Who Invented the Snickers Candy Bar

Roald Dahl Author Study This unit designed for grade 3-4 children incorporates literature studies for Charlie and the Chocolate Factory its sequel Charlie and the Great Glass Elevator, Witches, Danny the Champion of the World and Matilda integrated with a science unit on magnets and a maths unit on probability. Some of the activities in this unit have been completed over the last 10 years most of which were developed prior to the implementation n of the Revised Blooms taxonomy curriculum delivery model at Glen Park P.S.(Some acknowledgements are impossible because the original source is lost) As other books are read in the future (James and the Giant Peach, The BFG for example) this unit can be expanded. This unit can take 4-5 weeks depending on how many additional Roald Dahl books you want to include. A SOSE unit on Chocolate (Internet resource information is included) and Inventors / famous inventions could be integrated into this unit. Integrated Literature / Science / SOSE /Mathematics Unit By T. Shaw (August 2005) Chocolate A Teacher’s resource Guide All the information in this resource guide was found on the Internet. Acknowledgements were provided where possible. The web sites listed for further exploration by teachers and children were viewed and considered by me as acceptable for children to access on 03/08/05. With all Internet sites, which children will be accessing it is prudent for teachers to carefully filter them first. T. Shaw (August 2005) The History of Chocolate Timeline 600 The Maya Indians moved from their home in Guatemala to the Yucatán Peninsula in Mexico. They brought with them cacao from the rain forest. In Guatemala the Maya established large plantations to grow cacao. The people in Central America began using the cacao beans as money. Drawings have been found showing pictures where 10 beans could buy a rabbit or 100 beans could buy a slave. In one Mexican drawing a basket of 8000 beans was used to show the number 8000. The beans were also used to make a bitter drink. This drink was used to treat coughs and fever. The Aztec's began to rule Mexico. The Aztecs demanded payment in the form of taxes from the Aztecs with cacao beans. The Aztecs used the cocao bean for a drink. They added flowers, vanilla, and honey to their drink. Christopher Columbus was given his first drink of xocoatl (chocolate) on his fourth voyage to America. Although he did not like the drink he took some of the cacao beans back to his homeland as an unusual item to show the people at home. Hernán Cortéz was a young Spaniard who went to Cuba to find his fortune. He heard stories of gold in Mexico and South America. In 1519 Cortéz left Cuba to find this gold. With 300 Aztecs to every one of Cortéz's men the Spanish fought. After 3 battles the Indians gave up. They could not compete against the guns and horses. The Spaniards also wore metal armor. More than this the Indians were afraid of the "god-like" warriors. On November 8, 1519 Cortéz reached Mexico City and was received by Montezuma, the Aztec emperor. Cortéz captured Montezuma and began to rule the empire through him. The Spaniards made the Aztecs work in the mines looking for gold and silver. This gold and silver was shipped back to Spain. Cortéz also recognized the value of the cacao bean to the Aztecs. He established a cacao plantation in the name of Spain. Hernán Cortéz returned to Spain with some cacao beans. They were hidden in Spanish monasteries. The formula for making the chocolate drink was kept a secret. Only the very rich could afford to buy the drink. The first commercially grown shipment of cacao beans grown in South and Central America was taken to Spain. Anne of Austria, a Spanish princess, marries Louis XIII of France and takes the Spanish custom of chocolate drinking to France. The first chocolate house is opened in England by a Frenchman. At this time chocolate cost 6 to 8 shillings per pound. Only the rich could afford to buy chocolate at the chocolate house. Maria Theresa of Austria marries Louis XIV of France. She shares her love of chocolate with the people of France. For the first time people outside the royal court enjoy chocolate drinking. 1000 1200 1502 1519 1528 1585 1615 1657 1660 1663 1674 1711 1720 Pralines are created by a cook in Genensburg, Germany. A London coffeehouse sells the first solid chocolate in a stick form. Charles VI moves from Madrid, Spain to Vienna. He takes chocolate with him. The Italians begin serving chocolate in Florence and Venice. Monsieur Dubuisson, a French inventor, creates a table for grinding chocolate. This lets the workers stand up while grinding the cacao bean. The table is heated from underneath by charcoal. This makes the production much easier. The Baker Chocolate Company is established in Dorchester, Massachusetts by James Baker and John Hannon. This was the first time chocolate was made in the United States. The first chocolate made by machine is produced in Barcelona, Spain. Dr. James Baker calls his products "Baker's Chocolate". J. S. Fry & Sons uses steam power to grind the cacao beans for the first time in England. Francois-Louis Cailler returns from Italy where he studied chocolatemaking. He established the first Swiss chocolate factory in Corsier. John Cadbury, a Quaker who tried to convince people that drinking chocolate was much healthier than alcohol, opens a tea and coffee shop in Birmingham, England. Coenraad Van Houten, a Dutch chocolate maker, invents a hydraulic press that is used to make cacao powder. Francois-Louis Cailler opens a large plant in Corsier, Switzerland. Cailler opens a second chocolate factory in Vevey, Switzerland. Twenty years later this factory is sold to Julien and Daniel Peter who invent milk chocolate. The first manufacturer of chocolate in England creates the first chocolate bars. Their shop is called J. S. Fry & Sons. Not many people liked this because of its bitter taste. John Cadbury joins with his brother Benjamin to form the Cadbury Brothers of Birmingham. A year later the business goes to John's sons, Richard and George. Richard Cadbury creates the heart-shaped candy box for Valentine's Day. The Baker's Chocolate Company obtains the rights to use the painting La Belle Chocolatiere, by the Swiss artist Jean-étienne Liotard. The painting shows the wife of Prince Dietrichstein as a maid serving chocolate. This 1732 1764 1780 1780 1795 1819 1822 1828 1832 1840 1847 1860 1861 1862 was how she was dressed when the prince first met her. Baker's Chocolate Company will use this same painting as their company trademark. This is one of the oldest product trademarks in the United States. 1864 1872 1875 Jean Tobler begins production of handmade confections in Bern, Switzerland. Baker's Chocolate Company begins to use the chocolate girl painting as the company trademark. Daniel Peter figures out how to combine milk and cocoa power to create milk chocolate. Rodolphe Lindt invents the conch. This is a machine that stirs liquid chocolate to break down any remaining clumps. This machines makes the chocolate smooth for the first time. Lindt calls this chocolate fondant and labels his candy bars Lindt Surfin. Henri Nestlé dies in Montreux, Switzerland. He was the founder of the Nestlé Company. Milton Hershey goes to the World's Colombian Exposition in Chicago. He watches a demonstration of German-made chocolate equipment. He likes the this so much that he buys it immediately. He ships the equipment to his Carmel factory in Lancaster, Pennsylvania. Milton Hershey creates his first candy bar. He also makes baking chocolate, cocoa, and chocolate coatings for caramels. Otto J. Scholenleber starts the Ambrosia Chocolate Company in Milwaukee, Wisconsin. Later he switches to making bulk chocolate for large companies such as Hostess, Pillsbury, and Nabisco. Leo Hirschfield makes the first Tootsie Roll. He names it after his daughter. People in England ate a record 36 million pounds of chocolate. Europeans ate 100 millions pounds and the people from the United States ate 26 million pounds of chocolate. Rodolphe Lindt sold his secret formula for making fondant chocolate to David Sprüngli for 1.5 million Swiss francs. He forms a new partnership and the company becomes Lindt & Sprüngli. Jean Tobler begins a chocolate company in Bern. 1879 1890 1893 1894 1894 1896 1897 1899 1899 Milton S. Hershey introduces the Milk Chocolate Bar. He also begins the production of Sweethearts. These are vanilla sweet chocolate candy with a heart imprinted on the base. They will be discontinued in 1931. 1900 1903 Milton Hershey builds a chocolate factory and a town for his workers near Harrisburg, Pennsylvania. The Cadbury Company develops a dairy milk chocolate. 1904 1906 The town of Derry Church, Pennsylvania changes its name to Hershey to honor Milton S. Hershey. On July 1, 1907 the first Hershey Kisses are made. 1907 1908 Theodore Tobler develops the unique triangular nougat filled chocolate candy bar called Toblerone. 1908 `The Hershey Chocolate Company makes the first milk chocolate bar with almonds. The Hershey Chocolate Company states making Silvertops. This is a version of the Hershey's Kisses that are sold individually. They are discontinued in 1931. Frank and Ethel Mars build a candy company in Tacoma, Washington. Later it become the Mars, Inc. Jean Neuhaus, Jr. invents the first chocolate covered praline. He fills the empty chocolate shell with pralines invented by his father. The Whitman Company produces the boxed assortments called Whitman's Samplers. This is the first company to have a drawing of where the different chocolates are located in the box. 1909 1911 1912 1912 L. S. Heath & Sons, Inc. makes the first Heath Bar in Robinson, Illinois. 1914 1919 1921 The Fry family merges with the Cadbury Brothers. The Hershey Food Corporation begins to wrap the Kisses by machine and add the flag to the wrapping. The Mounds candy bar is invented by Peter Paul Halijian. He sells it under the name Peter Paul Mounds. 1921 H. B. Reese makes the first Reese's peanut butter cup using Hershey's milk chocolate. 1922 Frank Mars creates the first Milky Way candy bar. This candy has a nougat center. 1923 1923 Hershey Foods Corporation registers the name Hershey's Kisses as a trademark. The Hershey Chocolate Company makes the first Mr. Goodbar. 1925 1927 1927 Baker's Chocolate Company is bought by General Foods Corporation. They move the company to Delaware. The Hershey Chocolate Company is renamed Hershey Chocolate Corporation. L. S. Heath & Sons, Inc. develops the toffee candy bar called the Heath Bar. This candy bar can be bought on the home-delivered dairy order form. Frank Mars opens the Chicago candy plant. Peter, Cailler, and Kohler merge with Nestlé ending 30 years of rivalry between the two companies. 1928 1929 1929 Frank Mars makes the first Snickers candy bar. 1930 1938 1939 1939 The Hershey Chocolate Corporation makes the Krackel bar. Blommer Chocolate Company begins manufacturing in Chicago, Illinois. It will become the largest commercial chocolate manufacturer in the United States. Hershey makes the Hershey's Miniatures chocolate bars. Forrest Mars returns to the United States from England. He goes into business with Bruce Murrie, who is the one of the president of the Hershey Chocolate Company. They call their new company M & M Ltd. Together they make the first M & M's. 1941 Peter Paul makes the first Almond Joy. 1947 1950 1962 1963 1966 1969 1970 1970 1973 1973 1973 Sam Altshuler starts the Annabelle Candy Company, Inc. He names his company for his daughter and makes the first Rocky Road candy bar. Hershey's Kisses are wrapped in colors other than silver for the first time. Hershey Chocolate Company buy H. B. Reese Candy Company, Inc. for $23.5 million. The Campbell Soup Company buys the Godiva Chocolatier, Inc. of Belgium. The Cadbury chocolate business merges with the Schweppes soft drinks to form Cadbury Schweppes. The Tobler company merges with the Suchard to become the largest chocolate company. Because the Reese's Peanut Butter Cups are so popular the company has to double its size. The Cadbury Company opens Chocolate World theme park in Bournville, England. The Hershey Foods Corporation opens its theme park, Hershey's Chocolate World. Hershey Foods begins putting nutritional information on their labels. 1976 1977 1980 1988 1988 Hershey Chocolate Company adds chopped peanuts to the Reese's Peanut Butter Cups to make Reese's Crunchy. Hershey Foods makes the first Golden Almond chocolate bar. An employee of the Schare-Tobler tries to sell secret chocolate recipes to Saudi Arabia, China, and Russia. Luckily he was unsuccessful. Nestlé buys the British chocolate and candy manufactures Rowntree. This makes Nestlé the world's largest chocolate manufacturer. Hershey Chocolate Company is renamed Hershey Chocolate U.S.A. The company buys Peter Paul. Hershey Chocolate U.S.A. makes the Symphony milk chocolate bar with almonds and toffee chips. 1989 1990 1991 1993 Hershey sends 144,000 of their heat-resistant candy bars to soldiers in the Gulf War, Desert Storm. The recipe for Reese's Peanut Butter Cup is changed to add three times the amount of peanuts. The first Hershey's Hugs and mini Hershey's Kisses wrapped in white chocolate are sold. From: http://www.mce.k12tn.net/chocolate/history/history_of_chocolate1.htm Chocolate Innovators The History of Milton S. Hershey The History of Chocolate! Hershey's Foods Corporation How Chocolate is created The cacao tree (Theobroma cacao) is a native of Central and South America. Today, it is cultivated around the equator, and can be found in the Caribbean, Africa, SouthEast Asia, and even in the South Pacific Islands of Samoa and New Guinea. There are three main varieties of cacao trees. The most common is Forastero, which accounts for nearly 90% of the world's production of cacao beans. Rarest and most prized are the beans of the Criollo variety. Their aroma and delicacy make them sought after by the world's best chocolate makers. Finally, there is the Trinitario variety of cacao, which is a cross between Criollo and Forastero. The spread of the cacao tree started during the age of Colonialism, as did the spread of cacao beans, and of chocolate itself. Christopher Columbus was the first European to come in contact with cacao. On August 15, 1502, on his fourth and last voyage to the Americas, Columbus and his crew encountered a large dugout canoe near an island off the coast of what is now Honduras. The canoe was the largest native vessel the Spaniards had seen. It was "as long as a galley," and was filled with local goods for trade -- including cacao beans. Columbus had his crew seize the vessel and its goods, and retained its skipper as his guide. Later, Columbus' son Ferdinand wrote about the encounter. He was struck by how much value the Native Americans placed on cacao beans, saying: "They seemed to hold these almonds [referring to the cacao beans] at a great price; for when they were brought on board ship together with their goods, I observed that when any of these almonds fell, they all stooped to pick it up, as if an eye had fallen." What Ferdinand and the other members of Columbus' crew didn't know at the time was that cocoa beans were the local Nineteenth century engraving of the cacao currency. In fact, in some parts of Central America, cacao beans were used as currency as recently as the last century. fruit. While it is likely that Columbus brought the cacao beans he seized back to Europe, their potential value was initially overlooked by the Spanish King and his court. Twenty years later, however, Spanish conquistador Hernando Cortez is said to have brought back three chests full of cacao beans. This time the beans were recognized as one treasure among the many stolen from the conquered Aztecs. By the beginning of the sixteenth century, the Aztecs had an advanced and powerful civilization located in what is now central Mexico. Many people believe that the Aztecs first developed chocolate. However, chocolate goes back much farther. The ancient Maya, who inhabited what is now parts of southern Mexico and Central America, certainly consumed chocolate. In fact, the word "cacao" is Mayan: as early as 500 A.D., the Mayans were writing about cacao on their pottery. Some think chocolate may be even older, dating back to the Olmec civilization that preceded the Maya. The chocolate of these Mesoamerican civilizations was consumed as a bitter-tasting drink made of ground cacao beans mixed with a variety of local ingredients. Woodcut of a "metate," used with an element An officer serving with Cortez much like a rolling pin to grind cacao beans observed Motecuhzoma, the ruler into paste for making chocolate drinks. of the Aztecs, drinking fifty flagons of chocolate a day. The frothy beverage, which was sometimes made with water, and sometimes with wine, could be seasoned with vanilla, pimiento, and chili pepper. It was thought to cure diarrhea and dysentery, and was believed to be an aphrodisiac. Cortez is said to have tried the beverage, but found it too bitter. He did, however, write to King Carlos I of Spain, calling "xocoatl" a "drink that builds up resistance and fights fatigue." For many Europeans, drinking chocolate (especially before it was sweetened) was an acquired taste. Spanish missionary Jose de Acosta, who lived in Peru in the late 1500s, described it this way: "Loathsome to such as are not acquainted with it, having a scum or froth that is very unpleasant to taste. Yet it is a drink very much esteemed among the Indians, where with they feast noble men who pass through their country. The Spaniards, both men and women that are accustomed to the country are very greedy of this Chocolaté. They say they make diverse sorts of it, some hot, some cold, and some temperate, and put therein much of that 'chili'; yea, they make paste thereof, the which they say is good for the stomach and against the catarrh." Soon chocolate would make its way