What is the journey of a cacao bean?

EASTERSIDE ACADEMY Year 3 and 4 – What is the journey of the cacao bean? (1) Memorable Experience  York Chocolate Story National Curriculum PoS – Geography  Location Knowledge: locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.  Place knowledge: understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America National Curriculum PoS – History

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The achievements of the earliest civilizations – an overview of where and when the first civilizations

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appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

National Curriculum PoS – DT Design  Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups Make:  Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities Evaluate  Investigate and analyse a range of existing products  evaluate their ideas and products against their own design criteria and consider the views of others to improve their work  Cooking and Nutrition  Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Connect Explicitly connect to key concept revisited.  Continents – introduce shapes  Timeline – previously taught periods of history – link to Mayan early civilisation.

Key Concepts Investigate places (Geog) / Overview of world history (History) / Master practical skills (DT) Declarative Knowledge – Geography Where do Cocoa beans come from?  Locations near to the equator.  Continents – Shape of continents.  To locate specific places on a world map. i.e Countries and

Declarative Knowledge – History  The history of chocolate.  Achievements of the Mayans.  Where? When? Key dates of Mayan early civilisation.  Discovery of the cocoa bean

Outcome: Chocolate testing session for parents.

Declarative Knowledge – DT  Chocolate is a luxury confectionary made from cocoa.  To know that there are a wide varied range of chocolate / chocolate types available. i.e. white/milk/dark chocolate.

EASTERSIDE ACADEMY Year 3 and 4 – What is the journey of the cacao bean? (1)

cities.  To compare (similarities and differences) of Mexico and the UK.  To know physical and human features of each place.  To compare climateConditions for growing cocoa beans.  The significance of the Equator.

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Vocabulary Subject Specific (This may include some Tier 3)

Equator, continents, Northern hemisphere, southern hemisphere Mexico, UK, cacao, cocoa pod, Cocoa nibs, fermentation, plantation, river, valley, harvested, Mesoamerica (Mayan homeland)

How chocolate developed over the years.

Where the Mayans are from and when they discovered chocolate.

Able to say that _____ introduced chocolate to Europe.

Able to say that Christopher Columbus was believed to be the first to bring cocoa beans to Europe.

Other key explorers that also introduced chocolate to Europe e.g. Don Hernán o Cortés. (For trade).

Vocabulary Subject Specific (This may include some Tier 3)

Civilisation, Mayans, Christopher Columbus, Don Hernan Cortes, artefacts, Aztec, primary sources, secondary sources

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 H ow chocolate bars have developed over the yearsproduct packaging/ingredients.

To know that Cocoa beans need specific conditions to grow.

To know how chocolate is made / used in cooking for a range of purposes.

Vocabulary Subject Specific (This may include some Tier 3)

Cacao, nibs, mash, grind, winnowing, tempering, roasting,

Tier 2 Locate, observe, find, select, record, compare, contrast, explain, interpret, summarise, review, purpose, categorise, choose, classify, demonstrate, develop, experiment, plan, use, evidence Procedural Knowledge (Skills) Geography  Ask and answer geographical questions about the physical and human characteristics of a location.  Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.  Describe geographical similarities and differences between countries  Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

History  Use evidence to ask questions and find answers to questions about the past.  Suggest suitable sources of evidence for historical enquiries.  Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.

DT

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Prepare ingredients hygienically using appropriate utensils.

Measure ingredients to the nearest gram accurately.

Follow a recipe.

Assemble or cook ingredients (controlling the temperature of the oven or hob, if cooking) To design, make evaluate and improve.

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Design with purpose by identifying opportunities to design.

Make products by working efficiently (such as by carefully selecting materials).

Outcome: Chocolate testing session for parents.

EASTERSIDE ACADEMY 

Year 3 and 4 – What is the journey of the cacao bean? (1)

Refine techniques as work progresses, continually evaluating the product design.

work and

Revisit Includes on-going retrieval of what is not currently being taught.

Continents (KS1) Map of Europe DT- Food prep / H&S Use of different tools Other Cross-Curricular Links Maths- Weighing and measuring Science- Enquiry of melting points- chocolate.

Outdoor Learning Opportunities Work in allotment – Sourcing ingredients for DT activities Visit to York Chocolate Story

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Fire pit safety- children reflect on previous learning (what a fire needs to burn) Children use tools to collect wood for the fire-introduce secateurs etc for cutting wood-Health and safety.

Cutting tools for chopping ingredients.

Power of Reading Text Grendel and the Secret of Chocolate By David Lucas

Outcome: Chocolate testing session for parents.