CHOCOLATE TIME

Session
Date: N/A / Venue:Achieve Delivery Centre
Aim:
Young people will make their own brand of hot chocolate / Medium:
Group work
Accreditation:
Working towards Achieve Accreditation / Resources required:
Internet
Computers
Flip chart/pens
Kitchen
Chocolate making ingredients
Random materials to make a package/bag to present a product
Power Point
Session cost:
Minimal – ingredients for making hot chocolate or a chocolate bar.
National Curriculum Link/Extension Opportunities:
KS4 Links:
Biology - factors affecting the rate of enzymatic reactions
Biology - carbohydrates, proteins, nucleic acids and lipids as key biological molecules
Chemistry - factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalyst
KS3 Links:
Science/Physics - Differences between chemical and physical changes, and Reactions. (Examples: Melting Chocolate), the process of cacao farming, from tree to factory – can the YP research the different states a cacao bean moves through to become a bar of chocolate?
Technology and Design –What computer systems could you use to build branding and logo? Have YP research the Adobe Suite and what the different programmes provide.
KS2 Links:
Using Your Five Senses – see hour three/four in session
PSD Links:
Have young people consider what Fairtrade means to them. Can they think of other systems that produce products which might exploit workers? (coffee, fast fashion, etc.) are there any positives/negatives of this system? Research the Fair Wear Foundation – what are initial impressions? What is the definition, in your opinion of being a “responsible consumer”? Is it important to be one? A common problem that is noted with “fair” products is expense. Brainstorm: what are some ways to become a “responsible consumer” - without breaking the bank?
Young people
Max number of young people:8-10 / Session benefits young people who need:
To build their confidence – there are elements of individual work, team work and project work on challenging topics.
To build systematic, investigativeand problem solving skills – session encourages the use of systematic thinking to investigate issues, solve problems and design a product and recipe.
To speak in public/groups - there are elements of group discussion and presentation.
Gender: Mixed
Delivery
Name of Delivery Partner/Service provider:
Has a Competency Checklist been completed and a Service Agreement in place?
Site-Specific Risk Assessment or Special Activity Authorisation Form required?:
Review
What went well…
It would work better next time if…

SESSION PLAN: CHOCOLATE TIME – ONE HOUR

Day/Time / Description of Activity / Resources / Venue / Learning outcome / Assessment criteria
Hour One /
  1. Investigation – 15 minutes
Split the group into teams of two or three.
Have each group start by having a look on the internetat The Story of Chocolate andRainforest Alliance info have each group spit up answering the following questions (assign 3 or 4 questions per group).
The YP should collect answers to their questions (with related photos if possible!) in a Power Point, or in a Prezi or Word Document:
  • What culture discovered chocolate, and how long have humans been enjoying chocolate as a treat?
  • What is the difference (if any) between chocolate, cocoa, cacao, cocoa bean, cocoa pods?
  • What types of trees does cacao grow on?
  • Can you find any photos of a cacao bean? What about a cacao tree?
  • How does a cacao harvest work?
  • What is chocolate made from and how is the chocolate we find in stores made in a factory?
  • Where is most of the world’s chocolate grown?
  • Who/What owns most cacao farms?
  • How many cocoa beans does it take to make a pound of chocolate?
  • What is one sustainable cacao farming technique? How can sustainable farming practices be applied to other harvests (like sugar and coffee)?
  • What does “Fairtrade” chocolate mean?
  • According to scientists, what is the health benefit of dark chocolate?
  • What is the difference between dark and milk chocolate?
  1. Presentation/Discussion – 15 minutes
Once everyone has their answers, have each group present their knowledge to the rest of the YP. Then, hold a group discussion. Was anything they learned surprising? Will they look at chocolate differently in the future? If you want, enforce the messages that they researched by watching this video: The Story of Chocolate
Watch the Equal Exchange video, and immediately after watch Chocolate Child Slaves and right after, watch The Man Behind Your Chocolate from the Rainforest Alliance.
Hold group discussion. What are the initial impressions/thoughts? Do you YP have any new thoughts on the system of Chocolate and how it impacts people? The video from Rainforest Alliance is very positive – why do you think it was shown in this light? Record all thoughts on a Flip Chart.
  1. Now it’s time to think about using chocolate – 15 minutes
Have YP work as a team to look at the overall options they have based on the ingredients you’ve got to design their own Hot Chocolate Recipe that they will make FROM SCRATCH (no cocoa powders allowed!!!).
Have YP use flip chart to record their recipe. Things they should consider before coming up with a recipe are:
  • A list of properties they find desirable in hot chocolate, as well as those less-desirable. Possibilities include: sweetness, chocolatey-ness, creaminess, bitterness.
  • How they predict different ingredients (like cinnamon and vanilla) will react in the hot chocolate and impact the taste.
Make sure they define the quantity of each ingredient they choose for their hot chocolate.
  1. Make the Hot Chocolate! – 15 minutes
Make sure YP think about the reactions that are occurring in the recipe, particularly under heat. The chocolate bars are changing states – what is happening to molecules?
Before you drink it…
Are Marshmallows Good Insulators?
Prepare two identical cups of hot chocolate in identical mugs.
Float enough marshmallows on the top of one of mugs to completely cover the surface.
Place a thermometer in each mug.
Observe and record the temperature of each mug every few minutes.
Do you notice any difference between the two mugs? What do you think accounts for that difference? / Kitchen and kitchen equipment/stovetop
Mugs
Computer with internet
Flip chart and pens
Any/all ingredients possible to make a variety of Hot Chocolate recipes (ONLY BARS ALLOWED! NO POWDERS!)
Hot Chocolate Recipes
Hot Chocolate Infographic
Marshmallows / Achieve Delivery Centre / YP follow their recipe and make their chocolate treats / Standard Achieve

