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2nd Grade  Project 3 weeks

Paws & Chews: Treats Galore!

Emilie V
Updated
ELA.2.R.2
ELA.2.W.2.a
ELA.2.R.2
ELA.2.W.2.a
M.2.OA.B.2
+ 12 more
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Purpose

The purpose of this learning experience is to engage students in creating healthy dog treats through hands-on exploration and research. Students will integrate literacy, math, science, and social studies skills to design, test, and refine their treat recipes. By collaborating with community partners, students will understand the importance of nutrition and economics in real-world contexts, culminating in a showcase of their creations.

Learning goals

Students will learn to summarize informational texts to identify key details about dog nutrition and health. They will develop skills in writing opinion pieces, supporting their views with researched evidence. Students will practice addition and subtraction within 20 to calculate ingredient costs and measure ingredients accurately. They will understand the economic aspects of sourcing ingredients and explore scientific concepts related to ecosystems and animal health.

Standards
  • [Wisconsin] ELA.2.R.2 - Summarize portions of a text in order to identify a main topic or central idea and key details in a text. (RI&RL)
  • [Wisconsin] ELA.2.W.2.a - Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.
  • [Wisconsin] ELA.2.R.2 - Summarize portions of a text in order to identify a main topic or central idea and key details in a text. (RI&RL)
  • [Wisconsin] ELA.2.W.2.a - Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.
  • [Wisconsin] M.2.OA.B.2 - Flexibly and efficiently add and subtract within 20 using multiple mental strategies which may include counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • [Wisconsin] SS.Econ3.a.1 - Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).
  • [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] ELA.2.R.2 - Summarize portions of a text in order to identify a main topic or central idea and key details in a text. (RI&RL)
  • [Wisconsin] ELA.2.W.2.a - Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.
  • [Wisconsin] M.2.OA.B.2 - Flexibly and efficiently add and subtract within 20 using multiple mental strategies which may include counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • [Wisconsin] SS.Econ3.a.1 - Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).
  • [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] ELA.2.R.2 - Summarize portions of a text in order to identify a main topic or central idea and key details in a text. (RI&RL)
  • [Wisconsin] ELA.2.W.2.a - Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.
  • [Wisconsin] M.2.OA.B.2 - Flexibly and efficiently add and subtract within 20 using multiple mental strategies which may include counting on; making ten; decomposing a number leading to a ten; using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
  • [Wisconsin] SS.Econ3.a.1 - Identify the cost of everyday goods (e.g., milk, bread, fruit, vegetables, cheese).
  • [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.

Products

Students will create a recipe book featuring their original dog treat recipes, complete with illustrations and explanations of the health benefits. They will produce batches of dog treats using locally sourced ingredients, tailored to address specific health issues in dogs. Additionally, students will prepare presentations detailing their recipes, the scientific and mathematical reasoning behind their choices, and the feedback received from community partners.

Launch

Begin with a visit from a local veterinarian who can discuss the benefits and drawbacks of common dog treat ingredients. Follow this with a 'Taste Test Day' where students sample and discuss various healthy ingredients, sparking ideas for their own dog treat recipes. This engaging start will inspire curiosity and set the stage for the project.

Exhibition

Organize 'The Doggie Delights Showcase' where students present their homemade dog treats to peers, teachers, and parents, explaining the recipes and health benefits. Set up booths for 'Paws and Applause Day' in the school gym, allowing students to display their treat recipes and share their learning journey. Offer samples to attendees, including classmates, teachers, and parents, to engage the community in celebrating the students' creations.