Cookie Share (The)
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark E.3 Identify ways that trust is important in all communities.

This lesson will emphasize that our community in the school is an important part of students' lives and building that community must start with trusting one other student. This lesson gives the students a chance to share their new knowledge of trust and community with other students and also allows them to learn through Multiple Intelligences.

PrintOne Twenty Minute Class Period (if using purchased cookies, or an additional class period to make cookies)

The learner will:

  • demonstrate equal sharing with one other person they trust.
  • Optional: cookie cutter from Frankencutters that is called the "Sharing Cutter" ($4) from
  • If cookie cutter is unavailable, check with your local grocery store for easy break crackers or cookies (i.e., graham crackers, etc.).
  • Sugar Cookie Recipe for the Cookie Share (Handout One) or find a recipe online with instructions for rolling out dough
  1. Anticipatory Set: Ask students to describe what it takes to be a best friend.

  2. To continue the discussion, ask:

    • Who has a best friend?
    • What is one of your favorite things to do with a best friend?
    • Can you trust a best friend?
  3. Show a crumbled cookie and ask how two people could share this cookie equally.

  4. Show a round cookie and see if they could equally share the cookie.

  5. Show the "Sharing Cookie" and ask if they could share equally.

  6. Make the attached recipe and have students cut their cookie out of the rolled dough.

  7. Have students carry the Trust Banner with them to the next room. Have students explain the meaning behind the banner and how it was made.

  8. Tell the students to sit with their partner from the other class. The students will tell their partner that they are trusting them to share their cookie equally with them. The teacher should give verbal clues to keep the students on task such as:

    • Where will the cookie break so that each person has equal parts?
    • Why do you trust each other to divide the cookie evenly?
    • As a community in our school, can we trust each other to play outside, go to gym, each lunch together, etc.?
  9. Finish by inviting the class to eat their cookies.


The learners will demonstrate to their partners that they each have an equal amount. They will place the cookies on top of one another to check for equality. When both parties agree they have equal pieces they can eat their parts. Students will share with the class how they broke their cookie and made accommodations to make equal parts.