TAKE IT FURTHER! SESSION PLAN: 5-7 HOURS TOTAL DELIVERY

Note: You can deliver the hours in any method that works for you, e.g over the course of several weeks, or all in one day.

Day/Time / Description of Activity / Resources / Venue / Learning outcome / Assessment criteria
Hour: One/Two / Split the group into teams of two or three.
Have them start by having a look on the internetat The Story of Chocolate andRainforest Alliance info have each group spit up answeringthe following questions (assign 3 or 4 questions per group). The YP should collect answers to their questions (with related photos if possible!) in a Power Point, or in a Prezi or Word Document:
  • What culture discovered chocolate, and how long have humans been enjoying chocolate as a treat?
  • What is the difference (if any) between chocolate, cocoa, cacao, cocoa bean, cocoa pods?
  • What types of trees does cacao grow on?
  • Can you find any photos of a cacao bean? What about a cacao tree?
  • How does a cacao harvest work?
  • What is chocolate made from and how is the chocolate we find in stores made in a factory?
  • Where is most of the world’s chocolate grown?
  • Who/What owns most cacao farms?
  • How many cocoa beans does it take to make a pound of chocolate?
  • What is one sustainable cacao farming technique? How can sustainable farming practices be applied to other harvests (like sugar and coffee)?
  • What does “Fairtrade” chocolate mean?
  • According to scientists, what is the health benefit of dark chocolate?
  • What is the difference between dark and milk chocolate?
Once everyone has their answers, have each group present their knowledge to the rest of the YP. Then, hold a group discussion. Was anything they learned surprising? Will they look at chocolate differently in the future? If you want, enforce the messages that they researched by watching this video: The Story of Chocolate
Watch the Equal Exchange video, and immediately after watch Chocolate Child Slaves and right after, watch The Man Behind Your Chocolate from the Rainforest Alliance.
Hold group discussion. What are the initial impressions/thoughts? Do you YP have any new thoughts on the system of Chocolate and how it impacts people? The video from Rainforest Alliance is very positive – why do you think it was shown in this light? Record all thoughts on a Flip Chart.
Now it’s time to think about using chocolate.
Have YP work in their teams look into all different types of chocolate ingredients.
After, have them design their own Hot Chocolate Recipe that they will make FROM SCRATCH (no cocoa powders allowed!!!) AND/OR their own Chocolate Bars!
Note:As advisor, it is up to you to decide if YP will have a choice to make hot chocolate or chocolate bars, and what the budget for ingredients is – have a look at the recipe inspiration sheets so you know what you will need to make the chocolate. Then, decide if YP should come up with just one recipe for a chocolate bar, or if you can allow each group to come up with one recipe for either hot chocolate or a chocolate bar.
Have YP type up their recipe and ingredients in a Word Document and hand into you. Make sure they define the quantity of each ingredient they choose for their hot chocolate (in line with budget!) and whether or not they will use Fairtrade Chocolate.
For inspiration about the many different ways they can make hot chocolate or a chocolate bar, have them start with these articles:
Make a Chocolate Bar
Hot Chocolate Recipes
Hot Chocolate Infographic / Computer with internet
Power Point
Flip Chart
Rainforest Alliance info
The Story of Chocolate
The Story of Chocolate Video
Equal Exchange Video
Chocolate Child Slaves
Video
The Man Behind Your Chocolate
Video
Hot Chocolate Infographic
Different Chocolate Ingredients
Hot Chocolate Recipes
Make Chocolate Bars / Achieve Delivery Centre / YP investigate chocolate and design a recipe for a chocolate treat to make / Standard Achieve
Hour: Three/Four / Chocolate time! Have YP work in teams to make their hot chocolate or chocolate bars. For this activity, it may be beneficial to book out your school’s kitchen in advance. Make sure you have the ingredients the teams need before you start.
Have YP set out their recipes in advance, and follow their process exactly.
