Chocolates are my favourite!

Grade: 3rd

Theme: Food

Day: Week 3, Day 2

Title: Chocolates are my favourite!

Activity Type: Reading Comprehension

Focus Area:

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You can watch these two references given to understand the whole process of making chocolates.

The History Of Chocolate In 120 Seconds

Making chocolate is a little more disgusting than you would expect

Can you guess which fruit is that?

Let the students take guesses for this fruit. You just need to nod along and let them take their guesses. After the students have taken their guesses, you can tell them which fruit is this.

Let’s see which fruit is that. It is called cacao fruit. Do you know what’s the best thing about this fruit?..... All of you have eaten this fruit.

Isn’t it surprising?

This cacao fruit gives us chocolate.

Now, you must be thinking how do we get chocolate from this fruit?

Let’s hear students’ answers to this. Let them explain how it could be done. You should give time to each student to think and answer from their imagination.

Chocolate making is a lengthy process. Some professionals make high-quality chocolates. They are called the chocolate makers.

Who are chocolatiers? Students should be told who our chocolatiers are.

A Chocolatier is someone who makes chocolates, those dipped, nutty, or cream-filled confections that we all know and love. A Chocolate Maker is someone, or a company, that buys and roasts cocoa beans and grinds them into chocolate.

We get cacao fruit from the cacao trees.

It is grown in areas which are warm all year around. It is hot and humid.

The cacao pod is cut open with a knife-like we cut any fruit at our home.

The pronunciation of ‘cacao fruit should be modelled and practised with the student. Explain the meaning of intriguing to the students. Explain the meaning of the lengthy process. You need to explain what a tropical climate is where cacao trees grow.

The cacao pod looks like this-

You have to ask them about what holding this cacao pod would feel like. Will they be squishy or soft or hard to touch? Also, ask the student why they think the fruit is white but chocolate is always brown

But why does it look white when the chocolate is brown?

Well, what we want is inside.

We want the cacao bean inside.

Trainer note - explain the meaning of moist. The meaning of moist: is slightly or moderately wet. An example: I love cookies when they are moist and chewy. You can also give more examples from their daily life to make the students understand the meaning of moist.

The cacao beans are kept in a bowl as you can see in this picture.

You can show the above picture in which cacao beans are kept in a bowl.  

They are covered with a leaf so that they can remain moist for a week.

You need to point out to the students the above-given picture so that they can understand how the beans are covered with the leaf.

We can see that after a week, the cocoa beans change colour.

 They are still moist and we need to dry them.

The beans are dried up naturally or roasted inside an oven.

You need to explain to the students drying up naturally means keeping them in the sun. And roasting in an oven or also dries them.

Drying the cacao beans gives us cocoa beans.

You can explain to the students that the above picture is after the cacao beans are dried up. You can point in the picture showing them cocoa beans separated from their rind (meaning of rind to be explained with other fruits as well).

The thick hard skin on the outside of some fruits, some types of cheese, meat, etc.

These cocoa beans are crushed and blended.

The meaning of blended together is to be discussed with the students. To explain crushing and blending, you have to show the picture given below.

Now, you need to explain what blending means? The students should be asked whether they have seen a grinding mixer at home. What all things do they grind in there?

You can talk about different ingredients ground together if they don’t know or know little.

After crushing and grinding, we get a fine chocolate powder. Following that, this powder is heated up with some butter.

This gives us chocolate paste. Let’s see how it looks:

Later, when this paste is cooled down, it is transferred to a mould.

Afterwards, it is kept inside the refrigerator which gets us a shiny, glossy and snappable chocolate bar.

Explain the meaning of snappable.

That was a mouth-watering tale, wasn't it?

Before going forward, you can recapitulate with the children the process of making chocolate as it was a long process.

Let’s see where this cacao is grown and where the chocolate is made from it.

World’s more than half of the cacao is produced in Ghana and Côte d'Ivoire.

The pronunciation of Côte d'Ivoire to be modelled and practised.

They only take care of the trees and harvest the fruit but do not make chocolates. So, it goes to other countries for making the chocolates. Around 60 per cent goes to the chocolate-making companies.

The chocolate is taken by Hershey, Mars and Nestle.

You need to ask students whether they have heard about Hershey or Nestle? They might have heard about Hershey’s syrup or chocolates from Nestle.