across the Atlantic -- first to Spain, and then to the rest of Europe. The first official shipment was made in 1585 from Veracruz to Seville. What's in a Name? There is some confusion about the derivation of the word "chocolate." The Merriam Webster Dictionary, and many other sources, state that it comes from the Aztec, or more accurately Nahuatl (the language of the Aztecs), word chocolatl. Michael Coe, Professor of Anthropology at Yale, and author of The True History of Chocolate, presents a different view. He argues that the word chocolatl appears in "no truly early source on the Nahuatl language or on Aztec culture." He cites the distinguished Mexican philologist Ignacio Davila Garibi who proposed the idea that the "Spaniards had coined the word by taking the Maya word chocol and then replacing the Maya term for water, haa, with the Aztec one, atl." One other possibility is that chocolate is derived from the Maya verb chokola'j, which means, "to drink chocolate together." When the Spanish first brought chocolate back to Europe, it was still being served as a beverage, but soon went through an important evolution: the chili pepper was replaced by sugar. The new, sweetened, chocolate beverage was a luxury few could afford, but by the 17th century the drink was common among European nobility. In England, which was somewhat more egalitarian than the rest of Europe, chocolate was more widely available. Those who could afford it could enjoy chocolate drinks in the new coffee and chocolate houses of London. As other countries challenged Spain's monopoly on cacao, chocolate became more widely available. Soon the French, English, and Dutch were cultivating cacao in their colonies in the Caribbean, and later, elsewhere in the world. With more production came lower prices, and soon the masses in Europe and the Americas were enjoying chocolate. For many people, however, the expanded production of cacao in the New World (along with that of other agricultural products) meant slavery and privation. Cacao production relied heavily on the forced labour of Native Americans and imported African slaves. As cacao became more commonly available, people began experimenting with new ways of using it. Chocolate began to appear in cakes, pastries, and sorbets. But it wasn't until 1828 that the "modern era" of chocolate making and production began. In 1828, Dutch chocolate maker Conrad J. van Houten patented an inexpensive method for pressing the fat from roasted cacao beans. The center of the bean, known as the "nib," contains an average of 54 percent cocoa butter, which is a natural fat. Van Houten's machine -- a hydraulic press -- reduced the cocoa butter content by nearly half. This created a "cake" that could be pulverized into a fine powder known as "cocoa." Van Houten treated the powder with alkaline salts (potassium or sodium carbonates) so that the powder would mix more easily with water. Today, this process is known as "Dutching." The final product, Dutch chocolate, has a dark color and a mild taste. The introduction of cocoa powder not only made creating chocolate drinks much easier, but also made it possible to combine chocolate with sugar and then remix it with cocoa butter to create a solid. Others began to build on Van Houten's success, experimenting to make new chocolate products. In 1849, English chocolate maker Joseph Storrs Fry produced what was arguably the world's first eating chocolate. Today, the Swiss are famous for their chocolate, and rightly so. In the late 19th century, they developed a number of processes that contributed greatly to creating the solid chocolate candy that we all enjoy today. Two major developments occurred in 1879. First, Daniel Peter, a Swiss chocolate manufacturer, had the idea of using powdered milk (invented by Swiss Chemist Henri Nestle in 1867) to make a new kind of chocolate, milk chocolate. Second, Rudolphe Lindt invented a process called "conching," which greatly improved the quality of chocolate candy by making it more blendable. The Chocolate Plant Family: Sterculiaceae Genus: Theobroma Species: cacao Common Names: Chocolate, cacao, criollo, cacaoyer, kakao Parts Used: Fruit, Seed, Leaves, Bark PLANT DESCRIPTION Documented Antiseptic, diuretic, emmenagogueue, parasiticide, Properties vulnerary & Actions: Acetic-acid, aesculetin, alanine, alkaloids, alphasitosterol, alpha-theosterol, amyl-acetate, amyl-alcohol, amyl-butyrate, amylase, apigenin-7-o-glucoside, arabinose, arachidic-acid, arginine, ascorbic-acid, ascorbic-acid-oxidase, aspariginase, beta-carotene, betasitosterol, beta-theosterol, biotin, caffeic-acid, caffeine, calcium, campesterol, catalase, catechins, catechol, cellulase, cellulose, chlorogenic-acid, chrysoeriol-7-oglucoside, citric-acid, coumarin, cyanidin, cyanidin-3- Plant Chemicals Include: beta-l-arabinoside, cyanidin-3-galactoside, cyanidinglycoside, cycloartanol, d-galactose, decarboxylase, dextrinase, diacetyl, dopamine, epigallocatechin, ergosterol, ferulic-acid, formic-acid, fructose, furfurol, galacturonic-acid, gallocatechin, gentisic-acid, glucose, glutamic-acid, glycerin, glycerophosphatase, glycine, glycolic-acid, glycosidase, haematin, histidine, i-butyricacid, idaein, invertase, isobutylacetate, isoleucine, isopropyl-acetate, isovitexin, kaempferol, l-epicatechin, leucine, leucocyanidins, linalool, linoleic-acid, lipase, luteolin, luteolin-7-o-glucoside, lysine, lysophosphatidylcholine, maleic-acid, mannan, manninotriose, mannose, melibiose, mesoinositol, methylheptenone, n-butylacetate, n-nonacosane, niacin, nicotinamide, nicotinic- acid, nitrogen, nonanoic-acid, o-hydroxyphenylacetic-acid, octoic-acid, oleic- acid, oleo-dipalmatin, oleopalmitostearin, oxalic-acid, p-anisic-acid, pcoumaric-acid, p-coumarylquinic-acid, phydroxybenzoic-acid, p-hydroxyphenylacetic-acid, palmitic-acid, palmitodiolen, pantothenic-acid, pectin, pentose, peroxidase, phenylacetic-acid, phenylalanine, phlobaphene, phosphatidyl-choline, phosphatidylethanolamine, phosphatidyl-inositol, phospholipids, phosphorus, phytase, planteose, polygalacturonate, polyphenol-oxidase, polyphenols, proline, propionic-acid, propyl-acetate, protocatechuic-acid, purine, pyridoxine, quercetin, quercetin-3-o-galactoside, quercetin-3-oglucoside, quercitrin, raffinase, raffinose, reductase, rhamnose, riboflavin, rutin, rutoside, saccharose, salsolinol, serine, sinapic-acid, stachyose, stearic-acid, stearodiolein, stigmasterol, sucrose, syringic-acid, tannins, tartaric-acid, theobromine, theophylline, thiamin, threonine, trigonelline, tyramine, tyrosine, valerianic-acid, valine, vanillic-acid, verbascose, verbascotetrose, vitexin From the King's American Dispensatory's Monograph on Chocolate: "Botanical Source.—The genuine cacao tree is a small and handsome evergreen tree, growing in South America and the West Indies, from 12 to 25 feet high, and branching at the top; when cultivated it is not allowed to grow so high. The stem is erect, straight, 4 to 6 feet high; the wood light and white; the bark thin, somewhat smooth, and brownish. The seeds are numerous, compressed, 1 inch long, reddishbrown externally, dark-brown internally, and imbedded in a whitish, sweetish, buttery pulp. Source, History, and Preparation.—This tree was extensively cultivated in Mexico, Central and South America for many years, indeed long before the discovery of America, and at one time formed the currency of the natives, who made an immense consumption of it in various ways. At present it is chiefly cultivated in Brazil, Costa Rica, Guayaquil, Ecuador, Venezuela, Peru, Guatemala, the. island of Trinidad, and most of the other West India Islands; also in Africa, Ceylon, Samoa, and other parts of the globe. The cocoa or chocolate nuts of commerce are the seed taken from the fruit and deprived of a slimy covering. There are many varieties of this seed brought into the market, named, according to the place from which they have been imported, e. g., Puerto Cabello, Cauca, Maracaibo, Caracas, Surinam, Java, Domingo, Bahia, etc. Cacao seeds are prepared for commerce either by simple drying, in which case they retain their bitterness and astringency; or they are cured by a sweating process by which their bitter and astringent properties are much modified, and the color of the seed changed. The seeds are placed into closed boxes for a certain length of time, or buried in the ground for a few days; the best process is to allow the seeds to lie for a week in heaps covered with green leaves, such as plantain leaves, etc., after which time they are dried. Also see directions given by W. Cradwick, of Jamaica, for curing cacao seeds on a domestic scale, in Amer. Jour. Pharm., 1895, p. 530. Chemical Composition.—Cacao seeds contain fat (40 to 50 per cent) (oil of cacao, cacao butter; see Oleum Theobromatis), the base theobromine (C7H8N4O2), small quantities of caffeine (theine), starch (from 1.3 to 7.5 per cent, Ridenour, Amer. Jour. Pharm., 1895, p. 209), a red coloring matter (cacao-red), albuminous matter (6 to 18 per cent), and ash (2 to 4 per cent), etc. In 18 commercial specimens of cacao, A. Eminger (Forschungsberichte über Lebensmittel, 1896, p. 275; also see Amer. Jour. Pharm., 1897, p. 113) found theobromine to vary from 0.88 to 2.34 per cent, caffeine from 0.05 to 0.36 per cent. According to E. Knebel (1892), the presence of cacao-red is due to the decomposition of a glucosid under the influence of a diastatic ferment, resulting in dextrose, cacao-red. theobromine. and caffeine (compare Kola). Action, Medical Uses, and Dosage.—CHOCOLATE, when scraped into a coarse powder, and boiled in milk, or milk and water, is much used as an occasional substitute for coffee, and for a drink at meals. It is a very useful nutritive article of diet for invalids, persons convalescing from acute diseases, and others with whom its oily constituent does not disagree, as is apt to be the case with dyspeptics. BUTTER OF CACAO is a bland article, rather agreeable to the taste, and highly nutritious; it has been used as a substitute for, or an alternate with, cod-liver oil, and as an article of diet during the last days of pregnancy. It has also been employed in the formation of suppositories and pessaries, for rectal, vaginal, and other difficulties (see Suppositories). It likewise enters into preparations for rough or chafed skin, chapped lips, sore nipples, various cosmetics, pomatums, and fancy soaps; and has also been used for coating pills. Theobromine when absorbed acts powerfully as a diuretic, and has a stimulant or exciting action which is not possessed by chocolate itself. It is, however, quite difficult of absorption, and is without effect upon the heart and circulation. It enters into the compound known as Diuretin, which, in certain conditions, is an active diuretic." ETHNOBOTANY: WORLDWIDE USES Dominican Republic Elsewhere Ghana Haiti Japan La Mexico Panama Venezuela Diuretic, Kidney Antiseptic, Burn, Emmenagogueue, Eye, Liqueur, Parturition, Wound Cough, Dentifrice Burn, Dry-Lip , Rheumatism Suppository-Base Coffee, Liqueur Bite(Snake), Wound Antiseptic, Eye, Listlessness, Parasiticide, Pregnancy Alopecia, Pilatory From: http://rain-tree.com/chocolate.htm Chocolate Quotes Man cannot live by chocolate alone - but woman can! Life is uncertain - eat dessert first! I'd give up chocolate, but I'm no quitter.... There is nothing better than a good friend - except a good friend with chocolate. A balanced diet consists of items from the five major food groups: dairy, grains, meats, fruits/vegetables, and chocolate. Coffee.... Chocolate.... Men.... Some things are just better when they're rich! Nothing chocolate... nothing gained. Anything tastes better dipped in chocolate. Nobody knows the truffles I've seen! Chocolate: Here today .... Gone today! I'll eat anything, as long as it's chocolate. I have this theory that chocolate slows down the aging process.... It may not be true, but do I dare take the chance? Just give me the chocolate and no one gets hurt! Ten excuses for eating chocolate: 1. I love it. 2. I love it. 3. I love it. 4. I love it. 5. I love it. 6. I love it. 7. I love it. 8. I love it. 9. I love it. 10. I love it. (On the other hand, who needs an excuse??) From: http://www.creativechocolates.com/humor.html And from: http://www.virtualchocolate.com/quotes.cfm Chocolate Wisdom Good Living is an act of intelligence, by which we choose things which have an agreeable taste rather than those which do not. Brillat-Savarin The 12-step chocoholics program: NEVER BE MORE THAN 12 STEPS AWAY FROM CHOCOLATE! Terry Moore Strength is the capacity to break a chocolate bar into four pieces with your bare hands - and then eat just one of the pieces Judith Viorst Giving chocolate to others is an intimate form of communication, a sharing of deep, dark secrets Milton Zelman, publisher of "Chocolate News" A chocolate in the mouth is worth two on the plate. If it ain't chocolate, it ain't breakfast! There's nothing better than a good friend, except a good friend with CHOCOLATE Linda Grayson, "The Pickwick Papers" "Liquidum non frangit jejunum." ([chocolate] liquids, amongst them, do not constitute a break in fasting.) Cardinal Francis Maria Brancaccio of the Vatican, 1662 Chocolate: Here today .... Gone today! Chocolate causes certain endocrine glands to secrete hormones that affect your feelings and behavior by making you happy. Therefore, it counteracts depression, in turn reducing the stress of depression. Your stress-free life helps you maintain a youthful disposition, both physically and mentally. So, eat lots of chocolate! Elaine Sherman, Book of Divine Indulgences Forget love-- I'd rather fall in chocolate!!! I never met a chocolate I didn't like. Deanna Troi in Star Trek: The Next Generation Nobody knows the truffles I've seen! Caramels are only a fad. Chocolate is a permanent thing Milton Snavely Hershey A true chocolate lover finds ways to accommodate his passion and make it work with his lifestyle. One key, not just to keeping weight down and staying guilt-free, but also to keeping taste buds sharp (essential for the professionals who evaluate new products as well as judge recipes), Is being discriminating. Julie Davis of the Los Angeles Times, 10/30/85 Seen recently on a tee shirt ~ EMERGENCY ALERT: If wearer of this shirt is found vacant, listless, or depressed, ADMINISTER CHOCOLATE IMMEDIATELY. This guy found a bottle on the ocean, and he opened it and out popped a genie, and he gave him three wishes. The guy wished for a million dollars, and poof! there was a million dollars. Then he wished for a convertible, and poof! there was a convertible. And then, he wished he could be irresistible to all women... poof! he turned into a box of chocolates. It's not that chocolates are a substitute for love. Love is a substitute for chocolate. Chocolate is, let's face it, far more reliable than a man. Miranda Ingram All I really need is love, but a little chocolate now and then doesn't hurt! Lucy Van Pelt (in Peanuts, by Charles M. Schulz) Exercise is a dirty word... Every time I hear it, I wash my mouth out with chocolate. Chocolate is good for three things. Two of 'em cannot be mentioned on public television. "Las cosas claras y el chocolate espeso." (Ideas should be clear and chocolate thick.) Spanish proverb Nuts just take up space where chocolate ought to be. I don't understand why so many "so called" chocolate lovers complain about the calories in chocolate, when all true chocoholics know that it is a vegetable. It comes from the cocoa bean, beans are veggies, 'nuff said. Chemically speaking, chocolate really is the world's perfect food. Michael Levine, nutrition researcher, as quoted in The Emperors of Chocolate: Inside the Secret World of Hershey and Mars I could give up chocolate but I'm not a quitter. Put the chocolate in the bag and nobody gets hurt. A day without chocolate is a day without sunshine. Life without chocolate is like a beach without water. I have this theory that chocolate slows down the aging process.... It may not be true, but do I dare take the chance? I am a serious chocoholic. For the serious chocoholic, chocolate is better than sex. If you believe that, you REALLY need to meet that special someone who can change your mind. If you HAVE met that special someone and still believe that, I REALLY NEED to know where you get your chocolate!!! Chocolate is the best when it melts so creamy and soft in your mouth and it slides down your throat. Don't wreck a sublime chocolate experience by feeling guilty. Chocolate isn't like premarital sex. It will not make you pregnant. And it always feels good. Lora Brody, author of Growing Up on the Chocolate Diet Life is like a box of chocolates - you never know what you're going to get. Forrest Gump in "Forrest Gump" (1994) If life is like a box of chocolates, then its time for me to buy another box, I seemed to have already devoured all the good ones! Life is like a box of chocolates, the best ones are half eaten!! In the beginning, the Lord created chocolate, and he saw that it was good. Then he separated the light from the dark, and it was better. Chocolate - The breakfast of champions! Carob is a brown powder made from the pulverized fruit of a Mediterranean evergreen. Some consider carob an adequate substitute for chocolate because it has some similar nutrients (calcium, phosphorus), and because it can, when combined with vegetable fat and sugar, be made to approximate the color and consistency of chocolate. Of course, the same arguments can as persuasively be made in favor of dirt. Sandra Boynton, author of Chocolate: the Consuming Passion Chocolate in the morning is what makes moms get through their day! If not for chocolate, there would be no need for control top pantyhose. An entire garment industry would be devasated. Put "eat chocolate" at the top of your list of things to do today. That way, at least you'll get one thing done. Chocolate flows in deep dark, sweet waves, a river to ignite my mind and