THEMATIC PATHWAY
The science behind the sweets. Experiments first, then eat!
Goals:
Enhance in pupils the differences between the solid and liquid
Shaping the comprehension of processes behind the transformation of liquid into solid;
Enhance the pupils’ knowledge about the sweetie’s proprieties (e.g., sugar).
Enhance the pupils’ awareness of how sweets are colored.
Develop pupil’s knowledge about the process of rising.
Develop pupil’s knowledge about bake functioning
To promote healthy inclination regarding sweets.
Intended Learning Outcomes
The child will be able to:
- Participate in experiments under the teacher’s supervision
- Explain the concepts of liquid/solid and differentiate between freezing, melting, solidifying
- Understand the bake functioning
- Learn to use the bake under the teacher’s supervision
- Recognize the colorants
- Recognize the process of colorizing foods
- Develop a healthy inclination toward sweets.
- Design his/ her own experiments related to the topic (using materials provided by a teacher)
- Reflect on his/her own learning results.
The structure of the learning pathway
Stage I
Recognize the differences between solid and liquid, understand the liquid-solid transformation, understand the reversible food transformation.
Stage II
Understand how the bake works and how the sweets change inside the bake.
Stage III
Investigate the process of colorizing food – understand the differences between the natural colorant and the artificial one.
Stage IV
Promote a healthy inclination about sweets, preferring homemade ingredients and sweets.
Assessment
Initial
Building a mind-map – (What do I know about? What I would like to learn about…?)
Activating the prior knowledge of children
Ongoing – described in every resource
Final assessment
A. Reflection with the mind map prepared at the beginning (What have we learned? What was the most intriguing? What else would we like to know about sweets?).
B. Voting for the most interesting experiment (children can put the sticker under the photo presenting their favorite experiment)
C. Self-evaluation of one’s own learning process.
D. Teacher’s evaluation: see the scale below
| He/she can regonize the liquids and the solids | 1 | 2 | 3 | 4 |
| He/she can explain the changes in substances | 1 | 2 | 3 | 4 |
| He/She can use the bake (under supervision) | 1 | 2 | 3 | 4 |
| He/She can recognize the colouring foods | 1 | 2 | 3 | 4 |
| He/She can use the colouring foods | 1 | 2 | 3 | 4 |
| He/She develop a healthy attitude about sweets | 1 | 2 | 3 | 4 |
1 – Not at all
2
3
4 – At all
Save PDF
