Maple Syrup
Connie Groh and Colleen Lind

   Introduction and Unit Overview
  Lesson:  Tapping Trees - an introductory lesson about our state tree, the sugar maple (social studies)
  Lesson:  Energy Food - learning about the role of sap within the maple tree (science)
  Lesson:  Sugaring Weather - a look into the weather that supports sap flow (science)
  Lesson:  Maple Syrup History - a lesson on history using children's literature (social studies)
  Lesson:  Making Maple Syrup - the Process -looks at the process of making syrup from sap (science)
  Lesson:  Maple Syrup - the Finished Product - learning about syrup packaging, design, and advertising (social studies)
  Culminating Activity
  Annotated Bibliography

  Unit Introduction:

We chose the topic of maple syrup production because it is an important part of Wisconsin's many types of farming, one that is often overlooked. The product of maple syrup is something that most third grade children are familiar with. The lessons within this unit build upon that familiarity. By expanding on this background knowledge, the children will have many opportunities to learn new social studies and science concepts while dealing with something they are comfortable with. The maple syrup tradition has a rich history in Wisconsin as well as other areas of the United States, especially the northeastern states. Understanding this part of our nation's agricultural past will help the students to have a deeper appreciation for its heritage in other areas as well. This unit is designed to be used in the spring of the year during the sap season.

Some of the social studies concepts explored through this unit are the origins and history of the product of maple syrup, changes over time in the methods of collecting and preparing the product, and respect for the environment. The lessons include aspects from geography, history, economics, and environmental studies.

The topic of maple syrup can also be discussed in relation to many science concepts. These include observation, prediction, and classification. Our unit includes aspects from biology, earth science, chemistry, and meteorology.

In planning our unit, we integrated many activities and ideas which relate to specific important areas in teaching. The first main theme which can be found throughout the lessons is that of adapting for each student's individual learning style. Each lesson contains activities that encourage the strengths of many different children. For example, various activities and assessments are based on writing, reading, speaking, listening, visualizing, and manipulating.

Another important part of our unit is peer interaction. Several of the activities are done in small groups. The process of students learning from and teaching each other is very significant.

Many aspects of constructivist education are included in this unit. The hands on / minds on activities encourage student participation. Concrete materials and directions are given to supply a framework within which the students may creatively solve problems.

Our unit also includes an activity that explores the important aspect of family, tradition, and heritage. The students' pride in and knowledge of their own families will lead them to an increased positive attitude towards the community as a whole. By exposing the children to a family of another culture, they will be more educated and therefore less prejudiced towards people who are different from them. This attitude will encourage openness to the world and all of its inhabitants.

Finally, our unit plan includes much to encourage positive attitudes towards other people, various areas of the curriculum, and new situations. This is accomplished through fun, exciting activities that relate to real life.

Classroom Description:

This unit was designed for a third grade classroom in a public school. The room contains 20 students and as many desks. They are arranged in rows or pods depending on the activity being done at the time. The classroom also contains centers around the room for specialized activities. These include a reading area and tables for small group work. The school is in a small central Wisconsin town that has a population that is predominately white. Some of the students are from farm families while others are from families where one or both parents are employed outside of the home. The academic levels of the students vary greatly within the classroom. Some of the students have learning disabilities while others are categorized as "gifted and talented."

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Lesson:  Energy Food
Science

  Grade level: 3

  Time to complete: approximately 1 hour and 10 minutes

  Rationale:

This lesson will acquaint children with the importance of sap as a source of food for the tree. Just as children need food to grow, so does the tree. We will explore how the tree produces this energy-giving sap and what it contains. This is important so children will understand that all living things need "food" to grow and will come to respect all living things, who like them need an energy source to survive.

  Objectives:

1. Students will draw on a worksheet how sap is produced.

2. Students will list three things needed to produce sap in a maple tree.

3. Students will calculate the percent of water and sugar in samples of maple sap.

  Materials:

sap hydrometer (to measure the sugar content in the sap collected), sap, containers, sap production handout and diagram, sap hydrometer reading worksheet

  Procedure:

1. Anticipatory set: Gather children in a group for discussion. What does your body use to create energy? Do all living things make food? What about trees? Remember when we tapped the maple tree? What are we collecting from the tree? Explain to the students that sap is the maple tree's source of food that enables it to grow. (5 minutes).

