This unit provides an opportunity for students to learn and apply knowledge of measurement of capacity and weight, ratios, and money (decimal numbers) in an engaging and authentic food-technology context.
The overall aim of the unit is for students to create a mocktail, be able to express the recipe using measurements for a specific quantity and ratios so the drink can be produced in larger quantities. Students will explore the cost of items for their recipe using online sources, and will use this research to calculate the total cost of their ingredients and the cost per drink. Students will also work towards optimising their shopping and recipes to minimise wastage and cost.
Associated Achievement Objectives:
Technology:
TK5-2 Technological Products: Understand how ingredients are selected, based on desired performance criteria.
The learning opportunities in this unit can be differentiated by providing or removing support to students, and by varying the task requirements. Ways to support students include:
Students are likely to be engaged by the context of making food, and of a food-related competition. If you feel the context of mocktails is not appropriate, you could adapt the unit to be focused around smoothies, soups, ice creams etc. The process of making your chosen food product should provide students with ample opportunities for measuring liquid and solid ingredients. You should also consider the safety precautions that need to be practised in your chosen food context.
To further enhance the purpose of this unit, you could have students create their food products for a special event (e.g economics fair, fundraiser, thank-you meals for community members). Consider also how links might be made to learning about the nutrition and/or cultural origins of these products.
Te reo Māori kupu such as taumaha (heavy, weight), kītanga (capacity), ōwehenga (ratio), moni (money), and whakatau tata (estimate) could be introduced in this unit and used throughout other mathematical learning.
The unit is presented as sequence of 12 sessions but more sessions than this may be required.
The unit starts with an introductory stations activity, followed by a set of skill building lessons which all follow the same format. These tasks allow students to build up a record of their work as they develop their problem solving skills. Once they have sufficient experience, students then research and design their own mocktail. After making their mocktail, students use their recipes to create a recipe book and there is a competition to finish the unit where students invite teachers to come and taste test their mocktails.
Stations activity: Mocktail stations
Have students spend about 10 minutes completing the tasks at each station (Copymaster 1). There are seven stations in total, with each introducing an idea related to a mathematics or technology context. This will provide an important opportunity to observe students’ understandings of measurement, ratios, and food safety and preparation measures. You might use these observations to strategically organise groups of students for subsequent sessions. You could supplement or change these station tasks with others which promote similar learning, if you feel this is necessary.
Pina Banana
In this session students make a Pina Banana using the instruction card (Copymaster 2). Take a picture of each student's creation and provide time for them to enjoy it whilst completing their written work.
This written work should consist of students using online grocery shopping sites to find the answers to the questions shown below. You might provide a graphic organiser for students to use to organise their work, or have students work with partner to come up with a structure.
As students work, roam and observe their use of measurement tools (e.g. scales, liquid cup measures), measurement practices (e.g. do they correctly measure using the provided tools?), and their capacity for working with money and ratios. Use these observations to inform your planning for subsequent sessions.
Shirley Temple
In this session students make a Shirley Temple using the instruction card (Copymaster 3). Take a picture of each student's creation and provide time for them to enjoy it whilst discussing and writing the answers to the focus questions below:
Use the examples of the work from the previous session to collaboratively come up with a generalised format for recording costs.
As students work, roam and observe their use of measurement tools (e.g. scales, liquid cup measures), measurement practices (e.g. do they correctly measure using the provided tools?), and their capacity for working with money. Use these observations to inform your planning for subsequent sessions.
Pink Panther
In this session students make a Pink Panther using the instruction card (Copymaster 4). Take a picture of each student's creation and provide time for them to enjoy it whilst completing their written work.
In their books they answer the following focus questions:
The focus of this session is on using ratios and consolidating the ideas around cost developed so far. Support students to express each of the previously-introduced recipes for mocktails using ratios for the liquid ingredients. The process for this is described below:
In these sessions students plan to make their own mocktail using the booklet (Copymaster 5) and guide (Copymaster 6) provided. The research and design is likely to take two sessions. During this time, groups work with the teacher to measure the capacity of each of the glass types: highball, lowball, cocktail, flute. This is important as the volume in the recipe needs to match the volume of the glass used. The process for this is described below:
Look for students to identify how full a glass should be, that 1ml = 1g for water, and that this is a good estimate for other liquids. Students can also be challenged to think about the approximate nature of the measurement, for example whether there is exactly 183 g or ml if that is what the scales say.
In this session students practise making their mocktail and start costing it out. The main focus is on trialing the mocktail, which is likely to take longer than the mocktail skill building sessions. During this activity students should also precisely weigh the solid ingredients, meaning, if their recipe uses ¼ cup of blueberries, they should record the weight in grams (g). This measurement of weight is important if students are to be able to adjust their recipes with accuracy (e.g. if there are a little too many or too few blueberries in the 1st trial).
In this session, students practice making their mocktail again - with a greater focus on the speed with which they can make the drink, and on their finalised volume and weight measures for ingredients.
As well as making their mocktails, students should also complete a draft recipe card, including the costing and optimisation of the ingredients (Copymaster 7). There is an example provided showing what this might look like (Copymaster 8). Collate these recipes into a recipe book. This is to be provided to students in the final session.
Have students make their mocktails and present them to photos and tasting by guests. Available teachers/guests can be invited to come and taste and judge the mocktails in a positive and celebratory way. The students will love seeing the guests’ reactions and enjoyment of their creations. Each guest judge has their own straw to use in the drinks and rates each one they tasted using a scale of 1 to 5 for flavour, texture and presentation. Share the recipe book, celebrate all drinks created, and name a winner. You might also decide on awarding other special prizes (e.g. most creative, most sustainable use of ingredients, best presentation, students' choice).
Dear families and whānau
Recently we have been exploring measurement in the context of making mocktails. Ask your child to help you estimate, measure, and compare the weight and capacity of the ingredients used in your dinner one night. They could record this information in a table.
Printed from https://nzmaths.co.nz/resource/mocktails at 9:40am on the 27th April 2024