Article
Sandor Bodo/The Providence Journal-USA TODAY NETWORK

Chocolate Maker

Aura Fajardo Quintero uses Venezuelan flavors in her handmade treats

By Jessica McKenna-Ratjen
From the February 2023 Issue

Learning Objective:  Students will measure liquid volume to model the skills of a chocolatier.

Lexile: 920L; 740L
A chocolate maker posing for a photo

Sandor Bodo/The Providence Journal-USA TODAY NETWORK 

Aura Fajardo Quintero opened a shop in Rhode Island to sell her chocolates.

It’s easy to mistake Aura Fajardo Quintero’s shop as a small jewelry store. Shelves filled with fancy packages line the walls. Shimmery objects are displayed in glass cases. But all the treasure in this shop is made of chocolate!

Fajardo Quintero started Aura’s Chocolate Bar in September 2017. She first made her treats in a shared kitchen. Since then, she’s opened her own storefront in Cranston, Rhode Island. Now she makes about 20,000 chocolate confections by hand every year.

A Passion for Chocolate

Fajardo Quintero was born in Venezuela. Growing up, she loved the fruity, nutty taste of Venezuelan chocolate.

After she went to college in Providence, Rhode Island, she had a chance to make her own. Fajardo Quintero fell in love with the chocolate-making process. “I think it chose me instead of the other way around,” she says.

Enlargeable image of crushed dried strawberries

Sandor Bodo/The Providence Journal-USA TODAY NETWORK 

Making Chocolate Treats

To make a chocolate bar, Fajardo Quintero first melts chocolate in a tempering machine. It controls the chocolate’s temperature and stirs it constantly. She then carefully cools the melted chocolate to between 86° and 89° Fahrenheit, depending on whether she’s working with white, dark, or milk chocolate. Finally, she pours it into molds, where it cools and hardens. If she does it right, the chocolate will shine and snap when broken. About 20 minutes later, the bars are ready to sell!

Fajardo Quintero has designed more than 100 unique chocolate treats for her shop. She mixes up popular Rhode Island flavors like coffee milk and caramel. She also experiments with global flavors like matcha and lemon lavender honey. She uses chocolate seeds called cacao from Venezuela as the base for most of her treats.

Image of a lemon, matcha, lavender, and honey

Shutterstock.com

From left to right: lemon, matcha, lavender, honey

I'm truly proud of the cacao produced in the country I was born,” Fajardo Quintero says. “I intend to share that chocolate love with the world. This love shines through my confections and echoes the world of my ancestors.”

Analysis

Answer the following questions on a separate sheet of paper.

Which container did you predict would have the greatest volume of water? Why

Were your predictions correct? Explain.

Did any of your measurements surprise you? Why?

Step-by-Step Lesson Plan

1.  SPARK ENGAGEMENT.

Play the videoChocolate!” Then, before or after reading the article, spark a discussion based on the following questions.

  • What is your favorite treat to eat?
  • How do you think chocolate is made?
  • Name 2 units of measurement you know.

2INTRODUCE THE MATH CONCEPT AND VOCABULARY

  • Hold up a cup of water. If you wanted to measure how much water was in this cup, what tools could you use? (Answers may vary. Possible answer: a measuring cup or beaker)
  • When you go to the grocery store, what measurements do you see on the sides of drink containers? (Answers may vary. Possible answers: liters, cups, milliliters, gallons.)
  • Today, we are going to measure liquid volume. Liquid volume is the amount of space liquid takes up in a container. We can measure it using liters and milliliters.
  • Hold up a 500 mL beaker. This beaker measures liquid volume in milliliters. Pour the water from the cup into the beaker. We read it by looking at the surface of the water. The line closest to where the surface of the water touches the glass is our measurement. Allow every member of the class time to come up and practice reading the measurement.

3. WORK THROUGH THEWHAT TO DOBOX.

  • Divide the class into small groups. Pour any amount less than 500 mL of water into each group’s tall container, short container, and 2-liter bottle. If using food coloring, give each group a different color.
  • What is the difference between your three containers? (Answers may vary. Possible answers: They are all different sizes; they can hold different amounts of water.)
  • What is the greatest amount of water that your beaker can hold? (500 mL)
  • If we were doing this experiment with juice instead of water, would the measurement of liquid in each container be different? Explain. (No, the measurements would be the same. Liquid volume measures the amount of liquid, regardless of its type.)

4. REINFORCE WITH MATH PRACTICE.

Have students complete questions 1 through 3.

Text-to-Speech