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Erin Alge

ELED 3223
Dr. Good
This Social Studies lesson was modified to be shortened because of the time allowed by my Cooperating Teacher. The
schedule for third grade is really tight and there was only a small window of time that I had to teach this lesson. For
this reason, the teacher input and the guided practice were merged together.

Name: Erin Alge

Lesson Title: China Research
Grade Level/Subject: 3rd grade Social Studies
NCES/CCSS Standard and
Objective (1)

Revised Blooms level of

thinking/type of knowledge
Behavioral Objective (2)
Objective Rationale (1)

Prerequisite Knowledge and

Skills (1)

Key Terms and Vocabulary


Focus/Review (prepares
students for the lesson) (2)

Topic: Chinas Economy

Social Studies NCES: 3.E.1- Understand how the location of region

affects activity in a market economy.
3.E.1.2- Explain how locations of regions and natural resources influence
economic development (industries developed around natural resources,
rivers, and coastal towns).
Requires students to recall and summarize what they learned in the text.
Students will have to recall and summarize what they read when they are
given the summative assessment.
Given questions about the reading, by using informational sources,
students will be able to independently answer two out of two freeresponse questions correctly on the China Research Worksheet.
Children need to learn about the economy and how regions affect
influence economic development. They need to understand how the
natural resources and population impact the economic development and
industry of a country. In this lesson, students will be learning particularly
about China and its economy. It is important for students to learn about
other countries of the world and not just about
Students must know that China is a country and that it has an economy.
Students must also know that businesses in a community produce goods
and services based on the wants and needs of the consumers in the
Key Terms and Vocabulary:
Wet fields
Content and Strategies

This lesson will start by the teacher asking students
-Teacher will
what they know about/ have learned about China
activate prior
already. The teacher will ask students what they learned knowledge to
about China yesterday. The teacher will call on random assess what
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
students to answer. The teacher will also activate prior
knowledge by asking students what an economy is and
what they know about the economy in the United
States. Students will have to turn and talk with a
partner about what they know about an economy and
the economy in the United States. This will be the
transition into learning about Chinas economy.

Objective as stated for

students (helps students set
their own goals for the lesson)
Teacher Input (provides the
content to students in a
teacher-directed manner) (3)
Guided Practice (scaffolded
practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

students already

-Teacher will
use a turn and
talk strategy to
allow students
to activate prior
knowledge and
get them
excited about
what they are
Tell the students, Today, we are going to read another part of the
Welcome to China book to learn about the part of Chinas economy. After
reading, you will answer free response questions in your research packet
about what you learned from reading the book.
The teacher will begin the lesson by bringing up the
-Teacher will
Welcome to China book on the Smartboard. Students use direct
will be sitting in front of the Smartboard as a whole
instruction by
group. The teacher will be reading along with the text
choral reading.
but will randomly stop in the middle of some sentences -Students will
to make sure that students are paying attention and
have to read and
following along. The students will have to complete the follow along.
sentences where the teacher leaves off.
-Students are
able to see
The first page is In the countryside: Only about onevisuals as well.
tenth of the land in China can be used for farming.
-Teacher asks
Droughts and floods often make even this land difficult students to
to farm.
collaborate with
other students
During the reading and after this page, the teacher will by turning and
ask questions to check for understanding, such as:
What is a countryside and why do you think it -Teacher asks
questions to
is good for farming?
Why can only one-tenth of the land be used for check for
farming? Think about what other landforms we and
have learned about that are in China.
Why do droughts and floods make it difficult
to farm?
What affect do you think this has on the
economy and the population?
What might the economy rely on if they
cannot grow enough crops in China to feed the
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
The second page contains information about crops in
China. It says More rice grows in China than
anywhere else in the world, especially in the warm, wet
climate of the south. Rice grows in wet fields called
paddies. They may be located on flat river basins or on
terraces cut into hillsides. Many farmers wade into the
wet paddies to plant the rice seedlings by hand. Other
important crops include wheat, soybeans, sweet
potatoes, and many kinds of fruit. In fact, apples were
first grown in ancient China.
During the reading and after this page, the teacher will
ask questions to check for understanding such as:
How do the geographic landforms have an
effect on the crops grown in China?
What are some important geographic
landforms that help rice grow in China?
What are some of the most important crops
grown in China? How do you think those crops
affect the economy?
The third page contains information about jobs and the
economy. It says People in China usually work six
days a week. Many work in factories, making goods
that are sold around the world. Factory workers often
live in rooms on the factory site. Some factory sites are
so big, they are like small cities. Many people also
work at construction sites, helping Chinas cities
expand. New hotels and restaurants are opening all the
time, due to the increase in tourism, and they need
workers as well. Chinas booming economy has helped
some people get rich beyond their wildest dreams.
Unfortunately, many others still struggle to get by.
During and after this page, the teacher will ask
questions such as:
We learned on Monday how China has a very
large population. How do you think the
population play a role in the economy?
Can you think of any different ways to how
the population could affect the economy?
The passage says that many factories make
goods that are sold around the world. What
does that mean?
What does it mean to export items?
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good