alert my senses Chocolate doesn't make the world go around ... but it certainly makes the ride worthwhile! Man cannot live on chocolate alone; but woman sure can. Everything I eat should contain either garlic or chocolate, but rarely both Researchers have discovered that chocolate produced some of the same reactions in the brain as marijuana. The researchers also discovered other similarities between the two, but can't remember what they are. Matt Lauer on NBC's Today Show, August 22 Twill make Old Women Young and Fresh; Create New Motions of the Flesh. And cause them long for you know what, If they but taste of chocolate. from "A History of the Nature and Quality of Chocolate", James Wadworth (17681844) Chocolate: luscious, lumpy. load of love...... All of the evil that people have thrust upon chocolate is really more deserved by milk chocolate, which is essentially contaminated. The closer you get to a pure chocolate liquor (the chocolate essence ground from roasted cacao beans) the purer it is, the more satisfying it is, the safer it is, and the healthier it is. Arnold Ismach, "The Darker Side of Chocolate" ... the taste of chocolate is a sensual pleasure in itself, existing in the same world as sex... For myself, I can enjoy the wicked pleasure of chocolate... entirely by myself. Furtiveness makes it better. Dr. Ruth Westheimer Simply put... everyone has a price, mine is chocolate! Chocolate Internet sites of interest                     http://projects.edtech.sandi.net/brooklyn/chocolate/t-index.htm http://www.csustan.edu/advstd/edtech/4730/kara/chocolate.html http://webtech.kennesaw.edu/jcheek3/chocolate.htm http://www.fieldmuseum.org/Chocolate/education.html http://www.midgefrazel.net/sweet.html http://rain-tree.com/chocolate.htm http://www.42explore.com/choclat.htm http://web0.greatbasin.net/~BDB/chocolate.html http://www.geocities.com/NapaValley/4908/choco1.htm http://www.cadburylearningzone.co.uk/maths/index_content.htm http://www.lessonplanspage.com/ScienceMDChangeMatterChocolate57.htm http://home.flash.net/~awardco/News.htm http://www.geocities.com/ehchocoland/manu1.htm http://www.theteacherscorner.net/thematicunits/chocolate.htm http://www.greenweb.com.au/freddo/index.html http://www.abcteach.com/directory/theme_units/funkids/chocolate/ http://www.creativechocolates.com/choc_info_index.html http://www.mce.k12tn.net/reading2/chocolate_touch.htm http://www.virtualchocolate.com/ http://images.google.com.au/images?q=chocolate&hl=en&btnG=Search+Imag es (Google chocolate images) Company web sites All About Chocolate http://www.fabulousfoods.com/school/csingred/chocolate.html Butterfinger http://www.butterfinger.com/ Chocolate Trivia http://www.geocities.com/NapaValley/4908/trivia.htm Exploratorium: Exploring Chocolate http://www.exploratorium.edu/exploring/exploring_chocolate/index.html Fudgie Bear http://www.fudgiebear.com/ Ghirardelli Square http://www.ghirardellisq.com/index.html Hershey Corporation http://www.ghirardellisq.com/index.html Hershey Tour http://www.hersheys.com/tour/index.html Hershey's http://www.hersheys.com/tour/index.html KidsCandy http://www.kidscandy.org/ Kinder Surprise http://www.kindersurprise.com/ Necco Candy Factory http://www.clarkbar.com/ Nestle http://www.verybestbaking.com/splash.html Scharffen Berger Chocolate http://www.kindersurprise.com/ Toblerone Chocolate http://www.toblerone.com/ Tootsie Roll http://www.tootsie.com/index.html Web sites for kids Chocolate-ty Cool School of Learning Adventures (1998 ThinkQuest Junior Project) http://tqjunior.thinkquest.org/4317/ This website focuses on the thematic topic of chocolate to bring information, activities, ideas, and fun learning that spans several subject areas. MI + Chocolate = Fun (1998 ThinkQuest Junior Project) http://tqjunior.thinkquest.org/4376/ The site presents multiple intelligences to teachers/students in a fun way using the topic of chocolate. Learn interesting facts about chocolate and take the candy bar survey. Mrs. Tamburello's Chocolate Unit http://www.comsewogue.k12.ny.us/showcase/tamburello.htm This website was created as part of a chocolate unit and contains information for children and teachers. It also has children's chocolate projects. Swiss Chocolate (2000 ThinkQuest Internet Project) http://library.thinkquest.org/C003866/ This page about Swiss chocolate and chocolate in general includes something about the history and a recipe collection. Town Sweet Town (1999 ThinkQuest Internet Project) http://library.thinkquest.org/26751/ This project tells the story of the town and the farm 'Perugia' -- one of the most important factories in the region. Learn about the tradition of Perugia chocolate, traditional Perugian recipes, analyses of the chocolate and the origins, preparation, and production places. All About Chocolate http://www.fabulousfoods.com/school/csingred/chocolate.html Here you find a brief description of the tempering process and information on proper storage of chocolate. Baking With Chocolate from M & M's Bakery http://www.m-ms.com/bakery/ Here are recipes and baking tips from the Mars Corporation. Related Site: 2) History (M & Ms) http://www.m-ms.com/factory/history/hist.html 3) M & M's Interaction Timeline http://www.m-ms.com/factory/ Cadbury Learning Zone http://www.cadburylearningzone.co.uk/ This site contains three sections for students and teachers on the topic of math, history, and the environment. Chocolate Corner at the Shopping Place http://www.shoppingplace.com/chocolates/index.html This site also tells about the history of chocolate, has lots of chocolate facts, and explains about the types of chocolate. Flyer Chocolate Letter http://www.criollo.com/histchocnf.htm Explore this history of chocolate. Ten Things You Didn't Know About Hershey, Mars and Chocolate http://www.joelglennbrenner.com/trivia.html This site has interesting facts about chocolate and the companies that make it. Tootsie Roll Industries http://www.tootsie-roll.com/ Learn about the history of this chocolate candy or check out their kids' area for fun things to do! Very Best Baking from Nestle http://www.verybestbaking.com/ The site has recipes, baking tips, news articles, photos, and more. Other Chocolate Cooking Websites: 2) The Chocolate Room http://www.riversport.com/madcow/cooldown.htm Secrets of Really Good Chocolate Chip Cookies http://www.well.com/user/vard/cookies.html Here you find the recipe for Nestle's Toll House cookies along with a few recommended a few minor modifications and refinements. Another Recipe Sites: 2) Recipes at Godiva http://www.godiva.com/godiva/recipes/default.asp 3) Chocoholics Paradise http://homepages.skylink.net/~skaarup/fudge.html Sweet Science of Chocolate from Exploratorium http://www.exploratorium.edu/chocolate/index.html This site examines the fascinating -- and often misreported -- history of chocolate, follows the chocolate-making process, and take visitors on a visit to a chocolate factory. It also looks at the science of chocolate and the latest research into the possible health effects of its consumption. Wild World of Wonka http://www.wonka.com/ This site that is full of fun and games with Willy Wonka and the Oompa Loompas! Websites For Teachers Charlie and the Chocolate Factory http://connectingstudents.com/literacy/charlie.htm#Lesson%20Plans Explore this list of lessons, links, and activities for this popular book. Related Website: 2) Charlie and the Chocolate Factory Teacher Resources http://www.roalddahlfans.com/teachers.php 35 Chocolate Activities from Becky Settlemoir and Friend http://www.education-world.com/a_lesson/TM/WS_candi_chocolate.shtml This is a collection of activity ideas for chocolate. Lesson Plans for Chocolate http://www.lycos.alfy.com/Teachers/Teach/thematic_units/Chocolate/Chocolate_3 .asp This link-site connects to several lesson plans on chocolate Chocolate and Ice Cream Across the Curriculum http://www.yale.edu/ynhti/curriculum/units/1999/4/99.04.05.x.html This web project includes a discussion of the theme and ideas for children and teachers. Chocolate Touch Unit http://teacherfeatures.com/units/chocolate_touch_unit.htm This plan contains lots of activities centered around the book, The Chocolate Touch. Related Website: 2) Chocolate Touch http://vpsd6.vrml.k12.la.us:8000/~monah/ChocTo.htm Chocolate War Lesson http://www.wol.pace.edu/schools/wp/dcronk/ChocWar.html This lesson focuses on the controversial book, the Chocolate War by Robert Cormier. For Chocolate Lovers Only by A. Muñoz (Grades 4-5) http://www.sisd.net/schools/vds/chocolatequest.html This unit on chocolate will introduce, inform, and involve you in all there is to know about chocolate. Related Websites: 2) Chocolate Unit (middle school ) http://www.greatbasin.net/~BDB/chocolate.html 3) The Teacher's Corner http://www.theteacherscorner.net/thematicunits/chocolate.htm Mighty M & M Math http://mighty-mm-math.caffeinated.org/main.htm This lesson teaches fractions and percentages in a motivating and mouth-watering way using bags of M&M's. Related Website: 2) M&M's Line Plots and Graphing by D. Lehar (Grades 3-4) http://www.kings.k12.ca.us/math/lessons/mms.htm The chocolate making process Beans The process of turning cacao into chocolate, not surprisingly, starts with the beans. For fine chocolate, the Roasting selection and mix of beans is very All of the beans are sorted by hand before being roasted. Each variety of bean important. Companies like Scharffen is roasted separately. Berger use up to 12 different varieties of The process of making fine chocolate hasn't changed Winnowing beans from all over the world. much since the Swiss breakthroughs of the late loaded intobetter understand the Following the roasting process, the beans are 1800s. To a machine known as procedure, I decided to removes the hard outer hulls and separates the the the winnower, which see it firsthand. Just south of San Francisco is "nibs" of Scharffen Berger chocolate factory. It's the first American factory started in the the beans by size. The nibs are the basic product used for chocolate last 60 years that makes chocolate directly from the beans. It uses all European production. equipment -- most of it vintage, from before World War II. Steven Taormina was kind enough to take us on a tour and explain the chocolate-making process. Scharffen Berger Factory Tour Continued Melangéur The melangéur has granite runners which revolve on a steel or stone bed to mash the nibs into a thick paste. Sugar and vanilla are added during this process. Conching The "chocolate liquor" from the melanguer is transferred to the "conche-refiner" for further processing. Heat is introduced and this process takes several hours (some chocolate makers will conche for up to 72 hours). Conching ensures that the liquid is evenly blended. Tempering Following conching, the liquid chocolate is tempered for several hours. The tempering process involves heating the chocolate liquor and then cooling it in several stages. This process stabilizes the cocoa butter crystals so that they become more uniform in size. It also gives the chocolate a bright luster and a sharp snap when you break it. Molding and Packaging The final steps in the process are molding the chocolate, allowing it to cool and harden, and then finally packaging it. Chocolate: good or bad? Chocolate has been said to cause acne and tooth decay, and has a reputation for being a fattening, nutrition less food. On the other hand, chocolate is also known for being everything from an anti-depressant to an aphrodisiac. While there's still much we don't know about chocolate, recent research is helping us better understand how chocolate consumption affects our health. The good news is that most of the bad effects of eating chocolate are either overstated or entirely false. Eating chocolate neither causes nor aggravates acne. Two studies -one by the Pennsylvania School of Medicine and another by the U.S. Naval Academy -- showed that eating chocolate (or not eating it) did not produce any significant changes in the acne conditions of the study's participants. These results are further backed by research which shows that acne is not primarily linked to diet. Chocolate also has not been proven to cause cavities or tooth decay. In fact, there are indications that the cocoa butter in the chocolate coats the teeth and may help protect them by preventing plaque from forming. The sugar in chocolate does contribute to cavities, but no more than the sugar in any other food. Obviously, eating too much of any food may cause health problems. The cocoa butter in chocolate does contain saturated fat, which can increase blood cholesterol levels, and high cholesterol can contribute to heart disease. However, recent research at the University of California, Davis, has found that chocolate carries high levels of chemicals known as phenolics, some of which may help lower the risk of heart disease. Plants such as chocolate, coffee, tea, and others contain high levels of phenolics. Andrew Waterhouse, the lead researcher from U.C. Davis, is a wine chemist. For several years he has been studying the possible health benefits of antioxidant phenolics found in red wine. Waterhouse told us that phenolic compounds are found in all plant products, and that the plants "probably make them as protective agents and for improving their success at reproduction." The bitter, astringent taste that these plants have is an indication of the phenolics found within. So how might phenolics prevent heart disease? Apparently, phenolics prevent fat-like substances in the bloodstream from oxidizing and clogging the arteries. Said Waterhouse: "It's now believed that atherosclerosis, or the formation of plaque in the arteries, is caused by oxidation of LDL (low-density lipoproteins) -- that's one of the cholesterol particles. At first, this leads to subtle damage, and then eventually to the formation of advanced plaque." The buildup of plaque can lead to clogging of the arteries, a major cause of heart attacks. While phenolics have chemically been proven to reduce oxidation, Waterhouse cautioned that: "It's not known if the phenolic compounds, like the flavenoids that are present in chocolate, can reduce disease. It's well known that these substances are antioxidants in a chemical sense. . .but we don't have strong, large-scale, controlled human studies." More research still needs to be done, but certainly the initial research is encouraging. One of the most pleasant effects of eating chocolate is the "good feeling" that many people experience after indulging. Chocolate contains more than 300 known chemicals. Scientists have been working on isolating specific chemicals and chemical combinations which may explain some of the pleasurable effects of consuming chocolate. Caffeine is the most well known of these chemical ingredients, and while it's present in chocolate, it can only be found in small quantities. Theobromine, a weak stimulant, is also present, in slightly higher amounts. The combination of these two chemicals (and possibly others) may provide the "lift" that chocolate eaters experience. Phenylethylamine is also found in chocolate. It's related to amphetamines, which are strong stimulants. All of these stimulants increase the activity of neurotransmitters (brain chemicals) in parts of the brain that control our ability to pay attention and stay alert. While stimulants contribute to a temporary sense of well-being. There are other chemicals and other theories as to why chocolate makes us feel good. Perhaps the most controversial findings come from researchers at the Neurosciences Institute in San Diego, California. They believe that "chocolate contains pharmacologically active substances that have the same effect on the brain as marijuana, and that these chemicals may be responsible for certain drug-induced psychoses associated with chocolate craving." We talked to Emmanuelle diTomaso, who worked on the original study in San Diego (she's now a researcher at Harvard), and to Daniel Piomelli, who heads the project and continues to do research at the Neurosciences Institute. How does this work? Brain cells have a receptor for THC (tetrahydrocannabinol), which is the active ingredient in marijuana. A receptor is a structure on the surface of a cell that can lock onto certain molecules, making it possible to carry a signal through the cell wall. (diTomaso described it as a "lock-and-key" system.) "The active compound," she told me, "will lock itself to the protein on the membrane of the cell, and that triggers a reaction inside the cell." In the case of THC, that chemical reaction is what would make someone feel "high." THC, however, is not found in chocolate. Instead, another chemical, a neurotransmitter called anandamide, has been isolated in chocolate. Interestingly, anandamide is also produced naturally in the brain. Both diTomaso and Piomelli went to great lengths to explain that this finding doesn't mean that eating chocolate will get you high, but rather that there are compounds in chocolate that may be associated with the good feeling that chocolate consumption provides. Still, the research results made for great newspaper headlines. In 1996, when Piomelli's first study was published and "picked up" by the press, he received a number a phone calls and visits from representatives of the major chocolate companies. "They were worried," he said, "that they would have to put a warning from the Surgeon General on their products." Anandamide, like other neurotransmitters, is broken down quickly after it's produced. Piomelli and his team found other chemicals in chocolate which may inhibit the natural breakdown of anadamide. This means that natural anandamide (or introduced anandamide) may stick around longer, making us feel good longer, when we eat chocolate. More research needs to be done to understand the effects of chocolate on the brain, and Piomelli's group is currently working on a new study that should be published next year. In the meantime, I'm going