different?


Chocolate 39

What type of change is mixture? (physical) Explain. What type of change is a compound? (chemical) Explain.

Instructional (30 minutes)o Concept Chart

o After watching and discussing the Brain Pop video, return to the change concept charts with students

Call on volunteers to add newly acquired information to the charts What new examples do we have of physical change? (Mixtures: brownie

batter, hot chocolate, salt water, etc.) What new examples do we have of chemical change? (Compounds: baked

brownies, baked bread, hydrogen & oxygen water, etc.)o Brownie Experiment

o Assemble tools and ingredients for Hot Chocolate on a small table or countero Brownies

Gather students around and explain that you are about to go through the steps of making brownies. During this process, lots of changes in matter are going to take place. Challenge students to shout “P” every time they think they spot a physical change and “C” any time they think they have spotted a chemical change. Every time there is a change, call on a student by random selection to defend their choice of “P” or “C” with a clue or evidence.

What happens? (complete each step slowly and deliberately) Open brownie box (P—ripping the box open causes change in the

shape of the cardboard) Open plastic bag inside brownie box (P—tearing the plastic causes

change in shape again but no new substance is formed) Pour brownie mix into the mixing bowl and crack eggs into the dry

ingredients. (P—the force used to crack the egg breaks the shell again causing a change in shape and size, but the egg is still an egg)

Add oil/water and mix until blended. (P—a mixture is formed! Change in texture and even luminosity is noted)

Point out to students that up until this point we have only observed physical changes in our ingredients. What action will cause a chemical change, to convert this brownie mixture into a brownie compound?

Under “Experiment Four” students record and explain their hypotheses

Students will more than likely indicate that the brownies need to be cooked. That’s right, we need a change in energy. While in the oven, the brownie mixture absorbs a lot of heat and the ingredients combine to form a new compound called brownies.

Test the hypotheses by baking brownies. After brownies cool, students compare the properties of brownie batter to

the properties of brownies post-chemical change under “Experiment Four” in their journals. (See Appendix K for a sample of a completed observation)

Chocolate 40


During the remaining class time, students should rejoin their research groups to complete, review, and finalize their presentations on the history of chocolate for their assigned time period.

o Again, remind students of the webquest’s relevance. Chocolate doesn’t just help us understand how changes occur in science, but it can help us understand how change happens in history as well.

o Review webquest rubric in Appendix M and re-watch sample in Attachment 1 if needed.

o As students leave, pass out Peer/Self-Evaluations, Appendix N, which document students’ opinions of the quality of work and teamwork their peers put-forth during the webquest and presentation creation. These are to be completed confidentially at home and returned the next school day to the teacher.


Completion of “Experiment Four” in their Lab Journals Small-group work during the creation of their group presentations

o The teacher will walk among students as they finalize their multimedia presentations, taking anecdotal notes if desired, to observe students working cooperatively and completing their assigned tasks

o Evaluate students’ teamwork and communication skills as well as their scholastic work.





Enrichment:Answer a journal prompt:

For centuries, some chocolate has been produced using slave or child labor. While most is not, some chocolate today is still produced this way. Imagine, how would you respond, what would you do, if you found out today that some of the chocolate you buy is made with slave labor?

Chocolate has had many meanings and uses across the centuries to many different people. How is chocolate important to your family? Traditions? Holidays? Favorite recipes?

Follow-up:Summative Assessment

Appendices:

Chocolate 41

Appendix K, Brownie RecipeAppendix L, Experiment Four: Sample Completed Observation Sheet

Appendix K

Chocolate 42

Chocolate Brownies

1 box Betty Crocker brownie mix¼ c. water2/3 c. oil 2 eggs

Combine all ingredients in a large mixing bowl. Pour into a greased 9x13 pan. Bake at 350 for 25 minutes.

