Jennifer Renee Whittaker

SCI.2.2B

Plan and conduct simple descriptive investigations.

(2B)

Plan and conduct simple descriptive investigations.

SCI.2.4A

Collect information using appropriate tools including metric rulers, meter sticks, metric beakers, clocks, hand lenses, computers, metric thermometers, and metric balances.

(4A)

Collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances.

SCI.2.4B

Measure and compare organisms and objects and parts of organisms and objects, using non-standard units such as paper clips and metric units such as centimeters.

(4B)

Measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.

STRAND 5: Probability and Statistics

MATH.2.11A

Construct picture graph and bar-type graphs.

(11A)

Construct picture graphs and bar-type graphs.

MATH.2.11B

Draw conclusions and answer questions based on picture graphs and bar-type graphs.

(11B)

Draw conclusions and answer questions based on picture graphs and bar-type graphs.

Strand 3: Writing (Writing Purposes – The student writes for a variety of audiences and purposes in a variety of forms.)

ELA.2.14B

Write to discover, develop, and refine ideas.

(14B)

Write to discover, develop, and refine ideas.

ELA.2.14C

Write to communicate with a variety of audiences.

(14c)

Write to communicate with a variety of audiences.

ELA.2.14D

Write in different forms for different purposes such as lists to record, letters to invite or thanks, and stories and poems to entertain.

(14d)

Write in different forms for different purposes such as lists to record, letters to invite or thanks, and stories or poems to entertain.

ELA.2(4,15D)

Write to entertain such as composing humorous poems or short stories.

(4.15D)

Write to entertain such as to compose humorous poems or short stories.

Strand 3: Economics

SS.2.10A

Distinguish between producing and consuming by explaining that producing is when businesses make goods and provide services (as producers) and people shopping in stores to buy goods and services to use.

(10A)

Distinguish between producing and consuming.

SS.2.10B

Identify ways in which people are both producers and consumers by providing examples of people working in businesses to make products (as producers) and people shopping in stores to buy goods or order services (as consumers).

(10B)

Identify ways in which people are both producers and consumers.

SS.2.10C

Trace the steps required to produce a product from natural resource to finished product, including the various workers who make the product and the buildings and machines used in the production process.

(10C)

Trace the development of a product from a natural resource to a finished product.

(117.8), Art, Grade 2

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A) create artworks based on personal observations and experiences;

(B) develop a variety of effective compositions, using design skills; and

(C) produce drawings, paintings, prints, constructions, ceramics, and fiber art, using a variety of art materials appropriately.

(117.9), Music, Grade 2

(4) Creative expression/performance. The student creates and arranges music within specified guidelines.

(A) Create rhythmic phrases: and

(B) Create melodic phrases.

(117.10). Theatre. Grade 2.

(1) Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:

(3) Creative expression/performance. The student applies design, directing, and theatre production concepts and skills. The student is expected to:

(A) select aspects of the environment for use in dramatic play;

(B) adapt the environment for dramatic play;, using simple materials;

(D) cooperate and interact with others in dramatic play.

Timeline: One to Two weeks

Materials: The teacher will be responsible for providing the following materials:

· lab coats for students

· bottles of juices and flavorful beverage concoctions from around the world for display

· empty bottles

· goggles

· self adhesive blank labels

· blank price tags

· butcher paper

· chart stand

· masking tape, scotch tape and glue

· scissors

· crayons and markers

· measuring cups

· funnels

· water pitchers

· spoons

· small paper cups for tasting

· television/VCR/DVD player

· Behind the Scenes Food Network video clip

· tape recorder and blank cassette tapes

· radio

· camcorder

· various costumes and props

The members of each cooperative group will be responsible for the following materials:

· 1 liquid of any kind: fruit juice, punch, Sprite, etc. Any size (small or large)

· 1 EMPTY pint carton

· 1 EMPTY quart carton

· 1 EMPTY bottle (small water bottle)

Prior Student Learning During the first and second nine weeks of school, students

learned how to:

· Measure volume using appropriate tools

· Distinguish between producers and consumers

Prior to Lesson The teacher will ask the students to identify their favorite beverages, and will record their responses on chart paper.

The teacher will also send home a letter to parents describing the upcoming unit of study. (See attachment) Each student will be asked to bring one bottle of sparkling water, ginger ale, lemon juice, powered tea mixture, apple juice, other fruit juices, etc. to be used as an ingredient for the secret concoctions.

