CHOCOLATE TIME
Session
Date: N/A
Venue: Achieve Delivery Centre
Aim:
Young people will make their own brand of hot chocolate
Medium:
Group work
Accreditation:
Working towards Achieve Accreditation
Resources required:
Session cost:
Minimal – ingredients for making hot chocolate or a chocolate bar.
CATEGORY
Achieve & STEM
Internet
Computers
Flip chart/pens
Kitchen
Chocolate making ingredients
Random materials to make a package/bag to present a product
Power Point
National Curriculum Link/Extension Opportunities:
KS4 Links:
Biology - factors affecting the rate of enzymatic reactions
Biology - carbohydrates, proteins, nucleic acids and lipids as key
biological molecules
Chemistry - factors that influence the rate of reaction: varying
temperature or concentration, changing the surface area of a solid
reactant or by adding a catalyst
KS3 Links:
Science/Physics - Differences between chemical and physical changes,
and Reactions. (Examples: Melting Chocolate), the process of cacao
farming, from tree to factory – can the YP research the different states a
cacao bean moves through to become a bar of chocolate?
Technology and Design – What computer systems could you use
1
to build branding and logo? Have YP research the Adobe Suite
and what the different programmes provide.
KS2 Links:
Using Your Five Senses – see hour three/four in session
PSD Links:
Have young people consider what Fairtrade means to them. Can they
think of other systems that produce products which might exploit
workers? (coffee, fast fashion, etc.) are there any positives/negatives of
this system? Research the Fair Wear Foundation – what are initial
impressions? What is the definition, in your opinion of being a
“responsible consumer”? Is it important to be one? A common problem
that is noted with “fair” products is expense. Brainstorm: what are some
ways to become a “responsible consumer” - without breaking the bank?
Young people
Max number of young people: 8-10
Gender: Mixed
Session benefits young people who need:
To build their confidence – there are elements of individual work, team work
and project work on challenging topics.
To build systematic, investigative and problem solving skills – session
encourages the use of systematic thinking to investigate issues, solve
problems and design a product and recipe.
To speak in public/groups - there are elements of group discussion and
presentation.
Delivery
Name of Delivery Partner/Service provider:
Has a Competency Checklist been completed and a Service Agreement in place?
Site-Specific Risk Assessment or Special Activity Authorisation Form required?:
Review
What went well…
2
It would work better next time if…
3
SESSION PLAN: CHOCOLATE TIME – ONE HOUR
Day/Time
Hour One
Description of Activity
1. Investigation – 15 minutes
Resources
Venue
Kitchen and kitchen
equipment/stovetop
Achieve
Delivery
Centre
Split the group into teams of two or three.
Mugs
Have each group start by having a look on the internet at The Story of
Chocolate and Rainforest Alliance info have each group spit up
answering the following questions (assign 3 or 4 questions per
group).
The YP should collect answers to their questions (with related photos
if possible!) in a Power Point, or in a Prezi or Word Document:

What culture discovered chocolate, and how long have
humans been enjoying chocolate as a treat?

What is the difference (if any) between chocolate, cocoa,
cacao, cocoa bean, cocoa pods?
Learning
outcome
YP follow
their recipe
and make
their
chocolate
treats
Assessment
criteria
Standard
Achieve
Computer with internet
Flip chart and pens
Any/all ingredients
possible to make a
variety of Hot
Chocolate recipes
(ONLY BARS
ALLOWED! NO
POWDERS!)
Hot Chocolate Recipes


What types of trees does cacao grow on?
Can you find any photos of a cacao bean? What about a cacao
tree?

How does a cacao harvest work?

What is chocolate made from and how is the chocolate we find
in stores made in a factory?

Where is most of the world’s chocolate grown?

Who/What owns most cacao farms?

How many cocoa beans does it take to make a pound of
chocolate?
Hot Chocolate
Infographic
Marshmallows
4

What is one sustainable cacao farming technique? How can
sustainable farming practices be applied to other harvests (like
sugar and coffee)?

What does “Fairtrade” chocolate mean?

According to scientists, what is the health benefit of dark
chocolate?