to be doing a few experiments of my own. Now that I know more about the captivating confection, I guess I'm going to have to start sampling all the different types and brands of chocolate at my local candy store--one by one. Chocolate activities Build a Chocolate Timeline. Chocolate has been around for a long time. Explore the History of Chocolate website to learn about the history of chocolate, then create a timeline showing the important dates in Chocolate history. How does chocolate related to important world events? Create a Candy Game. Try a chocolate game at Hershey's Candy Bar Factory. Read the Candy Trivia page and create a candy game. Find Chocolate Facts. Read Chocolate Facts and Fallacies. Besides those in this article, there are many other myths and misconceptions about chocolate. Choose one of the following issues and create a poster about the facts. Find out about chocolate and acne, antioxidants, caffeine, cravings, tooth decay, nutrients, weight control, or cocoa butter. Create a Quote. Read the Virtual Chocolate Quotes. Choose a quote and write a short story about it. Or, create your own quote about chocolate. Do Some Chocolate Geography. Read Story of Chocolate and Cacao to learn about how beans become chocolate. Draw a world map showing the locations where chocolate is grown. Where is most chocolate processed and consumed? Write a story about a piece of chocolate. Track the bean from the cacao tree to the dinner table. Create a Cross Section. Play the Name that Candybar game. Explore the candy bar Cross Section page. Can you identify the parts of the candy bar? Draw your own cross section. Submit it to the cross section website. Become a Chocolate Tester. Create an experiment to determine the "best" chocolate. Are more expensive chocolates better? What about particular brands? Hold a chocolate tasting event. Create charts and graphs to show your results. Diagram a Chocolate Factory. Visit several of the commercial chocolate sites like Hershey, Mars, and Ghirardelli. See if their website has a factory tour. Go to the Virtual Tour of Chocolate Land page for more ideas. Then, draw a diagram that shows the processing needed to make chocolate products. As an alternate activity, you might want to create a whimsical factory for chocolate - - you might get some ideas from the Wild World of Wonka. Read a Chocolate Themed Book. Read Charlie and the Chocolate Factory, The Chocolate War, The Chocolate Touch, or Chocolate Fever. What's the role of chocolate in the book? Write your own chocolate book. Learn about Chocolate in Math. Try Cadbury Maths in the Factory website to find out how math is used in making chocolate. Try or invent an M&M project. Invent a Chocolate Statue. Check out the chocolate car. If you could make something out of chocolate, what would you choose? Why? Create a Bulletin Board Chocolate Tree. Create a chocolate tree using candy wrappers. Compare the nutritional information on the wrappers. Which have the most and least calories? Why? Organize the wrappers to reflect their nutritional qualities. Share a Chocolate Recipe. Explore chocolate recipes online. Ask your family about favorite chocolate recipes. Share your favorite recipe with a pen pal at another school. If you were going to make chocolate for your entire school, how much would you need? How would you make it? Do the math and write a plan. Read and Write a Candy Story. Read The Three Musketeers. Can you find all the candy bars in the story? Write your own candy story. Read about the Chocolate Shortage. Write about what it would be like if chocolate disappeared from the stores. Complete a Chocolate WebQuest. Explore one of the webquests below: 1) Chocolate, Chocolate http://www.ips.k12.in.us/webquest/35/la/green/WebQuest.htm 2) Mrs. Rubisch's Chocolate Site http://www.wcboe.k12.md.us/mainfold/technolog/techsat/rubisch/CHOCO.HTM From: http://www.42explore.com/choclat.htm Online chocolate activities can be found on this site: http://www.mce.k12tn.net/chocolate/games/games.htm Charlie and the Chocolate Factory  Get ready to create your own candy invention. Explore the Invention Room in Wonka's World of Science, Hershey's Kidz Town, Candy Companies, and Candy U.S.A. Now, in your group, brainstorm a list of ideas for an original candy. For example, Wonka invented eatable marshmallow pillows and lickable wallpaper for nurseries. Choose one from the list. Use this graphic organizer (print enough copies before you get here) to brainstorm your candy's characteristics: ingredients, appearance, taste, texture. Write a description of your candy. Include all four of the elements from the graphic organizer. What is it about your candy that will make it a bestseller? Design an eye-catching wrapper that will call attention to your product. To prepare students for the next activity, you may wish to do a whole group activity writing jingles about such things as skateboards, a toy, a video game, etc.        Finally, create a commercial that includes a jingle, to advertise your candy. Perform your commercial for the class. Assessment Rubric Name: ________________________ Date:______________ CANDY INVENTION Category Group Cooperation • Stayed on task • Resolved problems fairly and quickly • Treated each other with respect • Used time and materials wisely • Completed designated task on time • Project is neat, organized, and complete • All members participated Candy Product • Clear product description • Creative • Wrapper is visually appealing Points Possible Points Earned 20 20 Group Presentation • All members participated • Creativity evident • Used appropriate eye contact and volume • Presentation was complete • Presenters were able to answer questions Individual Participation • Contributed to the success of the group • Allowed others to contribute and participate • Behaved appropriately and respectfully toward others • Followed directions • Knew where to go for help • Used time wisely Individual Presentation • Stood straight, faced audience, made eye contact, spoke clearly and with proper volume • Used correct vocabulary and sentence structure • Was prepared and performed his/her role effectively Venn Diagram • At least 5 items in each section 20 15 15 10 100 90-100 points Delectable! 80-89 points Really Sweet 70-79 points 60-69 points below 60 points Semi-sweet Bittersweet Bitter Board Game Use several commercial board games to familiarize students with the way a game manual is written. Be sure to call attention to the following in the manual: materials needed, objective of game, instructions and a sample round. Then, direct students to examine the various game boards. It is suggested that you allow students to actually play some of these games to give them some ideas. You will need a wide array of materials available such as tag, poster board, construction paper, index cards, scissors, pencils, markers, glue, rulers etc. Suggest to students that they may bring materials from home including game pieces, dice, etc.  Working in groups, you will now design a creative board game which consists of information, questions, and/or trivia related to this unit. Be sure to make it colourful, neat and educational. See the rubric for grading expectations. A chocolate party is a great way to celebrate the end of this unit! Extensions          Write a sequel to Charlie and the Chocolate Factory. Write a reader's theater script of a favorite part of the book. Compile a cookbook of chocolate recipes. Write a poem about chocolate or about the story. Will Charlie's family ever travel anywhere else in the elevator? What will happen to the Oompa-Loompas? What do you think would have happened if Willy Wonka had given the factory to one of the other children? If Charlie had made poor choices like the other children did, to whom do you think Mr. Wonka would have given the factory? Discussion Questions Name: ________________________ Date:______________ BOARD GAME Category GROUP WORK Group Cooperation • Stayed on task • Resolved problems fairly and quickly • Treated each other with respect • Used time and materials wisely • Completed designated task on time • Project is neat, organized, and complete • All members participated Board Game • Clear, logical playing instructions • Creative • Visually appealing Points Possible Points Earned 20 20 Group Presentation • All members participated • Used appropriate eye contact and volume • Thoroughly explained and/or modelled game • Presenters were able to answer questions INDIVIDUAL WORK Individual Participation • Contributed to the success of the group • Allowed others to contribute and participate • Behaved appropriately and respectfully toward others • Followed directions • Knew where to go for help • Used time wisely Individual Presentation • Stood straight, faced audience, made eye contact, spoke clearly and with proper volume • Used correct vocabulary and sentence structure • Was prepared and performed his/her role effectively 90-100 points Wow! Cool! Let's play all day! 20 20 20 100 80-89 points 70-79 points 60-69 points below 60 points That was That was Do we have fun. Let's O.K. but to play? I'd rather be play again when's at recess. later. lunch? Charlie and the Chocolate Factory Reading/Writing Connections: 1. Have students preview the book by looking at the title, author description, cover illustrations, and chapter titles to make predictions about the story. 2. Have students answer an anticipation guide based upon issues brought up in the book (i.e.-poverty, greed, pleasures, television viewing, parents, fantasy, chocolate, grandparents, contests, gifts). 3. Have students write to different chocolate companies to find information on their products. 4. Discuss character development and have students compare/contrast the main characters. Ask them to pick a character from a story that they are writing and add rich detail as Dahl has done. Vocabulary/Spelling: absurd envious colossal morsels ferociously hooligan pandemonium astonish balmy ravenously wretched despair rubbish beckoned despicable abide belching dotty intently frump Communication Arts Connection: 1. Have readers' theatre on selected chapters from the story. 2. Have students interview each other pretending to be one of the five children after they found out that they were the winners. 3. After reading the book, watch the film Willy Wonka and the Chocolate Factory. Have students compare/contrast the book to the movie. 4. Have students invent a new candy bar in small groups. Then they are to design a wrapper, slogan and advertisement to share with the class. Library Connection: 1. Introduce students to other books written by Roald Dahl. Have them select a book that they have not previously read, and form literature circles to read and discuss their books. 2. Have students select a topic discussed in the book and have them research their ideas in small groups. Discuss different ways that students can conduct their research, such as information books, encyclopedias, the Internet, etc. (Possible topics- nutrition, candy, Roald Dahl, television, squirrels, inventions, fantasy stories, behavior, factories, etc.) 3. Share Boy, an autobiography written by Roald Dahl. Work with Media Specialist to introduce students to autobiographies and biographies. Have students select a person that they would like to find more about and read their autobiography or biography. Students should do some type of report on their subject. Social Studies Connection: 1. Read multicultural myths and legends, which explain how things came to be. Then research the history of chocolate. Have students work in small group to write a legend based upon chocolate and share with the class. 2. Locate materials about the growing of cocoa. Have the students research details about the major cocoa producing countries. Have them create maps, charts, and graphs to show: the type of climate; soil; rainfall; amount of land used for growing this product; revenue gained from product; and diversification of chocolate product. 3. Have students interview a parent or grandparent about their family and complete a family tree. 4. Ask students to bring in family recipes using chocolate from their culture and assemble a class cookbook. Science Connections: 1. Conduct a taste test using different brands of chocolate bars. Take the students through the scientific process by asking which is the most popular chocolate bar in our class. 2. Have students tune their observation and recording skills by logging in a science journal every time they eat junk food. Have them include food, time, place, and feelings to become better aware of their behaviors. 3. Study the food pyramid and the basic food groups. Construct models of good eating habits using all food groups. Math Connection: 1. Do M&M math. Some activities include sorting, counting, adding, subtracting, multiplying, dividing, graphing, and fractions. 2. Measure different candy bars in small groups. Determine the length, width, height, area, perimeter, and volume. 3. Make a graph based upon students' favorite candy bars. 4. Weigh each candy bar and round each weight to the nearest gram. List the candy bars in order from lightest to the heaviest. Art/Music Connection: 1. Sing the songs that the Oompa-Loompas sang at the end of some chapters. Have students make up songs for the remaining characters or for themselves. 2. Illustrate descriptive scenes from the book, such as the inventing room, based upon Dahl's rich description. From: http://libweb.uncc.edu/cimc/integration/Units/ChoclateFactory.htm Chocolate recipes From: http://web0.greatbasin.net/~BDB/chocolaterecipes.html Espresso Chocolate Mousse 6 ounces semisweet chocolate 1/3 cup espresso or 1/2 teaspoon instant coffee 1/3 cup boiling water 4 large eggs separated 3 tablespoons sugar Put the chocolate and espresso in food processor fitted with steel blade, or a blender, and process for a few seconds until chocolate is finely chopped. With the machine running, pour the boiling water in through the top, and continue processing for several more seconds, until the chocolate is completely melted. Add the egg yolks and process until well mixed. I a medium sized bowl, beat egg whites until foamy. Gradually add sugar and continue beating until stiff. Fold chocolate into whites until no streaks of white remain. turn into serving dishes, and chill for several hours until firm. White Chocolate Creme Brulee 5 lg Egg yolks 1/2 c Sugar 2 c Whipping cream 3 oz. White chocolate imported, finely chopped 1/4 ts Vanilla extract 2 tb Sugar Position rack in center of oven and preheat to 300F. Whisk egg yolks and 1/4 cup sugar in medium bowl. Bring cream and remaining 1/4 cup sugar to simmer in heavy medium saucepan. Reduce heat to low. Gradually add chopped chocolate to cream mixture and whisk until smooth. gradually whisk hot chocolate mixture into yolk mixture. Mix in vanilla. Ladle custard into four 10-oz. custard cups (or creme brulee cups). Place cups in large baking pan. Add enough water to pan to come hafway up sides of cups. Bake until custards are set in center, about 1 hour. remove custards from water and cool. Cover and refrigerate overnight. Preheat broiler. Sprn kle 1/2 teaspoon sugar over each custard. Broil until sugar carmelizes, watching carefully, about 2 minutes. serve hot, or refrigerate up to 1 hour and serve cold. Chocolate Roulade The Cake: 5 eggs -- separated 1/2 cup Powdered Sugar -- sifted 1 teaspoon Vanilla 2 tablespoons Flour -- sifted 4 tablespoons Cocoa Powder 1/8 Teaspoon Salt 1/2 Teaspoon Cream Of Tartar The Filling: 2 Unsweetened Baking Chocolate Squares 1 1/2 Cups Milk -- scalded 1/2 cups Sugar 4 Eggs 1/4 Cup Flour 1/2 Teaspoon Vanilla Powdered Sugar For Garnish FOR THE CAKE: Beat egg yolks until creamy. Add powdered sugar gradually and continue beating until smooth. Add vanilla, flour, cocoa, and salt. Whip egg whites with cream of tartar until stiff but not dry. Fold lightly into cake batter. Line shallow 8 x 12-inch pan with greased geavy paper and spread dough to thickness of about 1/4". Bake in a 325F oven for about 25 minutes. Let cool in pan for about 5 minutes. Reverse pan onto a clean towel that has been dusted with powdered sugar. Peel off paper. Trim off crust edges. Roll cake and dowel. When cool, unroll cake and spread with filling; then reroll. FOR THE CHOCOLATE FLLING: Grate chocolate and add to milk so that it melts while milk is scalding. Cream sugar and eggs until light. Add flour to this mixture, stirring gently. Add scalded milk gradually, stirring constantly. Cook and stir until it reaches boiling point, but do not let it bol. Add vanilla; strain and cool. Spread on cooled cake and reroll. Dust roll with powdered sugar; slice, and serve. Chocolate Peanut Butter Pie Preparation Time: 5 minutes Chilling Time: 6 hours Makes one pie Ingredients: 1 (6oz.) Keebler (R) Ready Crust Graham Cracker Pie Crust 1 (14 oz.) can Chocolate Sweetened Condensed Milk (NOT evaporated milk) 1/4 cup creamy peanut butter 1 (8 oz.) container frozen non-dairy whipped topping, thawed (3 1/2 cups) 1. In large bowl, combine sweetened condensed milk and peanut butter, mix well. 2. Fold in whipped topping. 3. Spoon into crust. 