Recipe compliments of Betty Crocker

Appendix L

Chocolate 43

Experiment Four: Sample Completed Observation Sheet

BROWNIES

Description (physical properties)

Action Taken (what was

done to change the

food)



Batter

liquid, smooth, shiny, brown, can smell egg and oil in the batter

heat added/baked

Brownies

solid, crumbly texture, change in odor (smells

like brownies!)

chemical

Appendix M

Chocolate 44

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Appendix N

Chocolate 45

STUDENT PEER EVALUATION SHEET7 – Evaluate each of your group members 1 (rarely/never) 2 (occasionally/sometimes) 3 (all/most of the time)

1. Name : ____ did fair share of work ____ was cooperative____ contributed to ideas/planning

Comments: ____ communicated with others well ____ was positive, helpful ____ contributed to overall project success

Word describing this person as a group member: _______________________________________________________________________










5. Rate your contribution as compared to your group members. Explain your reasoning for your self-evaluation score:

7 Adapted from George Mason University Center for New Media and History. (2008). Student peer evaluation sheet. Retrieved July 12, 2009, from http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

Chocolate 46

Appendix O

The Chocolate Lab Journal

Chocolate 47

Name

Grade

Year

Experiment One: Chocolate covered pretzels

Chocolate 48

Based on your observations of the ingredients and tools set out for this experiment, what physical changes do you think might take place during this experiment?8

Prediction:

CHOCOLATE COVERED PRETZELS


to change the food)



Pretzel

Chocolate

8 The National Science Foundation and The University of Georgia. (2004). Chemical and physical changes in your kitchen. The science behind our food. Retrieved July 13, 2009, from http://apps.caes.uga.edu/sbof/main/lessonPlan/ChemPhysChangesKitchen.pdf

Chocolate 49

Experiment Two: Chocolate Caramel Popcorn

Write a hypothesis that addresses the following questions: What affects might I observe as the sugar melts? What type of change might this be?

Hypothesis: As the sugar melts, I think

This could be an example of change.

Chocolate 50

CARAMEL-CHOCOLATE POPCORN


to change the food)



Popcorn

Burnt Popcorn

Chocolate 51

Caramelized Sugar

Chocolate

Experiment Three: Hot Chocolate

Judging from the ingredients and tools I see and what I know of hot chocolate, what examples of changes in the state of matter (solid to liquid, liquid to gas, liquid to solid, etc.) might I observe in the making of hot chocolate? List two. Prediction:

Are these examples of chemical or physical change? (Circle one)

Chocolate 52

HOT CHOCOLATE


to change the food)



Chocolate

Milk

Experiment Four: Brownies

What action will cause the chemical change that will turn brownie batter (a mixture) into actual brownies (a compound)? Explain.

Hypothesis:

Chocolate 53

BROWNIES

Description (physical properties)

Action Taken (what was

done to change the

food)



Batter Brownies

V. Student Evaluations

A Matter of ChocolatePre-Assessment

Chocolate in school?


Pre-Assessment Goals: Students will understand the relevance and value of studying chocolate in school as it

relates Science, Social Studies, and the Big Idea: Change. Students will participate in collective brainstorming to introduce the unit.

Pre-Assessment Objectives: Students will brainstorm at least one example of how chocolate could change, related to

Science or Social Studies.

Chocolate 54

Materials & Resources: Note cards (1 per student) Graphic organizer (on a large piece of paper, overhead, or scanned into a Smart Board),

Appendix P


o Did you know? Next week is National Chocolate Week!o Collective brainstorming: Ask students if they have every studied chocolate in school

before. o If so, what are some of the ways you studied it. What did you learn?o If not, what could we study about chocolate? What questions could we ask?

Instructional (10 minutes)o Remind students, one of the big ideas we are exploring in school this year is how things

change in the world around us.o Think about it: How many examples do you think you can come up with of chocolate

changing in Science or in Social Studies? Think about changes that happen quickly as well as longer changes over time.

o Pass out note cards, 1 per each student, and instruct students to write down at least one example of change in chocolate (1-2 minutes)

o Collect cards and write ideas on the board.o Working with students’ ideas and the attached graphic organizer, begin to help students

sort their examples of change in chocolate as they relate to Science and to the Social Studies. Continue adding new ideas as students think of them. Post the organizer up on a wall or (if it’s an overhead or Smart Board file) save it somewhere so that students can go back to it at the end of the week and add the changes they have learned.

o Samples examples of changes in chocolate collected from students: Science

How the color changes when you add chocolate syrup to milk to make chocolate milk

The way some chocolate syrups harden when you pour them on cold ice cream to make a solid shell

Anytime you bake something chocolate (like cupcakes), there are lots of changes

Social Studies There was a big change when someone invented chocolate! I don’t think chocolate used to be sweet, did it? In the movie, Ever After, the prince shows the girl chocolate and

she’s never even heard of it before. So a long time ago not everyone used to know about chocolate.