What is the difference between dark and milk chocolate?
2. Presentation/Discussion – 15 minutes
Once everyone has their answers, have each group present their
knowledge to the rest of the YP. Then, hold a group discussion. Was
anything they learned surprising? Will they look at chocolate differently
in the future? If you want, enforce the messages that they researched
by watching this video: The Story of Chocolate
Watch the Equal Exchange video, and immediately after watch
Chocolate Child Slaves and right after, watch The Man Behind Your
Chocolate from the Rainforest Alliance.
Hold group discussion. What are the initial impressions/thoughts? Do
you YP have any new thoughts on the system of Chocolate and how it
impacts people? The video from Rainforest Alliance is very positive –
why do you think it was shown in this light? Record all thoughts on a
Flip Chart.
3. Now it’s time to think about using chocolate – 15 minutes
Have YP work as a team to look at the overall options they have
based on the ingredients you’ve got to design their own Hot Chocolate
Recipe that they will make FROM SCRATCH (no cocoa powders
allowed!!!).
Have YP use flip chart to record their recipe. Things they should
consider before coming up with a recipe are:
5

A list of properties they find desirable in hot chocolate, as well
as those less-desirable. Possibilities include: sweetness,
chocolatey-ness, creaminess, bitterness.

How they predict different ingredients (like cinnamon and
vanilla) will react in the hot chocolate and impact the taste.
Make sure they define the quantity of each ingredient they choose for
their hot chocolate.
4. Make the Hot Chocolate! – 15 minutes
Make sure YP think about the reactions that are occurring in the
recipe, particularly under heat. The chocolate bars are changing
states – what is happening to molecules?
Before you drink it…
Are Marshmallows Good Insulators?
Prepare two identical cups of hot chocolate in identical mugs.
Float enough marshmallows on the top of one of mugs to completely
cover the surface.
Place a thermometer in each mug.
Observe and record the temperature of each mug every few minutes.
Do you notice any difference between the two mugs? What do you
think accounts for that difference?
TAKE IT FURTHER! SESSION PLAN: 5-7 HOURS TOTAL DELIVERY
Note: You can deliver the hours in any method that works for you, e.g over the course of several weeks, or all in one day.
6
Day/Time
Description of Activity
Split the group into teams of two or three.
Hour:
One/Two
Have them start by having a look on the internet at The Story of Chocolate
and Rainforest Alliance info have each group spit up answering the following
questions (assign 3 or 4 questions per group). The YP should collect answers
to their questions (with related photos if possible!) in a Power Point, or in a
Prezi or Word Document:
Resources
Venue
Learning
outcome
Assessment
criteria
Computer with
internet
Achiev
e
Deliver
y
Centre
YP
investigate
chocolate
and design
a recipe for
a chocolate
treat to
make
Standard
Achieve
Power Point
Flip Chart
Rainforest Alliance
info

What culture discovered chocolate, and how long have humans been
enjoying chocolate as a treat?

What is the difference (if any) between chocolate, cocoa, cacao,
cocoa bean, cocoa pods?
The Story of
Chocolate

What types of trees does cacao grow on?
The Story of
Chocolate Video

Can you find any photos of a cacao bean? What about a cacao tree?

How does a cacao harvest work?

What is chocolate made from and how is the chocolate we find in
stores made in a factory?

Where is most of the world’s chocolate grown?

Who/What owns most cacao farms?

How many cocoa beans does it take to make a pound of chocolate?

What is one sustainable cacao farming technique? How can
sustainable farming practices be applied to other harvests (like sugar
and coffee)?

What does “Fairtrade” chocolate mean?

According to scientists, what is the health benefit of dark chocolate?
Equal Exchange
Video
Chocolate Child
Slaves
Video
The Man Behind
Your Chocolate
Video
Hot Chocolate
Infographic
Different Chocolate
Ingredients
Hot Chocolate
Recipes
7