2. Show children the sap production diagram and give them the handout to be done at their desks while you explain the diagram. Have the students follow along on their handout while you explain the diagram. Sunlight from the sky, carbon dioxide from the air and chlorophyll in the green leaves work together to make the sugar the tree needs. This is called photosynthesis. The sugar mixes with water absorbed by the roots and forms sap. The sap travels throughout the tree to feed it, help it grow, and bear new leaves as well as to keep the tree healthy. Have the children color those parts discussed. (20 minutes).

3. Gather students in one large group. Ask students to formulate a guess as to why syrup is so sweet while sap is not. Explain to children that sap is made mostly of water and very little sugar. Much of this water is boiled out to make syrup that is over half sugar. Give an example such as the following: if sap tests 3%, that means in every 100 spoonfuls of sap, there are only 3 spoonfuls of sugar. Syrup made from that sap will have about 66 spoonfuls of sugar in every 100 spoonfuls of liquid. (15 minutes).

4. Now students will get into groups of threes and test the sugar content in the sap that you collected before class. Each group will be given some sap. They will take turns measuring the sugar content using the hydrometer. Do one measurement as an example for children to follow. The students will record readings and calculate how much water and sugar this sap contains using the formula on the worksheet. Children should complete the worksheet with their groups. (25 minutes).

5. Closure: Tell the students, "Now that we have found out how sap is made and measured the sugar content, we will find out if the weather is a factor in how much sap is collected. This will be our next lesson." (2 minutes).

  Assessment:

Students will hand in the worksheet about sap production. They will be asked to list on the back three of the four things a tree needs to make sap: water, sunlight, air or carbon dioxide, and chlorophyll. Students will be informally assessed on their guesses during discussion about why sap is not as sweet as syrup. The sap hydrometer reading worksheet will be collected and graded.

  Extensions:

1. Children can make homemade sap by mixing the 3 spoonfuls of sugar in 100 spoonfuls of water as given in the example. They can experiment with varying amounts of sugar.

2. A handout on morning and evening sap flow will be available. This will tie into the next lesson on sugaring weather.

Sap Hydrometer Reading Worksheet

The hydrometer reading tells you how much sugar is in the sap. The higher the sugar content, the less cooking time is needed to make the sap into syrup.

Complete the following problems in your group.

Ex. A reading of 1 means you have 1% of sugar and 99% of water in the sap.

Record your hydrometer reading here.____________

What percent of sugar is in your sap?______________

What percent of water is in your sap?______________

If you have a reading of 10, what percent of the sap is sugar?__________

If you have a reading of 10, what percent of the sap is water?__________

If you have a reading of 4, what percent of the sap is sugar?__________

If you have a reading of 4, what percent of the sap is water?__________

If you have a reading of 2, what percent of the sap is sugar?__________

If you have a reading of 2, what percent of the sap is water?__________

If you have a reading of 6.7, what percent of the sap is sugar?__________

If you have a reading of 6.7, what percent of the sap is water?__________

Which sample of sap will need to cook the least to make syrup? (circle one)

Your reading 10 4 2 6.7

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Sugaring Weather
Science

  Grade level: 3

  Time to complete: approximately 1 hour and 10 minutes

  Rationale:

In this lesson we will look at the ideal weather conditions for optimum sap flow. This is important to children because they develop observation skills that they can use in all areas of the curriculum. This lesson also helps students to develop respect for and an understanding of our changing world. By using the internet to gather data, students will also develop skills for using computer technology.

  Objectives:

1. Students will record predicted and actual temperature and weather conditions for several days.

2. Students will draw a picture that shows the best kind of days for a sap run.

3. Students will be sap forecasters by predicting which days will have good sap flow.

  Materials:

outdoor thermometer, paper, crayons, markers, newspaper or access to the internet

  Procedure:

1. Anticipatory set: As the children gather in a group, start out the discussion about the weather. Does anyone know how cold it was last night? Is it warmer today? When we collect our sap every day has anyone thought about how much the weather affects the amount of sap we get in our buckets? We will be examining the weather closer to see if it does make a difference in the making of the syrup.

2. Explain to the group that the sap flow is affected by the weather. When the temperature in the day is about 45-50 degrees F. and sunny and is 20-25 degrees F. at night, this is ideal for a good sap flow. Check the thermometer. (5 minutes).

3. Now have the students work in groups of four. They are to record the day's temperature and conditions (ex. cloudy, sunny, rainy, foggy). The teacher provides the previous night's temperature. Then the students are to predict if this day will produce a good sap flow. This theory can be tested when the sap is collected for the day. (10 minutes).