What kind of items does China export?

Can someone tell me what the picture is of at
the top of the page?Yes, it is money. Why
does this money not look like money that we
use in the United States?
Talk about how money affects economies in
different countries differently.

The fourth page contains a picture of workers in a

factory making electronic goods.
After students get a chance to look at the picture on the
fourth page, the teacher can ask some of the following
What do you observe in the picture?
How do jobs, like you see in the picture,
influence and affect the economy?
Why is it important to have jobs in an economy?
Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)
Closure (provides a wrap-up
for the lesson) (1)

After reading those four pages of Welcome to China book. The students
will go back to their desks to answer free response questions about what
they just read. Students will be able to access the pages of the book online
from their Chromebooks and their canvas accounts (this is a system used
by Cabarrus County where students have a majority of their school work
To close, the teacher will do a short recap about what they read about in
the book about China, its crops, countryside, and the economy. Students
will fill out an exit ticket on a sticky note about one thing they learned
during this lesson.

Evaluation (How will you

assess students learning so
that you can determine if they
met the objective of the
lesson?) (2)

Formative Assessment: During the teacher input and guided practice,

the teacher will ask students questions to assess their understanding of the
reading and information from the Welcome to China.

Plans for Individual

Differences (differentiations

For students who have difficulty reading, the text is placed on the board
so that they can follow along while everyone reads along with the text.

Summative Assessment: The teacher will collect the China Research

Worksheet to assess their understanding. Students will have different
answers for some of the questions, but students answers must show they
have an understanding and comprehension of what was read in Welcome
to China pages 24-27. On the worksheet, students will need to get 2 out of
2 questions right in order to meet the objective for the day. Once the
worksheet is graded, it will be given back to the students to use as a
resource for future assignments.

Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
needed for students) (1)

There was never a time in this lesson when one student was called out to
read in front of the whole class. The choral reading allowed students the
ability to read without the pressure of having to read individually in front
of the whole entire class.
For students who have difficulty with writing, students had the option to
type up the questions on the summative assessment instead of writing it.
This option allows students an alternative to having to write the answers.
For ELL students, there was an option to have parts of the non-fiction text
translated. There could also be visuals provided for specific vocabulary
words. This could help students understand the words and concepts that
are being about in the text.

Materials used in the lesson;

Resources used in developing
the lesson (1)

21st Century Skills (must be

in three lessons)

Materials needed to complete this lesson included:

Slides from Smartboard program
Welcome to China by Caryn Jenner
China Research Packet/Worksheets (a copy for each student)
Resources used in developing the lesson:
My cooperating teacher helped me develop this lesson
Learning and Innovation- Students have to be able to read a text,
understand it, and respond in a creative manner. Students will be
challenged to think about how the economy is in China.
Critical Thinking- Students will be learning about China and its
economy. Students know a little bit about China and must think
critically about life would be like there. Students will be
challenged to think about the differences in Chinas economy
compared to the economy of the United States.
Life and Career skills- Students will learn about some different
jobs and how they are different than some jobs in the United
States. Students will learn how different the work conditions are
and will be challenged to think about what it would be like if they
had to work in China.
Technology- Students learn about technology that has helped
modernize economies. They are also able to apply what they know
about technology in the United States and compare that to the
technology in China. This can help students begin to think about
technology in other countries as well.

