CP: How It’s Made: Mayonnaise

The class plan structure must be in HTML and include:

1. At the top: a link to “Class Plans” (given URL) and the featured image.
2. Set the Scene: 3-5 engaging questions that transition from everyday life to the topic.
3. Featured Image Analysis: Questions about the image (we assume the image is present).
4. Introduction: Guide to read the introduction (we don’t have the original intro text, so we’ll prompt to read it).
5. Video Engagement: Instructions to watch the video, with 2-3 pause points and questions at each.

Steps:

1. Set the Scene:
– Start with general questions (e.g., about food, condiments, cooking).
– Transition to mayonnaise: “Do you like mayonnaise? What do you use it for?”
– Then lead into the topic of how it’s made.

2. Featured Image Analysis:
– The featured image URL is provided: https://maestrocursos.com.br/?attachment_id=6300
– We don’t have the image, but we can assume it’s related to mayonnaise production (factory, jars, etc.).
– Ask: “What do you see in the image? What do you think this activity will be about?”

3. Introduction:
– We don’t have the exact introduction text, so we’ll say: “Read the introduction to learn about the origin and uses of mayonnaise.”

4. Video Engagement:
– The video is about 5 minutes long (typical “How It’s Made” episode). We’ll choose 2-3 pause points and questions.
– Pause points (based on the transcript summary):
a) After the introduction (about 0:30): Ask about the origin and uses.
b) When they start mixing (about 2:00): Ask about the ingredients and the mixing process.
c) During quality control (about 3:30): Ask about the tests and packaging.

– Questions should be conversational and reflective.

5. Include the link to the original post: https://maestrocursos.com.br/quizzed-esl-activities/how-its-made-mayonnaise/

Let’s structure the HTML:

– Use

for main sections (Set the Scene, Featured Image Analysis, Introduction, Video Engagement)
– Use

for subsections (e.g., “Pause at 0:30”, etc.)
– Use

for lists of questions.
– Use

for instructions and explanations.

Note: The entire response must be in HTML, no extra text.

We’ll create:

Class Plans


Then the sections. Class Plans


Set the Scene

• What condiments do you regularly use to enhance your sandwiches or snacks?
• Have you ever wondered how everyday food products like sauces are made in factories?
• When you buy packaged foods, what quality aspects are important to you (taste, texture, safety)?
• What kitchen ingredients would you combine if you tried to make a creamy sauce from scratch?
• How might food production methods affect what we find on supermarket shelves?

Featured Image Analysis & Prediction

• What industrial equipment or food products do you notice in this image?
• Based on the machinery shown, what stage of food production do you think this represents?
• What clues suggest this might show a condiment manufacturing process?
• Predict three key steps that might be involved in creating the product shown.

Introduction

Read the introduction to discover mayonnaise’s Spanish origins and its transformation from simple ingredients to industrial production.

Video Engagement

Watch the video: How It’s Made: Mayonnaise

1. Pause at 0:45 (After origin explanation)

   • How might mayonnaise’s original name “salsa mejanessa” reflect its cultural history?
   • Why do you think this simple sauce became globally popular despite its humble ingredients?

2. Pause at 2:15 (During ingredient mixing)

   • What safety concerns would factories address when handling raw eggs, and how does pasteurization solve them?
   • How does the computerized proportioning system ensure consistent product quality?

3. Pause at 3:50 (Quality control segment)

   • Why might acidity testing be crucial for both safety and taste in mayonnaise?
   • How do different packaging formats (jars vs. pouches) serve different consumer needs?

Explore more activities: Original Lesson