2nd Grade  Project 3 weeks

Steeped in History: The Tea-tastic Journey!

Angela J
Updated
SCI.2.CC.4
SCI.2.CC.2
SCI.2.CC.1
SCI.2.CC.7
SCI.2.LS.2
+ 34 more
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Purpose

The overarching purpose of this project is to immerse second-grade students in an engaging learning experience that combines horticulture, cultural studies, and economics through the exploration of tea. By creating their own herbal tea garden and participating in various collaborative activities, students will develop critical thinking and problem-solving skills, apply scientific principles to real-world contexts, and appreciate the cultural significance and economic impact of tea globally and locally. This hands-on approach fosters content expertise while encouraging students to actively engage with their community, develop their creativity, and cultivate a deeper understanding of complex, authentic questions.

Learning goals

Students will develop scientific inquiry skills through hands-on planting and observation of tea herbs, understanding plant growth cycles and ecosystem interactions. They will explore cultural diversity by researching and presenting tea traditions and ceremonies worldwide, fostering appreciation for cultural heritage. Additionally, students will enhance their mathematical skills by calculating planting costs and analyzing tea pricing in local and global markets. They will also gain real-world insights into horticulture and economics by interacting with community partners like local horticulturists and market representatives. Through creative expression and collaboration, students will learn to articulate their findings and share their knowledge with others.

Standards
  • [Wisconsin] SCI.2.CC.4 - Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.2 - Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.1 - Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.7 - Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.LS.2 - Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.4 - Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.2 - Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.1 - Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.7 - Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.LS.2 - Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
  • [Wisconsin] M.2.MD.C.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
  • [Wisconsin] M.2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • [Wisconsin] SCI.2.CC.4 - Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.2 - Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.1 - Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.7 - Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.LS.2 - Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
  • [Wisconsin] M.2.MD.C.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
  • [Wisconsin] M.2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • [Wisconsin] SS.PS1.a.K-1 - Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
  • [Wisconsin] SS.Econ2.b.2 - Define product market and categorize prices of products in a local market.
  • [Wisconsin] SS.Geog5.b.2 - Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.
  • [Wisconsin] SCI.2.CC.4 - Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.2 - Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.1 - Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.CC.7 - Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.
  • [Wisconsin] SCI.2.LS.2 - Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.
  • [Wisconsin] M.2.MD.C.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
  • [Wisconsin] M.2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
  • [Wisconsin] SS.PS1.a.K-1 - Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
  • [Wisconsin] SS.Econ2.b.2 - Define product market and categorize prices of products in a local market.
  • [Wisconsin] SS.Geog5.b.2 - Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.
  • [Wisconsin] L2 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate.
  • [Wisconsin] L4 - Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation.
  • [Wisconsin] W1 - Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.
  • [Wisconsin] W2 - Compose writing for a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
  • [Wisconsin] W6 - Use print and digital technology to produce and publish writing and to interact and collaborate with others.
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.

Products

Students will create illustrated guidebooks documenting their mini green tea garden's growth requirements and benefits, drawing from their hands-on experiences and scientific observations. Additionally, they will develop cultural displays for the 'Tea Culture Fair,' including visual and performance elements that highlight global tea traditions and customs. Throughout the project, students will maintain 'Tea Journals' as a personal record of their learning journey, providing insights and reflections on the horticultural, cultural, and economic aspects of tea.

Launch

Begin with a 'Tea Exploration Day,' an immersive experience where stations feature various tea samples, scent explorations, and tastings of the herbs students will grow in their garden. Each station will introduce concepts related to ecosystem dynamics, cultural tea traditions, and economic impacts by engaging students in sensory activities and discussions. This will spark curiosity and pave the way for hands-on learning throughout the project, offering a foundational understanding to help students design their herbal tea garden.

Exhibition

At the conclusion of the project, students will host a 'Tea Culture Fair' at school, which serves as a platform to showcase their tea garden and cultural displays. Students will set up booths displaying their research and creative work on tea traditions, songs, and preparation methods from various cultures. This fair invites community members, including parents, teachers, local horticulturists, and farmer's market representatives, to participate and observe students' projects, fostering an exchange of ideas and appreciation for global tea culture.