4. In their groups, the students will be given the job of sap forecasters. They will receive the "Be a Sap Forecaster" handout. Students will use either a newspaper weather forecast or get this information from the internet, depending on availability. They are to record temperature forecasts for five to seven days and predict which of these days will be good for sap flow. Remind them of the ideal sap flow temperatures and conditions by writing them on the board. (20 minutes).

5. After completing the forecasting project, the students will individually draw and color a picture showing a good day for optimum sap run (sunny and warm). Ask children how they can show it is warm out besides drawing the sun. What do they see outside that tells them it is warm out? (i.e. melting snow, dripping icicles, puddles). (20 minutes).

6. Measure the amount of sap collected each day to see if the sap flow predictions for the day were accurate. Students may enter this information in the second data chart on the handout. (5 minutes).

  Assessment:

Students will hand in their sap forecast predictions and recordings. They will be checked for accuracy in temperature and predictions. They will also hand in their drawings. These will be evaluated on how the students showed warm weather. The drawings reflect how observant they are to the changing world around them.

  Extensions:

1. Research how and why certain temperatures and weather conditions cause the sap to flow within the trees.

2. Children can contact syrup producers through e-mail to compare weather conditions and sap collection.

How accurate were your predictions? Circle the days with the highest sap run. Compare your two charts.

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Lesson:  Maple Syrup History
Social Studies

  Grade level: 3

  Time to complete: approximately 1 hour and 20 minutes

  Rationale:

Tapping maple trees for their sap is an American tradition. This lesson presents students with information about the history of maple sap collection and syrup production. Through this lesson, students will recognize that some things change over time and some things stay the same. This lesson also includes a children's story about one family's sugaring-off party tradition. This story, along with the family tradition learning center, will help the students to appreciate their own families and the community of which they are a part. The story also encourages students to have a positive attitude towards all people and their families regardless of their native language or culture.

  Objectives:

1. Students will identify two aspects of sap collecting or syrup production that are the same today as they were in the past.

2. Students will identify two aspects of sap collecting or syrup production that are different today than they were in the past.

3. Students will create a picture and/or story about one tradition that their family has.

4. Students will write their own legend to describe how maple sap or syrup may have been discovered.

  Materials:

The Sugaring-Off Party by Jonathon London, paper, pencils, crayons, markers

  Procedure:

1. Anticipatory set: Gather the students into a large group in the reading area of the classroom. Ask the students what they know about the history of maple syrup. The teacher may ask, "How did the pioneers collect the sap and make it into syrup?" and "Who were the first people to discover maple sap in America?" Also discuss at this time that a tradition is something enjoyable done for many years by an individual, family, community, or country. (5 minutes).

2. The teacher will write the French words that are in the book The Sugaring-Off Party along with their pronunciations and definitions on the chalkboard or on paper ahead of time. When the students are all in the reading area, pronounce the words with the students and read the definitions. Ask the students to look for similarities between the French words and their English equivalents. (10 minutes).

3. Read the book The Sugaring-Off Party to the students. (15-20 minutes).

4. Ask the students to name some things that are different today than they were in the story. Ask the students to name some things that are the same today as they were in the story. These items can then be discussed with the whole group. (5-10 minutes).

5. The teacher will describe each of the learning centers. Half of the class will work at each center at one time. Students will have 15 minutes at each center. (30 minutes).

The Learning Centers

A. Family tradition (history, art, writing) At this center, students will draw a picture of a tradition that their family has. The students may also write a short paragraph describing the tradition that they drew.

B. Legend (history, writing) At this center, students will write their own legend to describe how maple sap or syrup may have been discovered. The students may also draw a picture to go along with their legend if they finish early. The handout "How Maple Syrup Was Discovered" will be at this center to explain the activity to the students.

6. Closure: Students may show the pictures they drew or read the legends they wrote to the rest of the class. The legends may be collected into a booklet to be kept in the room for the remainder of the unit. This booklet may serve as a resource for the students to use during the culminating activity. (10 minutes).

  Assessment:

Students will be informally assessed on their contributions to group discussions. The students' pictures and stories will also be evaluated for creativity and neatness.