4. Garnish as desired. Freeze leftovers. Mudslide Brownies 2 cups All-purpose flour 1/2 teaspoon Salt 1/2 teaspoon Baking Powder 2/3 cup Unsalted butter 4 ounces Unsweetened chocolate -- chopped 3 eggs 1 1/2 cups sugar 2 tablespoons Irish Creme liqueur 4 tablespoons Coffee liqueur 1 tablespoon Vodka 3/4 cup Coarsley ch. walnuts (opt.) Kahlua Glaze: 1 1/4 cups Powdered sugar 3 tablespoons Coffee liqueur Sift flour with baking powder and salt. In a small saucepan, combine butter and chocolate. Set over low heat, just until chocolate is melted. Set aside. In bowl, beat in dry ingredients, chocolate mixture, coffe liqueur, Irish Creme liqueur and vodka. Fold in nuts. Pour into 13x9 inch pan and bake at 350F about 25 minutes. Cool in pan. Spread with Kahlua Glaze. Decorate with whole coffee beans, if desired. Cut into squares and serve. Probability In Charlie and the Chocolate Factory, Charlie Bucket is one of millions, possibly billions of people around the world searching for a golden ticket that will reward him with a tour of the amazing Wonka Chocolate Factory. What is the probability of him winning? It seems staggering but somehow he wins and begins an exciting journey into the magical world of Willy Wonka. In this unit we will look at probability and in particular the concepts of never, sometimes and always to real life situations . Why probability? Probability helps students learn critical thinking skills. Probability allows them to build and improve their data analysis skills. Probability activities can be very hands-on and engaging for students. Because children have a real sense of what is fair, probability can help them when they are playing games with dice and chance. This can also give them some real life connections. Working in groups can help students learn different strategies and points of views from their classmates. Probability is used everyday to help make decisions. Some terms defined: Definition An experiment is a situation involving chance or probability that leads to results called outcomes. An outcome is the result of a single trial of an experiment. An event is one or more outcomes of an experiment. Probability is the measure of how likely an event is. Example In the problem above, the experiment is spinning the spinner. The possible outcomes are landing on yellow, blue, green or red. One event of this experiment is landing on blue. The probability of landing on blue is one fourth. Introductory Activity Read John Patrick Norman McHennessy -The Boy Who was Always Late! by John Burningham– this story has many events that would never occur in real life· Ask question about the possibility of some of these events occurring. Use language such as what are the chances of, the probability of, the likelihood of. When answering the questions stress words used such as never, sometimes and always. Display chart paper labelled ―Probability Words‖ add the words sometimes, never and always and inform the class that they had been discussing a math concept called probability· Ask students if they can tell you what probability is or where they‘ve heard it being used. Explain that probability is the chance of something happening – it has something to do with making predictions and that we use probability in our lives everyday to make decisions – i.e.) in weather probability is often used when discussing the possibility of rain etc. Point out the words that you have added to the chart paper and explain how these terms are often used to describe the probability of some events happening. Initiate discussion about probability of events in their own lives. Ask questions such as: What is the chance that you have recess every school day? What is the probability that you wake up every morning? What is the likelihood that you have dinner with a dragon…etc (use probability, likelihood and the chance of so the students get familiar with the language. Ask students if they heard any other words they think should be added onto the word chart. Children complete individual charts where they determine whether a list of events (Which can be brainstormed by the children) can be deemed always, sometimes and never. Session 1 Students will become familiar with more language used throughout the unit: likely, unlikely-Students will be able to use this new vocabulary in sentences that are connected to their experiences -Class will review vocabulary on chart and will begin by discussing the concept of sometimes – teacher will initiate conversation about likelihood, introducing terms likely and unlikely-in pairs students will brainstorm events that are likely or unlikely and write out at least one sentence for each (sentences should not include the words likely or unlikely so others can guess where they belong)-Students will add their statements to chart divided by headings, unlikely and likely. Assessment: Have a checklist for each student reflecting their understanding of the language (do their statements fit into the right column) Session 2 Students will collect, organize and analyse data based on first hand information. Students will be able to explain why two outcomes may not be equally likely because of uneven number of chances of each. Students will be given one bag of coloured counters to share between two or three students. There will be 2 green counters and 6 counters in each bag. Students will pick a counters from the bag and record its colour, then return it to the bag. They will repeat this for a total of 15 draws. Students will graph their outcomes so they will have a visual representation of what happened. Students are asked to empty the contents of their bags and record in their maths book how many green and blue counters there are. Teacher tallies up whole class outcomes and initiates conversation about why blue was more likely to be picked. Introduce the concept of something being very likely when the chances are very great. Students will write in their maths books, sentences explaining what the graph represents as well as why the outcome occurred the way it did. By the end of the discussion, students should be able to see that there were many more chances of picking blue counters than green counters because of the number of counters per colour Session 3 Students will use information they have learned from the previous lesson and will be able to make a prediction of the outcome. Students will understand that when chances are more equal, the outcome is more equal. Begin lesson by discussing prediction/predicting. Add these words to the probability word chart. Discuss with students how probability has something to do with making predictions, and that we use probability in our lives everyday to make decisions. I.e. what makes you bring a water-proof coat to school today? Students will discuss the chance of rain etc.Teacher and students will discuss how weather forecasters need data/information to make predictions (add term data to vocabulary list) In the same groups as the day before, students will be given a bag with 4 green counters and 5 blue ones. Students are asked to empty contents and record their data and make a prediction of what their outcome/graph may look like after 15 picks. Students graph the outcomes of the 15 picks and will write a sentence explaining if their findings confirm or disconfirm their prediction. They will also write a sentence as to why they think the outcome was different than the previous day. Students‘ prediction will determine if they understand that when the chances are more equal, the outcome is more equal. Students‘ explanations of why today‘s outcome was different from the previous lesson‘s outcome will show if they understand how the number of chances affects the outcome. Session 4 Students will be able to transfer the concepts they have learned about chances and outcomes to a different probability situation (spinner)-Students will learn that equal chances constitutes fairness. In same groups of two students are given a spinner. The spinner has an unequal chance of landing one colour more than the other. Students are each assigned to one of the colours on the spinner; they spin 10 times each and record the outcome. The question is the spinner fair? Why or why not? Is on the board. The students write their answers in their journals. When they finish this question – ask them how you would make this fair. Children create fair spinners. Session 5 Students will learn that it is equally likely for each outcome to occur because there is an equal number of chances. Students will make a reasonable prediction based on knowledge accumulated over the unit. In pairs, students are given one die one acts as recorder, the other tosses the die (they can switch roles after 10 rolls) Students will make a prediction in their journal of what they think their outcome will be (explain that we will tally up whole class‘ results) students at this time have been experienced with tallying from previous lessons (if they are not – take a few minutes to show/remind them how) Students will record the number they roll by tallying their result on a chart (modelled by teacher) Roll one die 1 2 3 4 5 6 -When all students have completed rolling and recording have pairs get into small groups and tally their results up and discuss. Ask the students to share their ideas about what the data shows them. Initiate a conversation showing students how there is one chance out of six to get a one, one chance out of six to get a two etc. All of the numbers have one chance out of six. Ask students to compare the result to their predictions. Record in their maths book. Their maths book entry will reflect their understanding of the concept. Look for a reasonable prediction as well as an explanation of why or why not their prediction was a reasonable one. Depending on the ability of the students, they may not meet the learning objectives set in this lesson. Session 6 (Homework preparation) As a culmination activity, students can choose to make either a spinner or a pull from bag probability activity. If they choose to make a pull from bag activity they will choose from objects in the classroom (coloured cubes, beads, buttons…) If they decide to make a spinner, they will choose two coloured felt pens to colour it with. Set out criteria that students should make it very likely, likely or just as likely to choose/spin one colour over another. Give examples of different probability scenarios on chart paper, and how to explain them. Prompt students ―If you want to make the activity very likely that a red object is pulled over a blue one, you might want to use 3 blue objects and ? red.‖ Once students have a good idea of how to set up their game and explain the outcome, have them pick up their materials. Teacher will circulate and help students create their activities. Teacher will take notes on how well students are able to explain their activity and its outcomes. Students will give suggestions for their activities. Students will decide which activity they would like to create and collect their materials. Students will make their activity and explain its outcomes to the teacher. Have students write one or two sentences in their maths book explaining their activity. Have them write one thing they are looking forward to in presenting their probability activity as homework at home. Following the completion of the homework activity, parents will be asked to write a sentence about the presentation and what they’ve learned from the activity. Assessment: How well can students verbally explain their activity? Did they grasp the concept that the more of one colour means it is more likely to choose that colour? · Were they able to express this concept in writing in their maths book? Present children with a ‗Probability Expert‘ certificate. Internet Bibliography Ideas used for this session come from: http://www.teachers.net/lessons/posts/2255.html Interactive Probability activities can be found at these sites: http://www.shodor.org/interactivate/activities/#pro http://www.shodor.org/interactivate/activities/prob/index.html http://www.shodor.org/interactivate/activities/marbles/index.html http://www.shodor.org/interactivate/activities/monty3/index.html Refer to these sites for spinners: spinner master. http://www.oswego.org/staff/alombard/probability/spinners.htm Other activities from: http://www.oswego.org/staff/alombard/probability/introductory_activities_ Enrichment and further exploration. To further explore probability the following activities can be attempted. They have been scanned from ‗Chance, Statistics and Graphs‘, RIC Publications1999. Refer to the following website to order their publications. www.ricgroup.com.au Many maths text books have fun and challenging ‗Chance and Data‘ activities that could support the further understanding of concepts already covered. In order to measure probabilities, mathematicians have devised the following formula for finding the probability of an event. Probability Of An Event P(A) = The Number Of Ways Event A Can Occur The Total Number Of Possible Outcomes Activities related to using this formula can be found at this site: http://www.mathgoodies.com/lessons/vol6/intro_probability.html PROBABILITY 1 100 Tosses: Guess how many times a coin will land on heads if you toss it 100 times. Try it and keep a running tally sheet. Estimate how many times it will land on heads if you repeat the experiment. Compare your results to others who completed the experiment. What do you think would happen if you kept repeating the experiment or if everyone in the class conducted the experiment? Write answers and include working-out (diagrams?) in your maths books. PROBABILITY 2 : Cut out 4 “shirts” (from four different colors of construction paper) and 3 pairs of “pants” (from three different colors of construction paper). Students are to match up all of the different outfits that they can. Students can construct tree diagrams to show the different combinations. What Shall I Wear? PROBABILITY 3 This game is for 6 players. Print and copy the game board. Each player selects a different number, 1 through 6. Materials: game board, a marker for each player, and 1 die. Players take turns rolling the die. Each time their selected number comes up, they move a space on the board. The first student to reach the winner's circle wins. Horserace: Horserace Game Board Start Winner’s Circle 1 Winner’s Circle 2 Winner’s Circle 3 Winner’s Circle 4 Winner’s Circle 5 Winner’s Circle 6 1 Start 2 Start 3 Start 4 Start 5 Start 6 Magnetism (Energy) By T. Shaw (July 2005) Magnetism In Matilda by Roald Dahl the main character has a strange magnetic power that enables her to move objects around. At one point she even uses her remarkable magnetic power to manipulate a piece of chalk to write an incriminating and threatening message on a chalkboard to intimidate her evil nemesis. Introducing children to magnets fits well into a literature study of Matilda. A magnet is…. an object that attracts iron and some other materials. Magnets are said to generate a magnetic field around themselves. Every magnet has two poles, called the north and south poles. Magnetic poles exert forces on each other in such a way that like poles repel and unlike poles attract each other. A compass is a small magnet that is affected by the magnetic field of the Earth in such a way that it points to a magnetic pole of the Earth. (See magnetic field and magnetism.) Definition from: http://www.answers.com/topic/magnet http://www.arnoldmagnetics.com/mtc/index.htm and http://www.geocities.com/SunsetStrip/Palms/8423/today.htm (Applications for magnets) http://www.geocities.com/SunsetStrip/Palms/8423/history.htm (History of magnets) http://www.geocities.com/SunsetStrip/Palms/8423/domain.htm (How magnets work) Objectives Knowledge Children will:  Demonstrate their knowledge of what a magnet is and how it works  Be able to recount uses for magnets  Demonstrate their understanding of attracting and repelling  Demonstrate their understanding of what an electro-magnet is  Demonstrate their understanding of the Earth as a magnet  Demonstrate their understanding of how fossils are formed. Skills Children will:  Create their own magnet and recognise a magnet  Be able to recognise the strongest part of a magnet and test their strength.  Be able to follow worksheet directions  Be able to observe and draw inferences following experiments.  Be able to create an electro-magnet.  Be able to create a compass  Be able to write an information book and picture storybook for a specified audience about magnets.  Be able to use the Internet, non-fiction reference books and CD ROMs for research purposes.  Be able to report confidently to their classmates, orally on their research findings, learnt skills and developed knowledge.  Complete and update a glossary of terms related to magnets. Attitudes Children will:  Demonstrate their understanding of the positive impact magnetism has on modern technology and industry.  Demonstrate their understanding of safety and correct hygiene practices when creating models or participating in experiments. Evaluation The success of this unit will be determined by the:  Willingness of students to participate in experiments and to follow instructions and directions.  Students willingness to ask questions and seek answers  Observe the results of experiments and record their findings  To report to the class on their findings  Level of their research skills  Computer skills shown using CD ROMs, the Internet, Publisher and PowerPoint Introductory Lesson Students complete a KWL Chart based on what they already know about magnets. Discuss with children: ‗What are magnets?‘ ‗What are magnets used for?