Kajsa Thompson

Educ 523- Social Studies Methods

Johnson
12/9/11
Term III- Integrated Assignment, Social Studies

Unit- Rice: From Farm to Table

Lesson Plans-
Lesson 3-
Grade- Third
Time- 45 minutes
Date- 11/23/11

Goals/Objectives-
O Students will be able to apply what they learned about the history oI rice and rice
production to complete their graphic organizer
O Students will be able to work collaboratively with their Social Studies Partner to
each complete their graphic organizer

Standards-
O PA Standards
4 PA 7.2 A- Physical Characteristic oI Places and Regions
IdentiIy and locate local natural resources on a map
4 PA 6.3 D- Scarcity and Choice
Introduce: Production, exchange and consumption oI goods,
scarcity and choice resources
The global interdependence oI goods, services and resources
4 PA 6.4 C- Economic Interdependence
Explain why goods, services, and resources come Irom all over the
world
O CSS
4 Theme 1- Culture
4 Theme 3- People, Places, and Environments
4 Theme 7- Production, Distribution, and Consumption
4 Theme 9- Global Connections

Materials and preparation-
O KWL chart
O Marker
O Map with locations where rice is eaten marked
O Graphic organizer to complete their rice journey story- 28 copies
O Poster sized version oI graphic organizer

Classroom arrangement and management issues-
O Students will be assigned where in the room they will work with their partner

Plan-
O ook (5 minutes)
4 Recap what was discussed the day beIore, reIerring back to the KWL chart
Ior structure
4 Explain that today they will have the opportunity to show what they have
learned about rice so Iar which will help us with the next Iun activity they
will be doing the next day
O ody oI the Lesson (30-35 minutes)
4 Explain that today they are going to complete their graphic organizer
about the journey that rice goes on Irom seed to plate
4 and out graphic organizers, and post poster sized version oI the graphic
organizer
4 Explain that the Iour major parts oI the liIe oI a grain oI rice are
Rice is grown
Rice is transported to another place
Rice is prepared to be eaten
Rice is eaten
4 Show that each oI these parts oI the liIe oI a grain oI rice is represented on
the graphic organizer and that students will need to Iill out the details
about each stage Relate this to concepts oI main idea and detail which
are being taught during literacy
4 ill in one detail on the 'Rice is grown idea bubble on the poster version
oI the graphic organizer to give students a model oI details you are
looking Ior Provide Iact that rice is grown in water
4 Allow students to work independently on Iilling in the Iirst idea bubble
about 'Rice is grown
4 When students appear ready, ask Ior volunteers to share their responses
and record answers on the poster
4 Explain that today they will be working with assigned partners but beIore
we can get to work, ask the students to give the class tips about how to
work with partners record this list on the board
4 Reveal the Social Studies Partners and assign where each pair will be
working
4 eIore they move, emphasize that the better and more thorough their
graphic organizers, the better they will be able to complete the activity the
next day
4 Allow students to work with their partners to complete their graphic
organizers
O Closure (5-10 minutes)
4 Conclude the lesson by bringing the class back together and sharing what
they wrote on their graphic organizer recording students responses on the
poster version oI the graphic organizer

Assessment oI the goals/objectives listed above-
O Assess students` ability to apply what they have learned about the history oI rice
and production oI rice to complete their graphic organizer
O Assess students` ability to work collaboratively with their partner to complete
their graphic organizer

Anticipating students` responses and your possible responses-
O Management issues- Make sure to clearly articulate the instructions and
expectations Ior the activity. Write student-generated list oI how to work with a
partner on the board so students can reIer back to it throughout the lesson.
O Response to content- Since most oI this lesson will be students working with their
partners I will be able to circulate around to students who are having trouble and
need additional support and guidance
Accommodations-
O or students who may Iind the material too challenging- As mentioned above,
since most oI this lesson will be students working with their partners I will be able
to circulate around to students who are having trouble and need additional support
and guidance.
O or students who Iinish early- Encourage students to provide as many details as
they can think oI Ior their graphic organizers



























Lesson 4-
Grade- Third
Time- 45 minutes
Date- 11/23/11

Goals/Objectives-
O Students will be able to apply what they learned about the history oI rice and rice
production to creating comics with their partners
O Students will be able to work collaboratively with their Social Studies partners to
complete their comics

Standards-
O PA Standards
4 PA 7.2 A- Physical Characteristic oI Places and Regions
IdentiIy and locate local natural resources on a map
4 PA 6.3 D- Scarcity and Choice
Introduce: Production, exchange and consumption oI goods,
scarcity and choice resources
The global interdependence oI goods, services and resources
4 PA 6.4 C- Economic Interdependence
Explain why goods, services, and resources come Irom all over the
world
O CSS
4 Theme 1- Culture
4 Theme 3- People, Places, and Environments
4 Theme 7- Production, Distribution, and Consumption
4 Theme 9- Global Connections

Materials and preparation-
O KWL chart
O Marker
O Map with locations where rice is eaten marked
O Poster version oI graphic organizer
O Student copies oI graphic organizer
O Poster sample oI comic
O Comic template Ior each pair oI students- 14 copies

Classroom arrangement and management issues-
Students will be assigned where in the room they will work with their partner

Plan-
O ook (5 minute)
4 Recap what was discussed the day beIore, go over the details given
yesterday on the graphic organizer
4 Explain that I wanted to come up with a way Ior the class to combine their
great writing and artistic skills with their interest in comics
O ody oI the Lesson (35-40 minutes)
4 Explain that today they are going to pretend they are a grain oI rice and
that I want them to make up a comic that shows their journey as a grain oI
rice on the Iarm to someone`s plate
4 Go over the sample I created reading the captions, talk bubbles and
explaining the illustrations
4 Ask the class to explain the importance oI each part oI a comic
Captions
Illustration
Talk bubbles
4 Ask the class to think about other important elements oI a comic that
should be included
4 eIore passing out the templates, tell the students that a challenge is I am
only going to give each pair one comic template so it is essential that they
work together to complete their task
4 Ask students to provide some tips about how to work together on
completing their comic Record student responses on the board so
students are able to reIer back to this list throughout the lesson
4 ave students move to their designated places in the room with their
graphic organizers. Once every pair is the correct place in the room I will
hand out the comic templates and allow the students to work together to
complete the activity
eIore handing out the templates emphasize
O They will only receive one template so work in pencil Iirst
O Once everything is done in pencil they may add color but
only using colored pencil or crayons
O Would like students to be completed with their comics by
the end oI social studies today
O Closure (5 minutes)
4 Conclude the lesson by having students put their rice journey comics in
the metal bin
4 II students are not Iinished allow Ior more time later in the unit

Assessment oI the goals/objectives listed above-
O Management issues- Make sure to clearly articulate the instructions and
expectations Ior the activity. Write student-generated list oI how to work with a
partner on the board so students can reIer back to it throughout the lesson.
O Response to content- Since most oI this lesson will be students working with their
partners I will be able to circulate around to students who are having trouble and
need additional support and guidance. I will make sure to correct any
misconceptions that I come across when circulating around.
Accommodations-
O or students who may Iind the material too challenging- As mentioned above,
since most oI this lesson will be students working with their partners I will be able
to circulate around to students who are having trouble and need additional support
and guidance.
O or students who Iinish early- Encourage students to provide as many details as
they can in all oI the parts oI their comic