What is the difference between dark and milk chocolate?
Make Chocolate
Bars
Once everyone has their answers, have each group present their knowledge
to the rest of the YP. Then, hold a group discussion. Was anything they
learned surprising? Will they look at chocolate differently in the future? If you
want, enforce the messages that they researched by watching this video: The
Story of Chocolate
Watch the Equal Exchange video, and immediately after watch Chocolate
Child Slaves and right after, watch The Man Behind Your Chocolate from
the Rainforest Alliance.
Hold group discussion. What are the initial impressions/thoughts? Do you YP
have any new thoughts on the system of Chocolate and how it impacts
people? The video from Rainforest Alliance is very positive – why do you
think it was shown in this light? Record all thoughts on a Flip Chart.
Now it’s time to think about using chocolate.
Have YP work in their teams look into all different types of chocolate
ingredients.
After, have them design their own Hot Chocolate Recipe that they will make
FROM SCRATCH (no cocoa powders allowed!!!) AND/OR their own
Chocolate Bars!
Note: As advisor, it is up to you to decide if YP will have a choice to make hot
chocolate or chocolate bars, and what the budget for ingredients is – have a
look at the recipe inspiration sheets so you know what you will need to make
the chocolate. Then, decide if YP should come up with just one recipe for a
chocolate bar, or if you can allow each group to come up with one recipe for
either hot chocolate or a chocolate bar.
Have YP type up their recipe and ingredients in a Word Document and hand
into you. Make sure they define the quantity of each ingredient they choose
for their hot chocolate (in line with budget!) and whether or not they will use
Fairtrade Chocolate.
For inspiration about the many different ways they can make hot chocolate or
a chocolate bar, have them start with these articles:
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Make a Chocolate Bar
Hot Chocolate Recipes
Hot Chocolate Infographic
Hour:
Three/Four
Chocolate time! Have YP work in teams to make their hot chocolate or
chocolate bars. For this activity, it may be beneficial to book out your school’s
kitchen in advance. Make sure you have the ingredients the teams need
before you start.
Chocolate recipe
ingredients
Kitchen and kitchen
equipment/stovetop
Achiev
e
Deliver
y
Centre
YP follow
their recipe
and make
their
chocolate
treats
Standard
Achieve
Achiev
e
Deliver
y
YP
participate
in creative
design
Standard
Achieve
Have YP set out their recipes in advance, and follow their process exactly.
At the end, conduct a taste test using the 5 senses.
Ask them to make statements of what they see, touch, hear, taste etc. using
all Five Senses. Maybe take one sense away by blindfolding some, and not
allowing others to taste – does this affect what they think? Play around with
the five senses and get them to shout out anything they think about the
different chocolate recipes - don’t hold back! Record answers on flip chart.
Hold a group vote – which recipe was most successful? If they had to go on
Dragons Den to sell their recipe, or start a chocolate business with this
recipe, which one would they pick?
The winning recipe will have a brand built around it! Tell the group that next
class, they will design their brand and pitch for the recipe.
Note: You will need a product for next session. If a chocolate bar was picked
as winning recipe, make sure you save a few bars for the next class activity. If
a hot chocolate recipe was picked, think about how you can package up your
ingredients as a product. For example, you could grate some chocolate bar
into a little bag, put some cinnamon in a little bag, sugar, etc. and put all into
a case as a “hot chocolate” package.
Hour:
Four/Five
Have YP work as one big team, or divide group into two and split the below
task list.
Computer with
internet
Note: Make sure you have some ideas about materials that will be available
Package materials
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for the YP to use to create their brand packaging.
1. Define “brand”. What will your chocolate brand be? Create a mission
statement of your chocolate brand, and a brand definition for your
brand. Write this down on a piece of flip chart paper.
Centre
session –
building a
brand
Achiev
e
Deliver
y
Centre
PT design
their
package as
a team,
write a pitch
and
present, as
well as
evaluate
their project
Flip chart paper and
pens
2. Using your brand definition and a mind map to help, come up with a
name for your brand – what will you be called? This name generator
can help. Write your name under the mission statement on your flip
chart paper.
3. Using your brand definition and a mind map to help, design a brand
image/logo. Have a look at this article for inspiration. This brand
generator article can help as well. Draw your logo on your flip chart
paper.
4. Now, make a design plan for your package. Think about how you
would display your hot chocolate box or chocolate bar in a shop. Will it
be in a bag? A box? With ribbon? With glue? Brainstorm a design plan
keeping in mind:
Shape. Size. Material (out of what is available). Do they want their
package to be biodegradable? They will also have to think about
how they will cut and join the material.
5. Have them write up their design, and step by step process.
Next session, they will make their packaging and get creative!
Hour:
Six/Seven
Get creative!
Packaging materials
As a team, consult the design instructions the YP made last time.
Glue, tape, ribbon,
Work together to contrast the packaging and create a few samples of your
product.
Once it’s made, think about how you would pitch this at Dragons Den, for
example.
Standard
Achieve
Have YP use Power Point or a Flip Chart to pitch their product. Have a think
10
about what is unique about their product, and any particular selling points (for
example, Fairtrade).
Have YP present to xl advisor or a panel of other teachers. Make sure the
panel is able to sample their product! If it is a hot chocolate, YP should make
sure a cup is ready. If it is a bar, YP should make sure a bar is chopped up
ready for sampling.
Debrief. What worked best? Would the YP change what they do if they had a
do –over? What was their favorite part of the project? What skills do they
think they learned for the future? What sort of jobs are available using the
skills they learned or the knowledge they were interested in form this session
(Graphic Design, Creative Agency work, Entrepreneur, Cook/Chef,
Rainforest/Fairtrade Foundation charity work, Advocacy for Fairtrade/sustainable farming, etc.)
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