Closing If not already represented by student ideas, add to the organizer “change in matter” under

Science and “change as a resource” under Social Studies. Explain to students that during the course of the next few days we will be researching and investigating through experiments

o How matter (in this case chocolate) can be changed, and

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o How resources (in this case chocolate) change in distribution, use, and meaning over time.


The example(s) of change in chocolate written on their note card Their participation level in the collaborative brainstorming

Take this opportunity to assess what students know about chocolate and what they know about change in Science and Social Studies. For example, did the students come up with examples of changes in chocolate and naturally sort them under subject headings, or did this take excessive prompting on the part of the teacher?

Appendix PGraphic Organizer

CHOCO-LATE

CHANGES

SCIENCESOCIAL STUDIES

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A Matter of ChocolatePost- Assessment

“S’more” examples of physical and chemical change & Student presentations

Grade Level/Subject: 5th

Grade/Science & Social StudiesTime Frame: 45 minutes

Post-Assessment Goals: Students will summarize and share the new knowledge they have gained of chocolate

both as matter in Science and a resource in Social Studies

Post-Assessment Objectives: Students will organize the new knowledge they have gained in the form of a graphic

organizer. Students will present their group projects in chronological order. Students will analyze the actions, effects, and changes (physical or chemical) of 5 steps

taken in the process of making and eating a s’more with 90% accuracy.

Materials & Resources:

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Graphic Organizer from the unit Pre-Assessment “S’more” examples of physical and chemical change, student test (1 per student),

Appendix Q “S’more” examples of physical and chemical change, teacher’s edition, Appendix R Graham Crackers (1 per student) Hershey bars (1 per every 4 students) Marshmallows (1 per student)


o Return to Graphic Organizer from the Pre-Assessment and allow students to add to the categories, Chocolate Changes in Science and Chocolate Changes in Social Studies, all the new knowledge they have gained over the past week.

Instructional (30 minutes)o Student presentations

o During this time, the four webquest groups who researched chocolate’s changes through history as a natural resource share their presentations with the class

Group 1: Maya Culture, 250-900 A.D. Group 2: Aztec Culture, 1200-1520 A.D. Group 3: Spanish Nobility, 1521-1600 A.D. Group 4: Industrial Revolution, 1800s A.D.

o “S’more” examples of physical and chemical changeo Proctor student tests; be sure to careful read through instructions with students

before beginning. Note: the test format is very similar to the observation charts students have been completing all week in their lab journals.

Closing (10 minutes) Make “raw” s’mores (without cooking the marshmallow) and enjoy!


Their participation in the completion of the Chocolate Changes graphic organizerFormally evaluate students based on

Their group presentations, and o See rubric, Appendix M

“S’more” examples of physical and chemical change tests, gradedo See teacher’s edition, Appendix R

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Appendix Q“S’more” examples of physical and chemical change

Name:

Follow the steps 1-5 to make a s’more. At each step, identify the action taken to change the food. (Is there a change in energy? If so, type and what caused it.) Next, list TWO observed effects or evidences of a change—change in shape, size, texture, odor, unexpected color, a new substance formed, etc. Finally, write physical change or chemical change in the last box to record what type of change you think occurred in the step.

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1. Graham Cracker Action Taken (what was done to change the food)

Observed Effect (evidence)1.

2.

Physical or Chemical change?

2. Marshmallow Action Taken (what was done to change the food)

Observed Effect (evidence)1.

2.


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4. Bite S’more

Action Taken (what was done to change

the food)

Observed Effect (evidence)

1.


3. Chocolate Action Taken (what was done to change the food)


1.

2.


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2.