Atthe end, conduct a taste test using the 5 senses.
Ask them to make statements of what they see, touch, hear, taste etc. using all Five Senses. Maybe take one sense away by blindfolding some, and not allowing others to taste – does this affect what they think? Play around with the five senses and get them to shout out anything they think about the different chocolate recipes - don’t hold back! Record answers on flip chart.
Hold a group vote – which recipe was most successful? If they had to go on Dragons Den to sell their recipe, or start a chocolate business with this recipe, which one would they pick?
The winning recipe will have a brand built around it! Tell the group that next class, they will design their brand and pitch for the recipe.
Note: You will need a product for next session.If a chocolate bar was picked as winning recipe, make sure you save a few bars for the next class activity. If a hot chocolate recipe was picked, think about how you can package up your ingredients as a product. For example, you could grate some chocolate bar into a little bag, put some cinnamon in a little bag, sugar, etc. and put all into a case as a “hot chocolate” package. / Chocolate recipe ingredients
Kitchen and kitchen equipment/stovetop / Achieve Delivery Centre / YP follow their recipe and make their chocolate treats / Standard Achieve
Hour:Four/Five / Have YP work as one big team, or divide group into two and split the below task list.
Note: Make sure you have some ideas about materials that will be available for the YP to use to create their brand packaging.
  1. Define “brand”. What will your chocolate brand be? Create a mission statement of your chocolate brand, and a brand definition for your brand. Write this down on a piece of flip chart paper.
  1. Using your brand definition and a mind map to help, come up with a name for your brand – what will you be called? This name generator can help. Write your name under the mission statement on your flip chart paper.
  1. Using your brand definition and a mind map to help, design a brand image/logo. Have a look at this article for inspiration. This brand generator article can help as well. Draw your logo on your flip chart paper.
  1. Now, make a design plan for your package. Think about how you would display your hot chocolate box or chocolate bar in a shop. Will it be in a bag? A box? With ribbon? With glue? Brainstorm a design plan keeping in mind:
Shape.Size. Material (out of what is available).Do they want their package to be biodegradable? They will also have to think about how they will cut and join the material.
  1. Have them write up their design, and step by step process.
Next session, they will make their packaging and get creative! / Computer with internet
Package materials
Flip chart paper and pens / Achieve Delivery Centre / YP participate in creative design session – building a brand / Standard Achieve
Hour:Six/Seven / Get creative!
As a team, consult the design instructions the YP made last time.
Work together to contrast the packaging and create a few samples of your product.
Once it’s made, think about how you would pitch this at Dragons Den, for example.
Have YP use Power Point or a Flip Chart to pitch their product. Have a think about what is unique about their product, and any particular selling points (for example, Fairtrade).
Have YP present to xl advisor or a panel of other teachers. Make sure the panel is able to sample their product! If it is a hot chocolate, YP should make sure a cup is ready. If it is a bar, YP should make sure a bar is chopped up ready for sampling.
Debrief. What worked best? Would the YP change what they do if they had a do –over? What was their favorite part of the project? What skills do they think they learned for the future? What sort of jobs are available using the skills they learned or the knowledge they were interested in form this session (Graphic Design, Creative Agency work, Entrepreneur, Cook/Chef, Rainforest/Fairtrade Foundation charity work, Advocacy for Fair-trade/sustainable farming, etc.) / Packaging materials
Glue, tape, ribbon, / Achieve Delivery Centre / PT design their package as a team, write a pitch and present, as well as evaluate their project / Standard Achieve

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