Different groups of sodas and juices, including those that students previously identified as their favorites, will be on the display table. The teacher will ask students if they have ever wondered what ingredients are used to create their favorite drinks and how these drinks are made. Student responses will be charted.

Teacher will tell students: “This week you will become inventors! Each group of student scientists will work in cooperative groups to create a secret concoction. You will also develop an advertising campaign to make your classmates want to buy your drink!”

Explanation: The teacher will explain to students that once scientists select the ingredients to be used in a product, they experiment by measuring different volumes of the liquid ingredients until they create the desired taste for the product. The teacher will also remind students of natural resources that are unique to regions around the world, and will highlight how these natural resources impact choices for ingredients in beverages that are popular around the world. Students will use their prior knowledge of measuring and recording volume to produce their secret concoction.

The teacher will also provide students with a brief history of soft drinks. Teacher will say: “Soft drinks can trace their history back to the mineral water found in natural springs.

The first marketed soft drinks (non-carbonated) appeared in the 17th century. They were made from water and lemon juice sweetened with honey. In 1676, vendors in Paris would carry tanks of lemonade on their backs and dispensed cups of the soft drink to thirsty Parisians.

Modeling: The teacher will show a “behind the scenes” video clip of soft drinks being produced in a test lab. Next, the teacher will reveal her secret recipe for her flavorful juicy drink – Purple Passion. Once the recipe has been revealed, the teacher will re-create her steps in making this concoction, including carefully measuring and recording the volume of each ingredient. The teacher will ask for student “lab assistants” to work with her during this demonstration.

Students will have an opportunity to sample the teacher’s juicy juice “Purple Passion” at the conclusion of the modeling activity.

Four cooperative learning groups will be assembled by the teacher. Group members will be purposefully selected to ensure that each group is balanced. (Special considerations: Each group will consist of at least one Limited English Speaking student, one gifted/talented student, one at-risk/at-promise student, one special needs student and one on level-regular education student.) Jobs will be assigned to each group member based on their unique areas of strength.

The teacher will set up four (4) lab stations. Each lab station consists of measuring cups, goggles, a mixer, a pitcher and funnels. Small paper cups will be available for student use as they taste-test their product. Students will experiment by measuring different ingredients, recording the names and volume of the ingredients, and mixing the ingredients together.

Each group is given thirty (30) minutes to experiment and create their drink. Drinks will be bottled by the members of the cooperative groups and refrigerated by the teacher. (The classroom refrigerator will be used.)

Students will participate in a gallery walk to view a variety of drink labels on beverages located at stations throughout the classroom. Students will be directed to pay close attention to the creativity and design of the individual labels.

Activity: Students will continue to work in collaborative groups as they participate in brainstorming activities to complete the following tasks:

The teacher will show different beverage ads from magazines and newspapers as well as play clips from radio and television beverage ads. The teacher will lead an open discussion to talk about the pros and cons of the ad and whether or not the advertisement made the student want to buy the product. Students will be asked to identify the target consumer group to which the ad was directed.

Students will be given a “Criteria for Evaluation” sheet to review prior to their presentations. (See attachment)

Activity: Students will continue to work in collaborative groups as they select the advertising strategy to market their secret concoction. Group members may select one of the following advertising strategies, or create one of their own:

· Television commercial – The television commercial will be videotaped and shown to class during presentations.

· Radio commercial – The radio commercial will be taped recorded and played to class during the presentations.

· Magazine/Newspaper advertisement – The magazine/newspaper ads will be photocopied and distributed to the class during the presentations.

· Billboard (poster) – The billboard posters will be posted on the classroom walls during the presentations.

*The teachers will assist group members with the final production of the advertising campaign.

The concluding activity focuses on the group presentations. The teacher will give a brief overview regarding the tasks in which the students have been involved during the course of this lesson. The teacher will use a “Criteria for Evaluation” rubric to evaluate student performance. (See attachment.)

Activity: Students from another class will be invited to serve as judges for the group presentations.

Each group will have a maximum of 15 minutes for their presentation. Within this time allotment, group members will:

After the presentations, guest judges will participate in a taste test, and will vote for their favorite drink. After all the votes have been cast, the results will be recorded on a tally table. The teacher will direct the students to create a bar graph to illustrate the results. (Everyone in the class will participate in the creation of the class created bar graph.)

The bar graph will validate the name of the drink that was the favorite of the guest judges.

Use this chart to record the name of your ingredients and the volume of each ingredient (how many cups, pints, etc.) used to create your drink.

Ingredients	Volume (cups, pints, etc.)
1.
2.
3.
4.
5.
6.
7.
8.
9.