You can also show them pictures of different food items made from chocolate by Hershey and Nestle.

We recently started eating chocolate bars.

Ask the students what they think about how chocolate was consumed before that.

Chocolates were consumed as drinks along with chilly. Weird, isn’t it?

The Chocolate Cream bar created by Joseph Fry in 1866 is the oldest candy bar in the world. It looked like this!

Thank god we weren’t born before 1866, isn’t it?

Activity 1

On Comprehension

1. Where do we get cacao beans from?

This is a question which will test the student’s retention ability. You are expected to ask all the students.

2. Why are cocoa beans heated up?

This is a question which will test the student’s retention ability. You are expected to ask all the students.

3. What are the things that Hershey and Nestle make from chocolates?

For this answer, the students are expected to answer from the picture.

4. Explain the process of making chocolates?

The students are expected to talk about the process in a brief manner. You can take a screen to the start of the process and then, students talk about it one by one.

Section 2- Q&A discussions

Instructions: Let’s dive a little deeper and learn what you think!

1. Which chocolates have you eaten?

In this picture, you can see there are a lot of benefits of eating chocolate, can all of you talk about one benefit of eating dark chocolate?

The students have to talk about one benefit of dark chocolate, you can elaborate on all the health benefits. Before this, you can explain to them what dark chocolate, milk chocolate and white chocolate are.

You should explain ‘anti-inflammatory’ to the children.

Can you guess what it means?

You can let students guess the meaning of this quote. It does not matter if it is correct or not. You have to talk about the meaning of the quote.

The meaning of the quote: We should not cry over milk that has gone bad only if it is chocolate milk or hot chocolate.

Explain to students what chocolate milk or hot chocolate is. After that, you can explain the meaning of the idiom ‘cry over spilt milk.

The meaning of the idiom:  there's no point in being upset over something that has already happened and cannot be changed.

Ask them to have cried over or got upset over something and then tell them to frame a sentence using this idiom. You would need to assist them in framing sentences from the examples that they will give.

Activity 2

Grammar

Use degrees of adjectives appropriately.

1. This is the ____ chocolate I have ever tasted.  (expensive)
2. This chocolate is ________  than the chocolate we ate yesterday. (expensive)
3. Cadbury is the ___ chocolate brand in India. (popular)
4. Cadbury is ___ than Nestle. (popular)
5. Bangalore is _____city than Lucknow. (expensive)
6. Mumbai is the ______ city of India. (expensive)
7. Horlicks milk is _____ than strawberry milk. (popular)
8. Chocolate milk is the _______ of all among kids. (popular)
9. Today, tomatoes are the ________ vegetables in the market. (expensive)
10. Plants vs Zombies is the _________ game these days. (popular)

Trainer Note: For this grammar activity, we focus on two adjectives- expensive and popular. The meaning of ‘expensive’ and ‘popular’ if they don’t know.

For understanding the superlative degrees of adjectives, we need to understand where we use ‘more’ and ‘most’. So for comparing two things, we use ‘more’ along with the adjective and compare it with all the things of the same category, we use ‘most’ with the adjective.

This needs to be explained with the help of examples from the student’s examples. You need to ask students questions like:

Out of the two dresses that they have, which one is the more expensive?

Out of all the toys, which is the most expensive?

Questions like these will help them understand the usage of adjectives like ‘expensive’ and ‘popular’. Ask them questions on every sentence like this.

Activity 3

Let’s satisfy our sweet tooth with a game.  

This Hangman game has words from reading. After every word, you can ask the students about what it means so the meaning of those words can be reinforced.

Activity 4

Home Assignment

Let’s move towards home assignment:

Suppose you have 3 bars of chocolate with you. What would you make from it?

With the help of your parents, try to make something from those 3 bars of chocolate.

You have to record yourself when your recipe is finally over.

You should then write about about how you used the chocolate bar in making something in the kitchen, for example, putting the melted chocolate on a scoop of ice cream or pancakes!

The students are not expected to make long recipes. For their level, they can even use the melted chocolate bar on a pancake or toast.

It could be as simple as putting the melted chocolate on a scoop of ice cream or making a chocolate milkshake and then talking about the whole process.

In the class, you can ask the student how they would use the chocolate so that you can provide them with some ideas, and then they choose anything they want to talk about how they used the chocolate bar.

Whatever they do, will be discussed in the next class.

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