Ice cream

Topic
Icon geometry
Geometry
Icon mesurement
Measurement
Icon numbers operations
Numbers & operations
Age category
6 - 8 years

Students will create their own ice cream.

 

Problem(s) to be tackled

How can we produce a healthy ice cream?

Real-world motivation

Many of the nice things that we eat are full of sugar that is unhealthy for us humans. Let us create a healthy ice cream of natural ingredients that both tastes good and is good for us. Can you help us create a healthy ice cream?

Skills

  • Formulate and solve problems (M)
  • Choose and use appropriate mathematical methods (M)
  • Use a ruler (M)
  • Measurement (M)
  • Identify and work out proposals for solutions (T, E)
  • Create an ice cream (T, E)
  • Geometric shapes/forms (M)
  • Quantity (M)
  • Write diagram and charts (M)
  • Weight (M)
  • Volume (M)

Knowledge

  • Based on clear instructions, pupils can carry out field studies and other types of simple study dealing with nature and people, power and motion, water and air. 
  • In addition, pupils document their studies using different forms of expression and using their documentation from discussions and dialogues.
  • Pupils can solve simple problems in familiar situations by choosing and applying a strategy with some adaptation to the type of problem. Pupils describe their approaches and give simple assessments of the plausibility of results.
  • Pupils have basic knowledge of mathematical concepts and show this by using them in commonly recurring contexts in a basically functional way. 
  • Pupils can describe the properties of concepts using symbols and concrete materials or diagrams. Pupils can also give examples of how some concepts are related to each other. 
  • In addition, pupils can use basic geometric concepts and common location terms to describe properties of geometric objects, their location and relationships. 
  • Pupils can choose and use basically functional mathematical methods with some adaptation to the context to make simple calculations with natural numbers and solve simple routine tasks with satisfactory results. 
  • Pupils can also reproduce and, based on instructions, construct simple geometric objects. Pupils can take simple measurements, make comparisons and estimates of length, mass, volume and times and use common units of measurement to express results.
  • Pupils can describe and discuss their approaches in a basically functional way and then use concrete materials, diagrams, symbols and other mathematical forms of expression with some adaptation to the context. 
  • In addition, for different types of study in familiar situations, pupils can read and create simple tables and diagrams to categorise and report results.
  • Pupils can apply and follow mathematical reasoning to choose methods and methods of calculation, and to assess the plausibility of results, random events, geometric patterns and patterns in number sequences by posing and answering questions which are basically related to the subject.

National curriculum

  • Assessing plausibility when using simple calculations and estimates.
  • Basic geometric objects including points, lines, distances, quadrilaterals, triangles, circles, spheres, cones, cylinders, cuboids and their relationships. Basic geometric properties of these objects.
  • Construction of geometric objects. Scale for simple enlargement and reduction.
  • Comparisons and estimates of mathematical quantities. Measurement of length, mass, volume and time in common contemporary and older measurement units.
  • Simple tables and diagrams and how they can be used to categorise data and describe results from simple investigations.
  • Different proportional relationships, including doubling and halving.
  • Strategies for mathematical problem-solving in simple situations.
  • Mathematical formulation of questions based on simple everyday situations.

Part 1

The teacher introduces the activity and also the work about water.

Ask the students... 'Is water important?' and 'Why is water important?'

Have the students write it down as a mind map. Discuss their answers.

Part 2

Let the students draw the water cycle.

Watch a video about the water cycle.

Part 3

Worksheet: Experiment; Water cycle.

Part 4

Worksheet: Experiment; Surface tension.

Part 5

Art/picture: Draw the water cycle and write down the facts.

Part 6

The three phases of water. Introduction about the phases of water. Retell.

Part 7

Worksheet: Experiment; The three phases of water; gas, liquid and solid.

Part 8

Lesson about volume and how to weigh and measure.

Part 9

Lesson about ingredients: vitamins, nutrients in certain foodstuffs and the fruits and berries that will be used when making the ice cream. Discussion about healthy eating habits, fructose versus added sugar and being sugar smart.

Part 10

Worksheet: We produce our own ice cream by using all the knowledge we have learned. We repeat the concepts in mathematics, science and technology. We produce sugar smart ice cream with only fructose and use water and watermelon as a base.

Materials

Worksheet for students, movies, ice cream sticks, measuring cup, kitchen scales, plate, baking paper.

Grouping

Students will work in different group configurations (3, 4 or 5 in each group, depending on the size of the class) during this activity. When creating the ice cream, students will work in their Groups.

Useful questions

How can we create a healthy ice Cream?

Adaptations (abilities of age group, within the group, etc.)

Students will work based on their abilities, level-adjusted.

Assessment

Teacher’s assessment

The assessment will take place in a formative way during the course of the activity.

 

Student's assessment 

Student questionnaire before and after.

 

Tips and tricks

Geometric shapes: We look at 2D and 3D shapes and compare. The children practise the ability to reflect and reason.

Draw the shapes by using a ruler.