‘ Children brainstorm their answers and create a class information chart for display. Show children a range of different types of magnets and allow some time for freeplay. Lesson 1 Define attracting. Determine what magnets attract and repel. Children compile a list of what attracts and what doesn‘t attract using a collection of items found in the classroom and a class set of magnets. Determine the strongest part of a magnet by seeing how many paper clips a magnet can hold using different parts of a magnet. Test how powerful magnets are by seeing if they will attract paper clips from various distances. (Estimate first and use different types of magnets.) Lesson 2 Do magnet‘s work through different substances. Test whether magnets work through paper, plastic sheet, wooden rulers and water. Children will estimate and then list on a chart what magnets will work through. (Children can try different substances such as nylon, paper plates etc.) Lesson 3 Children try to make magnets (stroking a nail or needle with a magnet) and estimate then test to see how powerful the magnet will be depending on the size and strokes applied. (Does dropping a created magnet affect it? Test and find out.) Lesson 4 and 5 Making a magnetic compass and electro-magnet. (Refer attached instruction sheets) Lesson 6 Find the magnetic field of a magnet by using iron filings. Children can take digital photos of their experiments and create a fact file of their findings.) The teacher could take photos of the children undertaking other experiments and these could be made into a PowerPoint presentation, by individual children about magnetism. (Relate back to the Earth‘s magnetic field) Extension Children to create and perform ‗magic tricks‘ using magnets. Children could create mini-readers, Information Charts or PowerPoint‘s about what they‘ve learnt about magnets. Children can make magnet powered toys and decorations and safety posters. * Some of the activity sheets come from ‘Magnets’, Hands On Publishing, 2000 Magnets What are magnets/ What do they do? How are they used? K W L Magnets Items that attract and repel (Red tick =estimate Blue tick result of test) Items Attract Repel Magnets Do magnets work through different substances? (Red tick = guess Orange tick = result of test) Items Magnets work Magnets don’t through work well or don’t work at all Paper Tin foil Water Wood (balsa or wooden ruler) Fabric Come up with 4 materials to test through yourself. Magnets Draw and write explanatory sentences for your experiments at testing the strength of magnets and man-made magnets. Magnet activities 10/10/05 Scanned from ‘Magnetism’, M. Hughes, Commotion Books, 1995 Roald Dahl ‘Charlie and the Chocolate Factory’ Impoverished Charlie Bucket was lucky enough to find the fifth and final Golden Ticket in a Wonka chocolate bar. He and his grandfather took the tour of the Wonka Chocolate Factory along with four other winners who were mean spirited, whiny, spoiled, and dishonest. During the tour, mysterious things began to happen whenever the people were unwilling to listen to the owner Willie Wonka. The culprits met some sort of demise until only Charlie and his grandfather were left. At the end, Charlie discovered that his honesty and integrity were the best things to have and earned something extra special from the mysterious Mr. Wonka! Dahl’s magical book has excited children for 4 decades. With the success of the film in the 70s and the recent remake it will endure for more decades to come. Critical reactions to the book were mixed when first published (ageist and racist) but those critics have been marginalised by an enthusiastic pre-adolescent audience that rivals J.K. Rowling in their loyalty and commitment to the feisty and interestingly flawed Roald Dahl and his prodigious work. (Also refer to the ‘Chocolate’ Unit ) T. Shaw (August 2005) Roald Dahl Author Profile T. Shaw (August 2005) Some ideas for developing work on Roald Dahl’s‘Charlie and the Chocolate Factory’ Matilda The Witches ‘Charlie and the Great Glass Elevator’ and ‘Danny the Champion of the World’ By T. Shaw (1990,1997, 2002, 2003 and Updated August 2005) About Roald Dahl Roald Dahl was born in Wales of Norwegian parents - the child of a second marriage. His father and elder sister died when Roald was just three. His mother was left to raise two stepchildren and her own four children. Roald was her only son. He had an unhappy time at school - at Llandaff Cathedral School, at St Peter‘s prep school in Weston-super-Mare and then at Repton in Derbyshire. He excelled at sports, particularly heavyweight boxing, but was deemed by his English master to be ―quite incapable of marshalling his thoughts on paper‖. There was one advantage to going to Repton, however - the school was close to Cadbury‘s and the company regularly involved the schoolboys in testing new varieties of chocolate bars. Dahl‘s unhappy time at school was to influence his writing greatly. He once said that what distinguished him from most other children‘s writers was ―this business of remembering what it was like to be young‖. Roald‘s childhood and schooldays are the subject of his autobiography Boy. At 18, rather than going to university, Roald joined the Public Schools Exploring Society‘s expedition to Newfoundland. He then started work for Shell as a salesman in Dar es Salaam. He was 23 when war broke out and signed up with the Royal Air Force in Nairobi. At first, the station doctor balked at his height (6ft 6in) but he was accepted as a pilot officer and spent the early part of the war flying birdplane Gladiator fighters against the Italians in the Western Desert of Libya. Dahl‘s exploits in the war are detailed in his autobiography Going Solo. They include having a luger pointed at his head by the leader of a German convoy, crash-landing in no-man‘s land (and sustaining injuries that entailed having his nose pulled out and reshaped!) and even surviving a direct hit during the Battle of Athens. Eventually, he was sent home as an invalid but transferred, in 1942, to Washington as an air attaché. Here Dahl‘s writing career began in earnest following a meeting with C S Forrester, author of Captain Hornblower. Forrester asked Dahl to tell him his version of the war, intending to write an account for a future publication. Dahl chose to set down his experiences on paper. Forrester was so impressed with Dahl‘s writing that he immediately found a magazine editor to take it for publication. Roald remained in the States, achieving recognition through short-stories for newspapers and magazines. Roald Dahl‘s first novel for children was not, as many suppose, James and the Giant Peach but The Gremlins, which was published in 1943 and adapted from a script written for Disney. Dahl went on to write several film scripts, including the James Bond adventure You Only Live Twice and Chitty Chitty Bang Bang. He disliked many of the film adaptions of his own work which appeared in his lifetime. Dahl and his family moved back to England in 1960 and settled in Great Missenden in Buckinghamshire at Gipsy House. It was here, in a small hut at the bottom of the garden, that he would write most of his unforgettable books. By all accounts, the hut was a dingy little place but one that Roald viewed as a cosy refuge. Christopher Simon Sykes in Harpers & Queen recalls: ―A dirty plastic curtain covered the window. In the centre stood a faded wing-back armchair, inherited from his mother, and it was here that Dahl sat, his feet propped up on a chest, his legs covered by a tartan rug, supporting on his knees a thick roll of corrugated paper upon which was propped his writing board. Photographs, drawings and other mementoes were pinned to the walls, while a table on his right was covered with a collection of favourite curiosities such as one of his own arthritic hip bones, and a remarkably heavy ball made from the discarded silver paper of numerous chocolate bars consumed during his youth.‖ Roald‘s career had to take second place when his family suffered several tragedies. His oldest daughter Olivia died after a bout of measles developed into encephalitis (inflammation of the brain). Roald‘s three-month-old son Theo was brain-damaged after a road accident. With the help of two friends, an engineer and a neurosurgeon, Roald spent months devising a valve for draining fluid from the brain to enable Theo to live independent of machines. The Wade-Dahl-Till valve is still in use today and Theo has made a spectacular recovery - now in his 30s, he recently married. Patricia Neal, Roald‘s first wife, suffered three massive strokes but, with Roald‘s help and encouragement, she too recovered sufficiently to resume her acting career. Both James and the Giant Peach and Charlie and the Chocolate Factory were published in the USA several years before appearing in the UK in 1967. Of the latter, Elaine Moss wrote in The Times, ―It is the funniest children‘s book I have read in years; not just funny but shot through with a zany pathos which touches the young heart.‖ The book went on to achieve phenomenal success all over the world. The Chinese edition was the biggest printing of any book ever - two million copies! An unbroken string of bestselling titles followed, including The BFG, Danny The Champion of the World, The Twits, The Witches, Boy and Going Solo. Sales of Matilda, Roald‘s penultimate book, broke all previous records for a work of children‘s fiction with UK sales of over half a million paperbacks in six months. Roald Dahl died in 1990 at the age of 74. He was working to the end on The Vicar of Nibbleswicke. Since Roald Dahl‘s death, his books have more than maintained their popularity. Total sales of the UK editions are around 37 million, with more than 1 million copies sold every year! Sales have grown particularly strongly in America where Dahl books are now achieving the bestselling status that curiously proved elusive during the author‘s lifetime. In a World Book Day 1999 survey amongst 15,000 7-11 year-olds, Matilda was voted the most popular children‘s book. Charlie and the Chocolate Factory, The Twits and The BFG also featured in the top ten. Movies of James and the Giant Peach and Matilda have been much more successful, commercially and artistically, than the earlier adaptations. A film of The BFG and a new version of Charlie and the Chocolate Factory are on the way. From: http://www.jubileebooks.co.uk/jubilee/magazine/authors/roald_dahl/roald_dahl.asp Internet sites http://www.roalddahl.com/ teachers ideas section) (Official Dahl site) http://www.roalddahlfans.com/ (Fan site includes http://ctap295.ctaponline.org/~jhays/tea chers/ http://www.athens.edu/vinsobm/lesson_ 10.htm (Probability) http://www.nationalgeographic.com/reso urces/ngo/maps/ (The map machine) http://www.eduplace.com/tview/tviews/c /charliethechocolatefactor.html (Some activities from this site have been cut and pasted into this unit) http://falcon.jmu.edu/~ramseyil/dahl.ht m (Teacher resource site) http://www.bbc.co.uk/bbcfour/audiointe rviews/profilepages/dahlr1.shtml (Audio interviews with the BBC) http://chocolatefactorymovie.warnerbro s.com/?frompromo=movies_comingsoon _charlie http://movies.go.com/movies/movie?na me=charlieandthechocolatefactory_2003 &genre=scifi&studio=Warner%20Brot hers http://www.imdb.com/title/tt0367594/ (Movie sites) Roald Dahl Timeline 1916 Roald Dahl born September 13, 1916 in Llandaff. 1920 Sister Astri dies of appendicitis at the age of seven. A few months later Dahl's father, Harald Dahl, dies. 1923 Enters Llandaff Cathedral School. 1925 Enters St. Peter's School in Weston Super Mare. 1929 Enters Repton Public School in Derby. 1934 Graduates from Repton. Accepts position with Shell Oil Company in London. 1938 Begins working in Shell's branch office in East Africa. 1939 Joins Royal Air Force. Learns to fly fighter plane in Nairobi, Kenya. 1940 Suffers serious injuries as result of plane crash in Libya. Spends several months in military hospital in Alexandria,Egypt. 1941 Rejoins his squadron, then stationed in Greece. 1942 Begins working at British Embassy in Washington. Shot Down Over Libya appears in Saturday Evening Post in August. 1943 The Gremlins. First published book. 1944 Dahl secures literary agent, Ann Watkins, and short .stories begin to be published in American magazines. 1945 Moves back to Amersham, England to be near mother Sofie. 1946 Over to You. 1948 Some Time Never: A Fable for Supermen. Begins dividing his time between England and New York City. 1951 Meets future wife actress Patricia Neal. 1953 Someone Like You. Marries Patricia Neal on July 2. 1954 Purchases "Little Whittfield" farmhouse (later renamed "Gypsy House") in Great Missenden, England. Wins Edgar Allen Poe award and Mystery Writers of America award. 1955 "The Honeys" (play). Daughter Olivia Twenty born April 20. 1957 Daughter Chantal Sophia (renamed Tessa to avoid the rhyme) born April 11. 1959 Kiss Kiss. Wins second Edgar Allan Poe Award and second Mystery Writers of America Award. 1960 Son, Theo Matthew Roald, born July 30. Later baby's carriage is hit by taxicab in New York City, causing massive head injuries. 1961 "Way Out" (television program). 1962 James and the Giant Peach. Daughter Olivia dies of measles encephalitis on November 17. 1964 Charlie and the Chocolate Factory. 36 Hours. Daughter Ophelia Magdalena born May 12. 1965 Parson's Pleasure (television movie). Patricia Neal suffers three massive strokes, February 17. Daughter Lucy Neal born August 4. 1966 1967 1968 1969 1970 1971 The Magic Finger. You Only Live Twice (film). Dahl's mother Sofie dies on November 17. Selected Stories of Roald Dahl. Chitty Chitty Bang Bang. TwentyNine Kisses from Roald Dahl. Fantastic Mr. Fox. Willy Wonka and the Chocolate Factory (film). The Night Digger (film). 1972 Charlie and the Great Glass Elevator. Wins New England Round Table of Children's Librarians Award (for Charlie and the Chocolate Factory). 1973 Wins Surrey School award (for Charlie and the Chocolate Factory). 1975 Danny the Champion of the World. Wins Surrey School award (for Charlie and the Great Glass Elevator). 1977 The Wonderful Story of Henry Sugar and Six More. 1978 The Enormous Crocodile and The Best of Roald Dahl. Wins Nene award (for Charlie and the Great Glass Elevator) and Surrey School award (for Danny the Champion of the World). 1979 My Uncle Oswald, Tales of the Unexpected, and Taste and Other Tales. "Tales of the Unexpected" (televison program). Wins California Young Reader Medal (for Danny the Champion of the World). Separates from Patricia Neal.. 1980 The Twits, More Tales of the Unexpected, and Nine Short Stories. Wins third Mystery Writers of America award. 1981 George's Marvelous Medicine and Further Tales of the Unexpected. The Patricia Neal Story (film). 1982 The BFG and Revolting Rhymes. Wins Federation of Children's Book Groups Award (for The BFG) and Massachusetts Children's Award (for James and the Giant Peach). 1983 The Witches, Dirty Beasts, and Roald Dahl's Book of Ghost Stories. Wins New York Times Outstanding Books Award (for The Witches) and Whitbread Award (for The Witches). Alsowins World Fantasy Convention Lifetime Achievement Award and Federation of Children's Book Groups Award. Divorces Patricia Neal on November 17 and marries Felicity Crosland. 1984 Boy Tales of Childhood. 1985 The Giraffe and the Pelly and Me. Wins Kurt Maschler award runnerup (for The Giraffe and the Pelly and Me) and Boston Globe/Horn Book nonfiction honor citation (for Boy Tales of Childhood). 1986 Going Solo, Completely Unexpected Tales, Two Fables, and The Roald Dahl Omnibus Wins West Australian Award (for The Witches) and International Board on Books for Young People awards for Norwegian and German translations (for The BFG).\ 1988 Matilda and Ah, Sweet Mystery of Life. 1989 Rhyme Stew. The BFG (film). Danny the Champion of the World (film). Breaking Point (film). 1990 Esio Trot. The Witches (film). Wins Smarties Award (for Esio Trot). Roald Dahl dies November 23 in Oxford, England. From: http://library.thinkquest.org/5113/timeli ne.html Roald Dahl Blooms Taxonomy Unit Plan Remember      Write 20 facts about Roald Dahl books Create a timeline of Roald Dahl‘s children‘s books. Make a collage of favourite Roald Dahl characters. Play charades with different Roald Dahl book / film characters Play ‗Celebrity Head‘ using different Roald Dahl characters  Complete crosswords, cloze activities and word searches based on Roald Dahl‘s books Understand      Retell a favourite part in a Roald Dahl book as an infant reader. Construct your own table comparing / summarising information about roald Dahl books / characters. Create a comic strip about a favourite part of a Roald Dahl book. Write a limerick or 2 verse rap about a favourite part of a Roald Dahl book. With a partner perform a short conversation between 2 Roald Dahl characters. Apply      Send a postcard or email to a favourite Roald Dahl character introducing yourself. Draw a flow chart that illustrates a famous ‗Willy Wonka‘ chocolate making process. Make a model of a Wonka chocolate making invention. Conduct a survey about the class‘s favourite Roald Dahl stories. Make an Excel graph of your results. Write 5 questions you‘d ask Roald Dahl or one of his characters. Analyse     Create a PMI about living inside a peach or a chocolate factory. With a friend create an advertisement for a Roald Dahl item such as a chocolate bar. Complete a ‗Y chart‘ about living in a chocolate factory. Use a Venn diagram to compare Dahl books with films Create  Contribute to a class chocolate recipe book.  Redesign a book cover for a Roald Dahl book. (Check out some of the different covers for Charlie and the chocolate factory. Which do you prefer? Create a Dahl display for the library. Write and perform an Oompa Loompa song. Contribute to a class Roald Dahl fact or joke book. Create a BAR for a Roald Dahl item Create your own challenging Roald Dahl activity for your classmates to solve / complete.     Evaluate     Write a preview or critique for your favourite Roald Dahl story (Not all his books were well received by critics) Compile a list of your 7 favourite Dahl books in order of the most popular or funniest or criteria of your choice. Which of the Oompa Loompa songs is the best? Why? Which Dahl book would you like to see made into a movie? Why did you choose it? Create a poster to advertise it. (Will it be animated? Who will star in it? ) T. Shaw 2001 Review of ‗Charlie and the Great Glass Elevator‘ by Roald Dahl ****Picking right up where Charlie and the Chocolate Factory left off, Charlie and the Great Glass Elevator continues the adventures of Charlie Bucket, his family, and Willy Wonka, the eccentric candy maker. As the book begins, our heroes are shooting into the sky in a glass elevator, headed for destinations unknown. What follows is exactly the kind of high-spirited magical madness and mayhem we've all come to expect from Willy Wonka and his creator Roald Dahl. The American space race gets a send-up, as does the President, and Charlie's family gets a second chance at childhood. Throw in the Vermicious Knids, Gnoolies, and Minusland and we once again witness pure genius. (Ages 9 to 12)****  Design an alternative book cover for ‘Charlie and the Great Glass Elevator’. Include the title, author, illustration, blurb and review. (Not all reviews of this book were as positive as this one. In fact it is possibly considered to be one of his less popular books.) Use the internet to investigate some of these reviews. After having read this book do you consider them fair? Charlie and the Chocolate Factory Movie Can you remember who said these things from the original ‘Charlie and the Chocolate Factory’ movie?  "If the good lord had intended us to walk, he wouldn't have invented roller skates." ………………………………………………………  "What is this Wonka, some kind of funhouse?"………………………………………………………  "Why, having fun?"— ………………………………………………………  "Scnozwangers? Vermicious Knids? What kind of rubbish is that?"— ………………………………………………………  "And Charlie, don't forget about what happened to the man who suddenly got everything he ever wanted. He lived happily ever after."— ………………………………………………………  "Who can take tomorrow, dip it in a dream, separate the sorrow and collect up all the cream." ………………………………………………………  "Candy is dandy, but liquor is quicker." ………………………………………………………  "Snozzberry? Who ever heard of a snozzberry? ………………………………………………………  We are the music makers, and we are the dreamers of dreams." ……………………………………………………….  We have so much time and so little to do. Strike that, reverse it." ………………………………………………………  I bet those golden tickets make the chocolate taste terrible. ……………………………………………………..  A little boy has got to hope for something in this world. ……………………………………………………..  Hey, hey, hey settle down you’ll get a stomachache if you eat too quick. ……………………………………………………..  Look at me, up and about. I haven’t done this for 20 years. ……………………………………………………….  Don’t talk to me about contracts Wonka, I use them myself, contracts are for suckers. ………………………………………………………..  If you want to view paradise, simply look around and view it. ………………………………………………………………..  Loompa Land! There’s no such place. ………………………………………………………………  My poor Augustus, he’ll be made into marshmallows in 5 seconds. ……………………………………………………………… Create your own 3 ring Venn diagram to compare the 2 movie versions and the book Write another chapter for ‗Charlie and the Chocolate Factory‘ introducing a new character. (Did you know in Roald Dahl‘s first draft of the story he had a know-it-all girl called Miranda Piker who met a ‗sticky‘ end like the In the original book published in 1964 the Oompa Loompas were black pygmies from Africa but in subsequent editions Dahl changed them into white bearded hippy types. Why do you think they did that? Crossword solution Check out this book for quiz questions based on Roald Dahl books. Published by Hodder Children‘s books, 2004 What can be more satisfying than sinking your teeth into a rich, creamy chocolate bar? Who doesn't appreciate a nice, warm mug of hot chocolate on a cold, winter's day? Chocolate has been around for a long time, but it wasn't transformed into what you are familiar with until just recently -- relatively speaking (19th century). Chocolate is made from the beans that are found inside the pods of the cacao plant. Many chocolate scholars believe that the Olmec people of Mexico first made chocolate from the cacao plant as early as 400 B.C.! The Mayans were planting and harvesting cacao crops by A.D. 250. To the Aztecs who came after the Mayans, the Theobroma cacao tree was of divine origin ("Theobroma" meaning "food of the gods"). They used the beans as money and believed that drinking "cacahuatl" was a food that only the "gods" were allowed. There is a legend that in 1519, the Aztec emperor Montezuma drank 50 cups of chocolate a day! (And you thought you were a chocoholic.) But Montezuma's favorite drink was very bitter and thick and was probably flavored with cornmeal and chilies and then dyed red to look like blood. (Doesn't sound very yummy, does it?) When the Spanish conquered the Aztecs, they renamed "cacahuatl" to "chocolatl" -- where we get the English name today. The Spanish conquistador, Hernando Cortes and his countrymen added cane sugar to the chocolatl to make it sweet and then brought the cacao bean back to Spain in 1528. The Spaniards liked the drink and made several more changes -- adding water and newly discovered spices, such as cinnamon and vanilla. They were also the first ones to serve the drink hot. Spain soon started a very profitable chocolate business that they managed to keep secret from the rest of Europe for nearly 100 years! Some great information on chocolate can be found in ‘Triffic Chocolate’, A. Mac Donald, Hippo Books, 2000. What are your favourite chocolates? List and rate them below: Write an adventure postcard travelling down a chocolate river. Alternative DVD cover for ‘Charlie and the Great Glass Elevator’ Charlie and the Great Glass Elevator Mr. Wonka is an expert in designing and creating incredible contraptions. Have him create a new invention for getting people out of bed! (A big problem for him in this book) Use your imagination. Create it as a magazine or newspaper advertisement! ‘Charlie and the Great Glass Elevator’ Some ideas Design and create your own model ‘Great Glass Elevator’ using a shoe box, clear cellophane, icy pole sticks (for the bed) and ‘Steadtler’ lumocolor pens (for the buttons) Like all great art/technology lessons, just provide the children with a wide variety of materials and see what they can create.  Create a travel brochure for ‘Space hotel USA’. What does it offer guests? How much does it cost? What attractions are on offer?  Investigate space travel (Create a timeline for the history of space flight) and the first landing on the Moon. (This book presents a great opportunity to study astronomy and the history of manned space flight.)  Characters from the story use lots of sayings to further emphasise their thoughts and feelings. I.e. Grandma Josephine says that they are ‘In a hot enough stew already’. Have the children list sayings (a great homework activity) and illustrate one of them in a humorous way.  The President and his staff think men from Mars have attacked them. Investigate UFOs. Create a PowerPoint presentation on alien abduction or crop circles. Is the truth out there? Have the children look critically at any ‘facts’ they come up with. Read H.G. Well’s ‘War of the Worlds’. Create a profile of Mars or Venus. Compare these planets to Earth. Investigate whether manned space flights to Mars are feasible.  Create a story map of the journey to space and back to the factory. (Include the Planet Vermes, the Space Hotel, the White house, the Chocolate factory, the chocolate mines, Minus Land etc.) It could be developed as a giant collage by the whole class.  Create an advertising campaign for Wonka-Vite. Design an alternative label design for the bottle.  Research and create a profile on an American president.  Create an acrostic poem for Vermicious Knid or elevator.  Write a limerick like this one at the end of chapter 17.  Create a fantasy profile of a Knid or a Gnoolie. What are they? What do they look like? Where do they come from? Why are the Knids so vicious?  Create your own personal timeline or family tree.  Investigate the ‘Mayflower’ who sailed on it? Why? Where did they sail? (Read ‘Pilgrims Progress’)  Study subtraction. Look at negative numbers. Study time. Practise problem solving activities such as the one on Mr. Wonka’s chalkboard.  What is the first adventure that Charlie has once he is in charge of the factory? Write another sequel to the story. Write it as a comic.  Create a fact file about weightlessness and gravity.  On Publisher, create Hotel stationary.  Create a list of ‘sayings’ ie Aunt Josephine says that they are ‘in a hot enough stew already’.  Role-play an imaginary presidential news conference.  Create an advertising campaign for ‘Wonka-Vite’.  Draw a depiction of Minus land.  Use the Guinness Book of Records or the Internet to find out information about the oldest people still alive.  Write an acrostic poem for Charlie or elevator.  Discuss the fairness of Dahl’s depiction of old people.  Create an invention to get a reluctant person out of bed.  Create an alternative book cover. ‘Charlie and the Chocolate Factory’  Duplicate a pattern of a cube and give one to each student. Have them write the name of a character in the book in black marker or crayon on each face of the cube. Then write out words that describe the character. Cut out the cube and glue it together. The students actually enjoy this activity and learn about character analysis too! (You might want to use the title of the book and the author on of the faces of the cube.)  Have the students bring in their favourite candy bar. Create charts that show the size, weight in both ounces and grams, length in both inches and centimetres, thickness in inches and centimetres, attributes such shape (rectangular, square, circular, etc.), size (large, medium, small, bite-sized, etc.), and color, etc.  Here's a recipe that you can use to make about 5 dozen chocolate balls with your class: What you need:  3 cups of semi-sweet or white chocolate chips or white chocolate chips 1 can (300ml) of sweetened condensed milk finely chopped nuts    cocoa powder What to do: 1. Melt chocolate chips; remove from heat. 2. Stir in sweetened condensed milk. 3. Chill 3 hours or until firm. 4. Shape into 1 - inch (2.5cm) balls; place on wax paperlined trays. Chill until firm. Roll in nuts, cocoa, or dip into melted chocolate chips of a different colour. Chill and enjoy.  Give each student a bag of M&Ms. before they open the bag, have them predict how many of each color they think will be in their bag. Have them open their bags and count and check their predictions. Next, graph the results of a particular colour, making a bar graph. Do this for each color. This way a student can explore the concept of ‘normal distributions’. Explain that they have just taken a sample and how their results apply to an entire population.  Learn about where different ingredients used to make chocolate. Where do they come from (especially cacao beans) get a map and label different countries? Map Machine  Have the children to make up a new room for the chocolate factory, making sure that they are as descriptive as possible.  Complete a sequencing activity.  What would life be like in a chocolate palace?  Create a newspaper story with the headline ‘WONKA FACTORY TO BE OPEN TO LUCKY WINNERS’  Create your own family tree.  Design your own golden ticket and chocolate bar wrapper.  The Buckets have to live on cabbage soup. Children should list their own diet for a week. Could they survive on Charlies diet?  Create some fun sentence starting with : He’s balmy because…. Or He’s dippy because……  Compare the stretching qualities of various brands of chewing gum. (Have children develop their own tests )  Discuss: Does Mr. Wonka expect too much from the children? Is their behaviour that bad?  Contact a chocolate factory and discuss their product (Possibly Nestle who produce the ‘Wonka’ chocolate products)  Insert a new chapter into the story featuring another obnoxious child.  Create personality profiles for the chacters from Charlie and the Chocolate factory.  Create a memorable quotes quiz  Create a Charlie and the Chocolate factory display board display  Compile a class chocolate making book or video a chocolate cooking demonstration.  Have children organise a mystery chocolate tasting exercise.  Research inventions and inventors.  If Charlie had been naughty like the other children, what way would Roald Dahl have invented to get rid of him? Turn your prism into a chocolate bar package. Include a golden ticket ‘Danny the Champion of the World’ This story is about the special relationship between a father and his son. William and Danny are the best of mates. It is an idealised relationship that most fathers and sons would find appealing. William is a very unconventional father (maybe the type of father a rather austere Roald Dahl would have liked to have been or had wished he had?) William was also a teacher (he kept his son out of school until he was 7 to learn how to rebuild an engine, learning to empathise with nature and making fire balloons.) and a man greatly respected by his community. Danny also lives in a gypsy caravan which is a very romantic and exciting place for a child to live. During the story Danny learns a remarkable secret about his father and comes to grip with a despicable baddie, the obnoxious, pompous, greedy Mr. Hazell. (Where would a Dahl story be without a bad guy to loath.? Poor Mr. Hazell seems to represent the evils of ‗new money‘ thugs in post war England. This comes across clearly in the movie version. ) The story comes alive for children in its second half when it becomes obvious that it will be Danny who saves his father, and the day. This strengthens the bonds between father and son as William revels in Danny becoming ‗Champion of the World‘. T. Shaw (2001) Danny the Champion of the World Activity ideas  Create pen portraits for William, Danny, Captain Lancaster, Doc Spenser and Mr. Hazell.  William is a naturalist. He knows a lot about the wildlife that live in the forest. Create a fact file about an animal that lives near the school or where you live.  Questions to discuss- Describe Danny and his father‘s relationship. Why didn‘t Danny invite any friends home? What would it be like to live in a caravan? How do you think Danny and William‘s relationship would have differed if Danny‘s mother hadn‘t died? As Danny grew up do you think his closeness with his father would have changed? Do you have ‗sparky‘ parents? Danny is a special person. Do you agree? Do you hero-worship anyone like Danny admires his father? Is it right to kill animals for sport?  List the things that William does that make him an unusual parent.  Create a story map of the book include the forest, caravan, petrol station, the poacher‘s pit, The Hazell Estate, the school and village.  Explain these poaching terms – The Horsehair Stopper, The Sticky hat, The Sleeping Beauty.  Design a wanted poster for a poacher.  Complete a Venn diagram comparing the book and the film.  What do different characters think about Poaching? Create a chart showing the differing opinions of Doc Spenser, Mrs. Clipstone, Victor Hazell, Sergeant Samways and Mr. Rabbetts.  Create a chart showing the ‗ideal parent‘ and compare it to the ‗real parent‘.  In Danny the Champion of the World, William invents a brilliant way to ‗catch‘ pheasants. Devise a way to ‗capture‘ three different types of animals.(In the book Dahl makes the plot more believable by including a lot of technical details. Make sure you include plenty of detail.)  Poaching is against the law. Go on the Internet and find out information about modern poachers and why their acts are illegal and what punishments they illicit.  Create a comic about an exciting or interesting episode from the book (or an implied event from the story) ‘Danny the Champion of the World’ Create a ‘spot the keeper’ drawing or maze based on Chapter 14 ‘Into the Wood’ Matilda Matilda was Dahl’s last great book and it contains all the features of his best books. A truly horrible baddie in the guise of ‘The Trunchbull’, deceitful and neglectful parents, a supportive, protective adult in trouble (Miss Honey) and an extraordinary hero (this time a girl) Matilda loves books and devours them eagerly (At this stage in his career Dahl was very outspoken about the ‘fall in standards’ in children’s reading skills and reading habits in England) Matilda is my favourite Dahl book primarily because of the evil Trunchbull! And the devilish and incompetent Mr. Wormwood. (I find Matilda and Miss Honey are a bit insipid) (By T. Shaw November 2002) Still from Matilda Roald Dahl (1916-1990) British writer, famous for his ingenious short stories and macabre children's books. Dahl's taste for cruelty, rudeness to adults, and the comic grotesque fascinated young readers, but upset many adult critics. Several of Dahl's stories have been made into films, including Matilda, dir. by Danny DeVito (1996). 'Aunt Glosspan,' the boy said, ' what do ordinary people eat that we don't?' 'Animals,' she answered, tossing her head in disgust. 'You mean live animals?' 'No,' she said. 