Chocolate Fever
| State | WV |    |
| Status | Ready for Users | |
| Stage | Public | |
| Subject | English/Language Arts Mathematics Science | |
| Author | Deborah Clark, Bertha Clay, Kimberly Rodes | |
| Description | This unit on chocolate was developed
to teach students academic skills in a fun way. Chocolate Fever is packed full of sweet activities that both the student and the teacher can indulge in and enjoy. By the end of this unit, the student will be able to understand the universal effects that chocolate plays in our everyday life. | |
| The 21st Century Tools | computers with Internet access,
| |
| Grade Level | 7 | |
| National Standards | Math
1.Uses a variety of strategies in the problem-solving process 3.Uses basic and advanced procedures while performing the processes of computation 6.Understands and applies basic and advanced concepts of statistics and data analysis Language Arts Writing 1.Demonstrates competence in the general skills and strategies of the writing process 2.Demonstrates competence in the stylistic and rhetorical aspects of writing 3.Uses grammatical and mechanical conventions in written compositions Science 14.Understands the nature of scientific knowledge 15.Understands the nature of scientific inquiry 16.Understands the scientific enterprise Geography 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies 2.Knows the location of places, geographic features, and patterns of the environment 16.Understands the changes that occur in the meaning, use, distribution and importance of resources Life Skills 1.Contributes to the overall effort of a group 4.Displays effective interpersonal communication skills 5.Demonstrates leadership skills Technology 2.Knows the characteristics and uses of computer software programs | |
| Career Clusters | Business and Marketing | |
| Keywords | Hershey Park
Big Brown Park cacao chocolate cookies | |
| Lesson Plan URLs (new Window) | Lesson 1: Along The Milky Way
Lesson 2: Chocolate, Chocolate, Read All About It Lesson 3: The Science of Chocolate Lesson 4: Chocolate-Covered World Lesson 5: Sweet Excursions | |
| Learner Outcomes | Students will
calculate the amount of time needed to travel to Hershey Park and budget the appropriate amount of money for food, travel, lodging, and miscellaneous expenditures. Students will keep a trip agenda, travel log, and a trip journal. They will collect evidence that supports their decisions for the agenda. Students will also complete the activity The Amusement Park Trip, making journal entries as they make calculations to determine whether the turnpike or the scenic route is the least expensive way to go to Big Brown Bear Amusement Park. They will design a travel brochure and trip planner that can be distributed to a family from their community who might choose to make the same trip. | |
| Materials | travel brochures from
major theme parks in the United States, paper for making brochures, markers | |
| Teacher notes | Students will plan a
trip to Hershey Park. They will plan a trip for a family of 4 with a limit of $750 to spend on their trip. They will calculate the mileage from where they live to Hershey, Pennsylvania and using the current average gasoline price, the students will figure the amount that they will be spending on gasoline. Students will also select five gasoline stations in their area and calculate the average gasoline price where they live. They will make a graph, using a spreadsheet, that shows a comparison of the current national gasoline price average with the gasoline price average where they live. Students will calculate the time that it will take them to travel to Hershey Park. Students will 'map out' their trip, budget meals, lodging, gasoline, and using the Internet, determine if there are any other places of interest they would like to visit along the way. Class data will be recorded on a large chart. Each team will record distance traveled, amount spent on gasoline, food, entertainment, lodging, places of interest visited, and any other charges incurred along the way. The class will calculate the average (mean) of each of the categories. Each team will design a travel brochure and trip planner that can be distributed to a family from their community who might choose to make the same trip. Students will also complete the activity The Amusement Park Trip, making journal entries as they make calculations to determine whether the turnpike or the scenic route is the least expensive way to go to Big Brown Bear Amusement Park. | |
| Enrichment activities | Design an
advertisement for Hershey Park. | |
| References | Johnson, Shelly. Chocolate. Teacher
Created Materials, Inc., 1996. Hershey Park The Amusement Park Trip Trip Planner Average Gasoline Prices Budget Meals | |
| Math IGO or CSO | 7.9, 7.11, 7.32, 7.42, 7.51 | |