for Chocolate Day
The students will identify the
equator and areas on a map where cacao trees are grown.
the map or the globe and identify the equator.
Point to the equator and explain that it is an
imaginary line which divides the earth into two
hemispheres, northern and southern.
information from the aforementioned web site which
states that cacao trees only grow within close
proximity to the equator. Discuss weather conditions
near the equator and how they are prime for growing
chocolate. Where is the students' home town
in relationship to the equator? Do they live in
the Northern Hemisphere or the Southern Hemisphere?
out the clay. Have the students form a ball with
the clay. Discuss that this ball will represent
the students "draw" a line around the middle
of their ball using a pencil tip or toothpick.
This line will represent the equator. Discuss
which part of the ball represents the northern
hemisphere and which represents the southern
out the Where is Chocolate Grown Worksheet and have
the students complete the sheet individually, or as a
a lesson on the history of chocolate, using the Field
Museum web site for information.
beans were used as a form of money in the Aztec
Empire. Set up a system for the Chocolate Day in
which students are given a certain number of beans
(substitute any kind of bean to represent a cacao
bean.) The students will then need to use their
beans to purchase goods and services. For
example, a piece of paper may cost 2 beans, while the privilege
of going to recess may cost 5.
Cocoa Ice by Diana Appelbaum. Have a
lesson on trading and how it affected what people
ate. The cocoa ice trade between Maine and Santo
Domingo made it possible for children to eat cocoa
ice. Before the trading, people in Maine did not
have cocoa beans and people in Santo Domingo did not