'Dead ones.' (from 'Pig' in Kiss, Kiss, 1959) Roald Dahl was born in Llandaff, Wales, of Norwegian parents. His father, Harald Dahl, was the joint owner of a successful ship-broking business, "Aadnesen& Dahl" with another Norwegian. Before emigrating to Wales, Harald had been a farmer near Oslo. He married a young French girl named Marie in Paris; she died after giving birth to their second child. In 1911 he married Sofie Magdalene Hesselberg. Harald died when Dahl was four years old, and three weeks later his elder sister, Astri, died from appendicitis. The family had to sell their jewellery to pay for Dahl's upkeep at Repton, a private school in Derbyshire. His years at public schools in Wales and England Dahl later described without nostalgia: "I was appalled by the fact that masters and senior boys were allowed literally to wound other boys, and sometimes quite severely. I couldn't get over it. I never got over it..." (from Boy: Tales of Childhood, 1984) Dahl especially hated the matron who ruled the school dormitories. These experiences later inspired him to write stories in which children fight against cruel adults and authorities. "I have never met anybody who so persistently writes words meaning the exact opposite of what is intended," one of Dahl's English teachers commented. "Parents and schoolteachers are the enemy," Dahl once said. "The adult is the enemy of the child because of the awful process of civilizing this thing that when it is born is an animal with no manners, no moral sense at all." In WITCHES (1973) behind the mask of a beautiful woman is an ugly witch, and in MATILDA (1988) Miss Turnbull throws children out of windows. Both parents are eaten in JAMES AND THE GIANT PEACH (1961), but the real enemies of the hero of the story, a little boy, are two aunts. At eighteen, instead of entering university, Dahl joined an expedition to Newfoundland. Returning to England he took a job with Shell, working in London (1933-37) and in Dar es Salaam, Tanzania (1937-39). During World War II he served in the Royal Air Forces in Libya, Greece, and Syria. He was shot down in Libya, wounded in Syria, and then posted to Washington as an assistant air attaché to British Security (1942-43). In 1943 he was a wing commander and worked until 1945 for British Security Co-ordination in North America. In the crash Dahl had fractured his skull, and said later: "You do get bits of magic from enormous bumps on the head." While he was recovering from his wounds, Dahl had strange dreams, which inspired his first short stories. Encouraged by C.S. Forester, Dahl wrote about his most exiting RAF adventures. The story, A Piece of Cake, was published by the Saturday Evening Post. It earned him $1,000. The same story was later included in OVER TO YOU: THE STORIES OF FLYERS AND FLYING (1946). Dahl's first children's book, THE GREMLINS (1943), about mischievous little creatures, was written for Walt Disney and became later a popular movie. His collection of short stories, SOMEONE LIKE YOU (1954), gained world success, as did its sequel, KISS KISS (1959). The two books were serialized for television in America. A number of the stories had appeared in the New Yorker. Dahl's stories were seen in Alfred Hitchcock Presents (1955-61) and in the Tales of the Unexpected (1979) series. In 1953 Dahl married the successful and wealthy actress Patricia Neal; they had one son and four daughters - the eldest daughter Olivia died of measles when she was eight. Dahl's wife suffered a series of brain hemorrhages at the age of 38; while pregnant with their fifth child she had a stroke. She described her recovery and her husband's solicitous help in the autobiography As I Am (1988). The marriage ended in 1983 after other family tragedies, and Dahl married Felicity Ann Crossland. The only stageplay Dahl ever wrote, THE HONEYS, failed in New York in 1955. After showing little inclination towards children's literature, Dahl published JAMES AND THE GIANT PEACH (1961). It was first published in the United States, but it took six years before Dahl found a published in Britain. James and the Giant Peach was followed by the highly popular tale CHARLIE AND THE CHOCOLATE FACTORY (1964), which has inspired two film adaptations. The story dealt with one small boy's search for the ultimate prize in fierce competition with other, highly unpleasant children, many of whom come to sticky ends as a result of their greediness. It presented the central theme in Dahl's fiction for young readers: virtue is rewarded, vice is punished. In the end the fabulous chocolate factory is given to Charlie, the kind, impoverished boy. THE WITCHES (1983) won the Whitbread Children's Book Award in 1983. The judges described the book as "deliciously disgusting". Later Felicity Dahl collected her husband's culinary "delights", such as "Bird Pie", "Hot Frogs", and "Lickable Wallpaper" in Roald Dahl's Revolting Recipes (1994). MY UNCLE OSWALD (1979) was Dahl's first full-length novel, a bizarre story of a scheme for procuring and selling the sperm of the world's most powerful and brilliant men. Dahl received three Edgar Allan Poe Awards (1954, 1959, 1980). In 1982 he won his first literary prize with THE BFG, a story about Big Friendly Giant, who kidnaps and takes a little girl to Giantland, where giants eat children. In 1983 he received World Fantasy Convention Lifetime Achievement award. Dahl died of an infection on November 23, 1990, in Oxford. Dahl's autobiographical books, BOY: TALES OF CHILDHOOD and GOING SOLO, appeared in 1984 and 1986 respectively. The success of his books resulted in the foundation of the Roald Dahl Children's Gallery in Aylesbury, not far from where he lived. "Good ghost stories, like good children's books, are damnably difficult to write. I am a short story writer myself, and although I have been doing it for forty-five years and have always longed to write just one decent ghost story, I have never succeeded in bringing it off. Heaven knows, I have tried. Once I thought I had done it. It was with a story that is now called 'The Landlady'. But when it was finished and I examined it carefully, I knew it wasn't good enough. I hadn't brought it off. I simply hadn't got the secret. So finally I altered the ending and made it into a non-ghost story." (from Roald Dahl's Book of Ghost Stories, 1983) Dahl's stories have unexpected endings and strange, menacing atmospheres. The principle of "fair play" works in unconventional but unavoidable ways. Uncle Oswald, a seducer from 'The Visitor', gets seduced. In 'Parson's Pleasure' an antique dealer tastes his own medicine and the Twits from THE TWITS (1980) use glue to catch birds and meet their own gluey ends. In 'Lamb to the Slaughter' the evidence of a murder, a frozen leg of lamb, is eaten by officers who in vain search for the murder weapon. The story was inspired by a meeting with the writer Ian Fleming at a dinner party. Puns, word coinages, and neologism are more often used in the children's stories, whereas in adult fiction the emphasis is on imaginative plots. In addition to his children's books, Dahl also aroused much controversy with his politically incorrect opinions - he was accused of anti-Semitism and antifeminism and when a prowler managed to get into Queen Elizabeth's bedroom, Dahl was wrongly suspected of giving to the unwanted guest the whole idea in one of his books, The BFG (1982). For further reading: Roald Dahl by Chris Dowling (1983); Roald Dahl by Alan Warren (1988); Roald Dahl: A Biography by Jeremy Treglown (1994); St James Guide to Young Adult Writers, ed. by Tom Pendergast and Sara Pendergast (1999); Beatrix Potter to Harry Potter: Portraits of children's writers by Julia Eccleshare (2002) Selected works:  THE GREMLINS, 1943 - originally written for Walt Disney. The Gremlins movies uses the name but are unrelated: first 1984, dir. by Joe Dante; the second 1990, Grewmlins 2. dir. by Joe Dante. - One episode of The Twilight Zone Movie (1983), scripted by Richard Matheson was based on the idea        OVER TO YOU, 1945 SOMETIME NEVER, 1948 SOMEONE LIKE YOU, 1953, rev. 1961 - Joku kaltaisesi THE HONEYS, 1955 (play, prod. in New York) KISS, KISS, 1959 JAMES AND THE GIANT PEACH, 1961 - animation film 1996 CHARLIE AND THE CHOCOLATE FACTORY, 1964 - film Willy Wonka and the Chocolate Factory in 1971; Charlie and the Chocolate Factory, film 2005, dir. by Tim Burton, screenplay by John August, starring Johnny Depp, Charlie Bucket, Helena Bonham Carter - Jali ja suklaatehdas  THE MAGIC FINGER, 1966  YOU ONLY LIVE TWICE, 1967 (screenplay based on Ian Fleming's novel, with Harry Jack Bloom) CHITTY CHITTY BANG BANG, 1968 (screenplay based on Ian Fleming's children's book, with Ken Hughes) TWENTY-NINE KISSES FROM ROALD DAHL, 1969 FANTASTIC MR. FOX, 1970 FANTASTIC MR. FOX, 1970 - Kekseliäs kettu SELECTED STORIES, 1970 THE NIGHT-DIGGER, 1970 (screenplay) THE LIGHTNING BUG, 1971 (screenlay) WILLY WONKA AND THE CHOCOLATE FACTORY, 1971 (screenplay) CHARLIE AND THE GREAT GLASS ELEVATOR, 1972 PENGUIN MODERN STORIES 12, 1972 (with others) THE WITCHES, 1973 - film The Witches, 1989 SWITCH BITCH, 1975 - Alahuuli DANNY, THE CHAMPION OF THE WORLD, 1975 - film 1989 THE WONDERFUL STORY OF HENRY THE SUGAR AND SIX MORE, 1977 CHARLIE AND THE GREAT GLASS ELEVATOR, 1978 THE COMPLETE ADVENTURES OF CHARLIE AND MR WILLY WONKA, 1978 THE ENORMOUS CROCODILE, 1978 - Suunnattoman suuri krokotiili THE BEST OF ROALD DAHL, 1978 TALES OF THE UNEXPECTED, 1979 TASTE AND OTHER TALES, 1979 MY ONCLE OSWALD, 1979 - Oswald-eno THE TWITS, 1980 GEORGE'S MARVELOUS MEDICINE, 1980 MORE TALES OF THE UNEXPECTED, 1980 - television movie, 1979 THE WAY UP TO HEAVEN AND OTHER STORIES, 1980 A ROALD DAHL SELECTION, 1980                                                    THE BFG, 1982 - Iso kiltti jätti ROALD DAHL'S REVOLTING RHYMES, 1982 MATILDA, 1982 - suom. ROALD DAHL'S BOOK OF GHOST STORIES, 1983 TWO FABLES, 1983 DIRTY BEASTS, 1983 RHYME STEW, 1983 THE WITCHES, 1983 BOY: TALES OF CHILDHOOD, 1984 THE GIRAFFE AND THE PELLY AND ME, 1985 TWO FABLES, 1986 GOING SOLO, 1986 THE SECOND ROALD DAHL SELECTION, 1987 MATILDA, 1988 - film Road Dahl's Matilda, 1996, dir. by Danny deVito RHYME STEW, 1989 AH, SWEET MYSTERY OF LIFE, 1989 ROALD DAHL: CHARLIE AND THE CHOCOLATE FACTORY, CHARLIE AND THE GREAT GLASS ELEVATOR, THE BFG, 1989 ESIO TROT, 1990 THE MINIPINS, 1991 THE VICAR OF NIBBLESWICK, 1991 MEMORIES WITH FOOD AT GIPSY HOUSE, 1991 (with F. Dahl) THE COLLECTED SHORT STORIES, 1991 THE DAHL DIARY, 1992, 1991 THE DAHL COLLECTION OF NURSERY VERSE, 1992 (ed.) MY YEAR, 1993 From: http://www.kirjasto.sci.fi/rdahl.htm Matilda Quiz: http://library.thinkquest.org/5113/Matilda_Quiz.html Activities based on Matilda The Reader of Books  Compile a list of your top 10 books. Include the author‘s name and then create an alternative book cover for one of your top books.  Compare your list with others. Make another list of the grade‘s top 10 books. Make a combined PowerPoint presentation of that list consisting of scans of the covers or original art work by you as well as a review of the book. The Great Car Salesman  Design an advertisement for one of Mr. Wormwood‘s ‗dodgy‘ cars. Write it up like he would (in other words lie!) Then complete an advertisement that portrays the car as it really is.  Make a list of, as many words as you can that are similes for the word dishonest. Create an acrostic poem for dishonest and revenge. The Hat and the Superglue  Write a sequel (missing chapter) about Matilda getting revenge on her parents or brother in some clever way. The Ghost  Make a list of different animals and the sounds they make. Write them up as quiz questions or design a jigsaw type matching game. Roar Lion Arithmetic  Have the children read pages 45 to 47 (2001 Penguin edition of Matilda) and see if they can work out the operation sums that Mr. Wormwood gives to Michael. Platinum Blond Man  Design a label for an amazing hair dye or hair tonic. What are the ingredients? What does it purport to do? How much do you use? Is there a warning on the label? Hair tonic label Recipes  Mr. Wormwood always ate the same thing for breakfast. Create your own breakfast menu. Include cereal, juice, milk/tea or coffee and a cooked meal. Breakfast Menu Miss Honey / The Trunchbull  Roald Dahl paints quite vivid pictures of these two characters. Draw what they look like from their descriptions.  Matilda‘s school sounds terrible. How does it compare to other schools described in other books such as Hogwarts or our own school! (Complete a Venn diagram.) Venn Diagram (Comparing Crunchem Hall Primary School and Hogwarts School* or your own school.) Crunchem Hogwarts *The wizard school in Harry Potter Write a review of Matilda with a recommendation for a friend The Parents  Write a play about a parent teacher interview that goes horribly wrong. Make it funny and give it a ‗twist‘ at the ending. Throwing the Hammer  Find out all you can about the hammer event at the Olympics. Who is the current world champion? What are the rules? What is the current record throw? What equipment is needed? Bruce Bogtrotter  Write a newspaper report about Bruce Bogtrotters amazing cake eating attempt. CRUNCHEM HALL NEWS PRICE $1.00 3 October rd Lavender  Write a coded message between Lavender and Matilda discussing their plans for the newt. (Use a space or number code)  Create a mini-project on an amphibian such as a frog or newt. What is an amphibian? Is it endangered? (A lot of frogs are currently regarded as endangered species.) Weekly Test Develop your own written test on facts about Roald Dahl books. (Make sure you know the correct answers) The First Miracle What do you regard as justice and injustice? Give an example of each as they apply to you (Have you ever been blamed for something you didn‘t do? What made someone think you did it?) Miss Honey’s Cottage  Design a small cottage garden. Include flowers, bushes and trees, paths and a water feature, which may include a newt or two.  Complete a ‗Y‘ Chart on visiting either Miss Honey‘s house or Miss Trunchbull‘s house. Matilda ‘Y’ Chart What would you hear? What would you feel? What would you see? The End  Miss Honey said she was ‗Dominated‘ by Miss Trunchbull. What does that mean? Have you ever felt dominated by someone (parent, coach, sibling, and classmate?) What were the circumstances? What if anything did you do about it?  Create a Haiku poem using the word ‗ethereal‘  Write a police report as if you were Miss. Trunchbull after ‗The third miracle‘ Police Report Name of complainant: ………………………………………………………… Occupation of complainant: ……………………………………………….. Description of crime:………………………………………………………….. ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. Crime scene photo ……………………………….. ……………………………….. ……………………………….. ……………………………….. Location of crime: ………………………………… ……………………………….. ……………………………….. Signature :…………… Officer in charge: ………………………. Date: ……………………..  Complete the sequence activity on events from Matildas. ―Rattle my bones, rattle my bones‖ said the mysterious voice. Amanda went sailing like a rocket out the window. It said―Agatha, give my Jenny back her house!‖  Complete the crossword and wordsearch on Matilda. Matilda Wordsearch A D L I T A M O Y C A G S L W D B D C Q P A R R O T L X J E N G I I C G O Y N D W E D E O E R R O R K X A Y E Z O H C Z N A A A Q W V D Y E D O C T V S K A U B G R B O H N H W M E I P H W H C S S O W S B X X X L U Z W E O E S C P A A F G R K S P L E H P U W U V U G T S W W R V Z L L U B H C N U R T P M I L E U P T G N P R I M U S L E Y E U C H U J M L W H H S U N L W E M X R Z R H Z E K A A O O X F Y D D A U X G E U G O S M F Q T W S U O G H H H V L Z N P N R U F D N I Y T V L Z C Q M U P C X L U T M R L I N R U M T I H F E I H T K K E E U I T M U A A I M J Q E Y E R K I C F N D E T Q M R P T E R I C M E J A Z H R S C F V U M B V M U I K H E D N Y C M T I F Q P D L I C C X B A N I I K O R L M A W O U N N L V A K L W B A R F M H E E P J C P O B L J J L C O T T A G E W C E N B S W D C D C O AGATHA BOOKS CAR CHOKEY COTTAGE CRUNCHEMHALL DAHL EARS ERIC GHOST HONEY HORTENSIA LIBRARY MATILDA MICHAEL MIRACLE PARROT PHELPS PLATINUM PRIMUS SUPERGLUE TRUNCHBULL Matilda Crossword Across 2. Matilda’s last name. 3. ….......Hall 5. You put it in the gearbox. 9. Matilda’s brother 11. Matilda’s friend 12. Trunchbull’s first name. Down 4. An amphibian 6. A hammer throwing champion 7. Place where you can borrow books 8. Slang for television 9. She loved to read books 10. Matilda’s teacher 1. He ate the whole cake. The Great Car Salesman  Design an advertisement for one of Mr. Wormwood‘s ‗dodgy‘ cars. Write it up like he would (in other words lie!) Then complete an advertisement that portrays the car as it really is. The Witches T. Shaw (July2003) In Dahl’s book about witches he portrays them as evil and horrifying but disguised so well that few people could recognise them. Apparently to some critics Dahl is sexist for making witches always female. No matter how nice a shop assistant or teacher could be they could still be a witch in hiding, ready to pounce! In the Witches an orphaned boy learns to love trust and protect his grandmother .The honesty in which ageing and death are accepted in this book adds an interesting dimension to a macabre story about an evil conspiracy of witches thwarted of course by a resourceful child. The Witches Sequence these events from the story. The beautiful woman took off a mask and exposed a crumpled worm-eaten face. ―I can‘t stand those things,‖ shouted Mrs. Jenkins. Take that mouse away.‖ ―Gimme the chocolate‖ shouted Bruno ―And let me outa here!‖ The Witches Complete the PMI Chart about the pros and cons of becoming a mouse. (Refer the chapter entitled ‘Bruno’) P (Plus) M (Minus) I (Improvements) The Witches To make the Mouse maker recipe, witches will need to collect certain strange animal parts. (Animals such as a blabbersnitch, crabcruncher, grobblesquint and catspringer also the egg of a gruntle!) Refer to the chapters ‘The Recipe’ and ‘The Ancient Ones’ Create a mini-profile about one of these creatures from what you’ve read in the story (For example the catspringer must be fast because the Grand High Witch says to the Ancient Ones - ‘I can’t exactly see you sprinting after the speedy catspringer’) The Witches What is meant by ‘METAMORPHOSIS’? Can you think of any practical examples of this process in nature? Complete a mini-project on what you’ve discovered. The Witches Re-read the haunting tale told by the grandmother of the girl trapped in the painting (This is well dramatised in the film version) or the story of the chicken girl or the boy turned into stone or the porpoise boy. (From the chapter entitled ‘My Grandmother’) Re-write the story from a different perspective (i.e. the girl staring out of the picture at the world changing before her or the porpoise boy swimming away to sea.) Write it as a story, play or comic. The Witches There are some differences between the film version and book version of ―The Witches‘ (Roald Dahl didn‘t like how the producers had changed the ending of ‗The Witches‘ and suggested audiences not go to see it!) Complete a Venn diagram comparing the film and the book ‘The Witches’ Directed by Nicholas Roeg, ‘The Lorimar Witches’ Films 1989 Roald Dahl Puffin Books 2001 The Witches (Create a wanted poster that witches might use to help them track down Grandmamma and ‗the Boy‘.) WANTED A Witch The Witches Create a brochure promoting a seaside hotel. Determine whether it’s up-market, child friendly or Witch friendly! (Use this proformas or use Publisher) Fishbone graphic organiser How can you recognise a witch? ‘The Witches’ Mouse Maker Recipe