  Extensions:

1. Read chapters 7 and 8 from Little House in the Big Woods by Laura Ingalls Wilder.

2. Do a project about a historical happening in the students' own community (i.e. a festival or other community event).

  GLOSSARY

Allons manger (AH-LONH MONH-JHAY) Let's eat
Allons-y (AH-LONH-ZEE) Let's go
Au revoir (OH RUH-VOIR) Good-bye
la cabane `a sucre (LA CAH-BAHN AH SOO-KRUH) sugar shack; also, sugaring-off party
Grand-m`ere (GRONH-MARE) Grandmother
mon petit chou (MONH PUT-TEE SHOO) literally, "my little cabbage;" an endearment like "my little darling"
N'est-c pas? (NESS PAH) Isn't that so?
le sirop d'`erable (LUH SEE-ROW DAY-RAH-BLUH) maple syrup
Tante (TAHNT) Aunt
la tire (LA TEER) the sticky, gooey maple syrup that is poured on the snow; also, the taffy that is the outcome of this process.
Tout le monde danse! (TOO LUH MOND DONCE) Everybody dance!
la tuque (LA TEWK) pointy wool hat

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Lesson:  Making Maple Syrup - the Process
Science (Chemistry)

  Grade level: 3

  Time to complete: approximately 1 hour and 40 minutes without travel time

  Rationale:

This lesson focuses on the process of boiling sap down to make maple syrup. As well as seeing how one action affects the product, the students will gain an appreciation for simple manufacturing processes. Since this lesson includes a field trip, students will be able to see the real life equivalents to what they have been learning about in class. Students will also use simple observation skills to determine similarities and differences between sap and syrup.

  Objectives:

1. Students will identify the steps in the process of making maple syrup from sap.

2. Students will describe how evaporation occurs and the impact it has in syrup production.

3. Students will identify 1 difference and 1 similarity between sap and syrup.

  Materials:

paper, pencils, crayons, access to an evaporator operated by someone in the syrup business (that person will also have sap, packaging bottles, and finished syrup)

  Procedure:

Considerations: The field trip will need to be arranged in advance and permission slips signed and returned by the parents to allow their student to participate. The teacher will prepare and send a list of questions ahead of time to the the person giving the tour that designate specific things that should be addressed. In this way, the teacher can know what will be talked about when the students are present.

1. Anticipatory set: Prepare the students to go on the field trip by reviewing the rules and schedule for the day. (5 minutes).

2. Write the following questions on the board and ask the students to listen for answers to them during the outing. How long does it take to make each batch of syrup? How much sap is needed to make 1 gallon of syrup? What equipment and materials are needed to store the sap and to boil it down? How much sugar is in syrup? How is syrup the same as sap? How is it different? What is evaporation and why is it important in syrup production? (Evaporation occurs when water changes from a liquid to a gas; this happens at the boiling point, 212 degrees F. or 100 degrees C.) (10 minutes).

3. Field trip. Students will be shown how sap is stored, cooked, strained, and bottled. Questions may be asked throughout the time by the students. Note: The class may be broken down into smaller groups if this is more convenient for the person giving the tour. (travel time plus 30-40 minutes for tour)

4. When students return to school, gather them together for a large group discussion. Ask students for their impressions and things they found interesting during the tour. Then ask the questions listed on the board and have children respond verbally. (15 minutes).

5. Closure: Students will individually draw a picture and/or write a short paragraph about something they learned about maple syrup production. These can be collected into a booklet and sent to the person who gave the tour along with a thank-you card signed by all the students. (20-30 minutes).

  Assessment:

Students will be informally evaluated on the answers given during discussion. Students will be graded on their drawings and paragraphs based on whether or not they contain at least one thing learned about maple syrup production.

  Extensions:

1. Students and teacher can boil down some sap into syrup.

2. Measure the sugar content of syrup with a hydrometer.Which sample of sap will need to cook the most to make syrup? (circle one):     Your reading 10 4 2 6.7

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Lesson:  Tapping Trees
Social Studies

  Grade level: 3

  Time to complete: approximately 1 hour and 15 minutes

  Rationale:

This lesson will introduce children to Wisconsin's state tree, the sugar maple. We will explore where it is found and why its sweet resource, sap, is collected during sugaring time. Students will gain an appreciation for the tree as well as its sweet rewards. This appreciation is important because we are losing our precious state tree for timber as well as to disease and pollution.

  Objectives:

1. Students will be able to identify Wisconsin's state tree, the sugar maple.

2. Using a map, students will be able to locate where sugar maples grow in North America.

3. Students will be able to describe how sap is collected from the trees.

  Materials:

North America map & tree stickers, maple leaves or pictures of leaves, dot-to-dot leaf & seasonal changes handouts, hand drill, taps, buckets, hammer, access to sugar maple

  Procedure:

1. Anticipatory set: The students will gather in a group for discussion. Does anyone know what our state tree is? Listen to responses. Tell students that the sugar maple is our state tree. It is not only found in Wisconsin but in other parts of North America as well. Mark area on map with tree stickers. (15 minutes).

