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Healthy Snacks Recipe Book

School: Capital City Public Charter School

City/State: Washington, DC

Grade(s): 1, 2

Format(s): Bilingual, Cookbook

Subject(s): English Language Arts, Health and Wellness, Mathematics, Visual Arts, World Language

Project Overview

This recipe book was created by 1st and 2nd graders at the Capital City Public Charter School in Washington, D.C., during the 2005-2006 school year as part of a Fitness and Nutrition Learning Expedition. Students created this kid-friendly cook book from their own research of and experimentation with food.

The contents of the Healthy Snacks Recipe Book reflect students’ learning about healthy vs. unhealthy snacks, which was in part based on their understanding of the food pyramid. Students did taste tests of the different foods and recorded observations of what they did and did not like. The cook book includes student-written recipes, including ingredients and directions. To address the language needs of local students and the class’s study of Spanish, the text is bilingual.

Students worked collaboratively in groups to write each recipe and each recipe is accompanied by a detailed watercolor painting, done by a student. Students also worked in collaboration with families who donated time, food and cookbooks. 

How This Project Can Be Useful

  • Appealing product that has an authentic audience – themselves and other kids
  • A project and product that is naturally appealing to young children
  • Highlights healthy eating
  • A good example of students learning how to give a rating to something
  • Shows procedural writing by young students
  • Instructions clearly written by students – for students! For example, see instruction #2 on page 11: “Mix ingredients with clean hands.”
  • Recipes and artwork go nicely together. See the water color illustration on page 14

Common Core State Standards

Standard Long Term Learning Target
RI.1.5
  • I can use text features to find important facts in informational text.
RI.2.5
  • I can use text features (bold, captions, subheadings, glossaries, indexes, icons) to efficiently find facts in informational texts.
W.1.2
  • I can include an ending to my informational text.
W.1.7
  • I can participate in shared research projects.
W.2.5
  • With support, I can strengthen my writing through editing.
SL.1.5
  • I can use drawings or other visual displays to help me express myself.
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