Appendix R“S’more” examples of physical and chemical change

Teachers’ Edition:

Students follow the steps 1-5 to make a s’more. They must identify the action taken to change the food, list TWO observed effects or evidences of a change, and write physical change or chemical change in the last box to record what type of change they think occurred in the step. Possible answers are listed in red for grading purposes. Total: 100 pts. plus 3 possible bonus pts.

5. Digest S’more Action Taken (what was done to change the food)

Bonus Question


Bonus Question(you only have to list one)

1.


Bonus Question

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1. Prepare Graham Cracker Action Taken (what was done to change the food)

Answer should convey in some way that “force” was applied: force applied, breaking, snapping, splitting, etc.

5 pts. Observed Effect (evidence)

(List 2, 5pts. each) Change in shape, change in size, change in texture along the breakline.

Total 10 pts.


Physical change

10 pts.

2. Cook Marshmallow Action Taken (what was done to change the food)

Answer should imply in some way that a change in energy has occurred: temperature variation, heat added, roasting, burning, etc.

5pts. Observed Effect (evidence)

(List 2, 5pts. each) Change in odor, unexpected change in color (white to black), new substance formed (black carbon and smoke)

Total 10 pts


Chemical change

10 pts.

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4. Each S’more

Action Taken (what was done to change

the food)

Biting (or other equivalent answer)

5 pts


List 2, 5pts. each) Change in shape, change in size,


Physical change

3. Add Chocolate Action Taken (what was done to change the food)

Heat applied, temperature

variation, melting

5 pts Observed Effect

(evidence)

(List 2, 5pts. each) Change in shape, change in size, change in state (melting), change in texture, change in luminosity (shinier)

Total 10 pts


Physical change

10 pts.

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change in texture

Total 10 pts 10 pts.

VI. Bibliography

Arkansas Technical University. (2008). The physical properties of matter. Retrieved July 12, 2009, from http://74.125.45.132/search?q=cache:Ve0G_jF-5U4J:pls.atu.edu/physci/chemistry/people/rlasey/CHEM%25206034/CHEM%25206034%2520lessons/Middle%2520School/The%2520Physical%2520Properties%2520of%2520Matter.doc+list+of+physical+properties&cd=7&hl=en&ct=clnk&gl=us&client=safari

Brain Pop. (2009). Compounds and Mixtures. Retrieved July 13, 2009, from http://www.brainpop.com/science/matterandchemistry/compoundsandmixtures/

Brain Pop. (2009). Matter Changing State. Retrieved July 13, 2009, from http://www.brainpop.com/science/matterandchemistry/matterchangingstates/

5. Digest S’more Action Taken (what was done to change the food)

Bonus: digestion, enzymes break down

food

1 pt.


Bonus (list one): increased energy after eating

1 pt.


Bonus: Chemical change

1 pt.






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Brain Pop. (2009). Property Changes. Retrieved July 12, 2009, from http://www.brainpop.com/science/matterandchemistry/propertychanges/

Daynes, Katie. (2004). The story of chocolate. London, England: Usborne Publishing, Ltd.

The Field Museum. (2009). Chicago, IL. Retrieved June 28, 2009 from http://thefieldmuseum.org/

George Mason University Center for New Media and History. (2008). Student peer evaluation sheet. Retrieved July 12, 2009, from http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

National Center for Education Statistics. (2009). Kids’ Zone: Create A Graph. Retrieved July 1, 2009, from http://nces.ed.gov/nceskids/createAgraph/

The National Science Foundation and The University of Georgia. (2004). Chemical and physical changes in your kitchen. The science behind our food. Retrieved July 13, 2009, from http://apps.caes.uga.edu/sbof/main/lessonPlan/ChemPhysChangesKitchen.pdf

Spadaccini, Jim. (2009) The sweet lure of chocolate. The Exploratorium, 3. Retrieved June 10, 2009 from http://www.exploratorium.edu/exploring/exploring_chocolate/

Vaughn, Ines. (2009). Chocolate. New York: Powerkids Press.

http://www.exploratorium.edu/exploring/exploring_chocolate/

http://nces.ed.gov/nceskids/createAgraph/

http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

http://thefieldmuseum.org/


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