Global Awareness (must be in N/A

two lessons)
Culturally Responsive
Teaching (must be in three
Assessment Results of the all objectives/skills:
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
For the China Research Worksheet Questions: 17/23 students received a 2/2 score on the summative
assessment; 4/23 students received a 1/2 score on summative assessment; 2/23 students received a 0/2 score
on the summative assessment.
Lesson Reflection Below the Instructional Materials
Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2) Material Included Below

Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good

Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good

Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good

Social Studies Lesson Reflection

The Social Studies concept I was trying to teach was about how the location of a region and its
natural resources affect its economy. My teacher wanted me to continue their Social Studies unit of studying
China. I choose to focus on Chinas location and natural resources and how that has an effect on their
economy. I looked at the book, Welcome to China, that my teacher wanted me to use and decided on a
standard that could be taught by using that book. I taught my students about Chinas location, landforms,
important crops from their country, what the workforce is like, and about the economy. The main ideas I tried
to get across were that a countries location and region have an effect on the country, that natural resources
greatly impact an economy, and how different countries have different economies. It is important that
students get exposed and learn about other countries. This not only helps them understand what it is like in
different countries, but also allows them to compare that to what they know about their own country. I also

Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
think this helps bring a sense of diversity into the classroom. It is fun and interesting to learn about a culture
that is different from your own, but is still beautiful.
The students were actively engaged in my lesson because they were all excited to read and answer
questions during the lesson. They really enjoyed not only reading the book, but also the pictures that were
displayed in the book as well. One technique I used during the lesson to keep students on topic was the
choral reading method. I adopted this method from my teacher because it worked so well for her. I would
read part of a sentence and the students had to pick up where I left off. This not only ensured that students
were paying attention and following along, but also that they were actually reading the content of the book.
Students were all extremely cooperative and followed all directions that were given to them.
The students learned and understood what I was teaching because they were able to answer my
questions during the lesson as well as show me they understood in the independent practice. Seventeen
students out of twenty-three received a score of 2/2, four students out of twenty-three received a score of 1/2,
and two students out of twenty-three received a score of 0/2 on the summative assessment. Seventeen
students scored a 100, showing me that most of my students understood the assignment and the lesson
material. One thing to take into consideration was the timing factor. The students already had a limited time
to complete the assessment because of the shortened time for the Social Studies lesson. During the time of
the students were given the assessment and when it needed to be completed, there was a fire drill. This
affected some of my students being able to finish the assessment on time.
One thing that I focused hard on during this lesson was classroom management and delivery of
content to the students. I wanted to make sure that all of the students were understanding and comprehending
what they were reading in the text. I made sure to structure some of my questions during teacher input and
guided practice to promote student understanding and challenging them to think deeper about the text. There
was one point in the lesson that I did not follow through with a question after a student gave an answer that
was not completely correct. I regret not following through and ensuring that the student knew exactly what I
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good
was talking about. I learned from this mistake and through this lesson that it is important to be prepared, but
also is more important to make sure your students understand. If this means taking more time during the
lesson to clarify, then it will be worth it for the students.
My teacher said that my classroom management was excellent for just coming into a classroom and
teaching my first lesson. I was able to get students attention easily and redirect off-task behavior discreetly. I
also tried to give positive reinforcement for students who were sitting quietly, raising their hands to speak,
and answering questions during the teacher input and guided practice section of this lesson. Praising students
positive behavior publicly encourages others to stay on task and follow the rules so they can be praised as
Overall, I think my lesson went pretty well for my first Social Studies lesson as well as the first
lesson I taught during my IMB two-week experience. My teacher helped me through this process a lot and I
owe her many thanks for that. I was nervous before teaching this lesson and she helped give me confidence
in my abilities and skills. There are many things I did well in this lesson, as well as many things I need to
improve on. I need to work on not talking so fast while teaching. This could cause students confusion and
misunderstandings. I also need to work on my time management skills. This lesson had to be shortened and I
went over my time slightly. This was not a big deal, but it is important that I am able to teach a lesson in a
certain period of time because in my own classroom one day I want to be able to teach lessons with multiple
disciplines. Another thing I want to work on is teaching students certain skills to define difficult vocabulary
words. This is a little specific to this lesson but it is important that I learn to incorporate skills for students to
learn in every lesson. In the end, I have learned so much during this two-week IMB clinical experience. I
have tried to express through all my work all that I have learned, but I honestly dont think it is possible to
share all that I have learned. I continue to grow everyday in my experiences and studies and can only hope
that it prepares me to be half as good of a teacher as the one I was able to observe. I am excited for where the
rest of this journey takes me!
Revised for spring, 2012

Erin Alge
ELED 3223
Dr. Good

Revised for spring, 2012