2. Explain to students how they can identify the sugar maple by its three part leaves. Share leaves or pictures of leaves with children. Discuss three-part three-point shape and the fall colors of leaf, yellow and red. Hand out dot-to-dot for students to complete and color at their desks. The students will also complete the seasonal changes handout. (20 minutes).

3. Have the children come together in a group for discussion. Ask if anyone knows why the tree is called the sugar maple. List guesses on the board. Explain that the sugar maple is tapped for its sap, which is made into maple syrup. The sugar maple makes more syrup than any other type of maple tree. (10 minutes).

4. Show the taps, drill, and buckets. Explain how trees are tapped and that you will be tapping a tree in or near the school yard. (10 minutes).

5. Closure: Take the students outside and tap the maple tree(s). Let the children participate by taking turns with the drill and the taps. Explain that we will be checking the tree and collecting the sap throughout the unit. We will use the sap as we learn more about the art of making maple syrup. (20-30 minutes).

  Assessment:

Students will be evaluated informally on their contributions to group discussions.  The two activity handouts (dot-to-dot, season changes) will be collected and graded.

  Extensions:

1. Make bark rubbings of different trees including the sugar maple and compare the similarities and differences.

2. Students will complete a handout as homework in which they identify where sugar maples grow, how they are identified, and why and how sap is collected.

3. Set up a display with different tapping supplies. This can be left up throughout the unit and added to

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Lesson:  Maple Syrup-the Finished Product
Social Studies

  Grade level: 3

  Time to complete: approximately 1 hour

  Rationale:

Students will explore different brands of maple syrup sold at the local grocery store. As well as discovering similarities and differences between the products of different brands, students will find out that people have different opinions about which one is the best. This is an important understanding that applies to many areas of the students' lives. Students will also see the impact that design and advertising has on encouraging sales. It is important for children to be aware of these so they will not be as easily influenced by design and advertising gimmicks.

  Objectives:

1. Students will observe, compare, and record physical characteristics of maple syrup.

2. Students will create their own maple syrup label and advertising slogan.

  Materials:

several bottles of various brands of maple syrup, pencils, containers, plastic spoons, paper, markers, colored pencils, scissors

  Procedure:

1. Anticipatory Set: Ask the students as a group, "How many of you have ever eaten maple syrup?" Have the students indicate yes by raising their hands. Next ask the students to indicate if they liked the flavor. (1 minute).

2. Each student will receive a "Syrup Comparison" handout. Five students will work at each table set up with three to five different brands or types of syrup in sample containers that are all identical. It is important that the syrups not be left in their original containers. Each sample will be identified with a letter. Students will compare the color, thickness, clearness, taste, and smell of various brands of syrup without knowing the brand of each. This information will be recorded on the "Syrup Comparison" handout. (15 minutes).

3. After all the students have completed the activity, these ratings will be compiled in a chart on the board with each student writing their total for each sample. This is the basis for a discussion about difference of opinion and the majority opinion. Teacher will then reveal the brand name of each of the syrups and show the container it was purchased in. This leads into the class discussion on packaging and design. (10-15 minutes).

4. The teacher will ask the students to individually create their own maple syrup label containing the name of their syrup. The bottles of the syrup used in the beginning of this lesson will be available for the students to refer to during this process. The students will also create a poster or a newspaper advertisement for their product complete with the product name and a slogan. (20-30 minutes).

5. Closure: Students may share their own labels and/or advertisements with the class. Students may comment on how each particular label, poster, or advertisement would encourage someone to buy the product. (10 minutes).

  Assessment:

Students will be graded on the "Syrup Comparison" handout based on completeness and neatness. The labels, posters, and advertisements will be evaluated on containing the required information (product name and slogan). Students will also be informally assessed on their contributions to group discussions and on their presentation of their label, poster, and/or advertisement.

  Extensions:

1. Students can participate in or host a pancake and syrup party.

2. Students can use maple syrup as one ingredient in maple fudge, taffy or other product.

3. Students can compare the nutritional value of various syrups by using food labels.

4. Students can compare cost per unit for various syrups.

Syrup Comparison

Rank each sample on a scale from 1 to 5 for each of the characteristics given in the chart. 1 is the lowest ranking and 5 is the highest. Rank them based on your own preferences (how you like your syrup).