Detailed Lesson Preparation Guide

Elementary Education

Name: Rachel Giddings and Rachael Wilson

Title: Where Our Clothes Come From

Grade: 1st Grade

Concept/Topic: Clothes and Where They Are Made

Time Needed: 45 minutes

Identify Desired Results/Learning Outcome/Essential Question:

After this lesson, students will know different countries that make the clothing they wear. They

will be able to identify the different countries and know where to find the information on their

clothing. They will also be able to explain that clothing is a way they are similar to students in

other counties.

Essential Standards:

Social Studies

1.G.2.2 Explain how people use natural resources in the community.

1.C.1.2 Use literature to help people understand diverse cultures.

Literacy

Identify the main topic and retell key details of a text.

Mathematics
 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and

answer questions about the total number of data points, how many in each category, and

how many more or less are in one category than in another.

Assessment Plan:

During the lesson, students will be having open discussion about the countries listed as the

makers of their clothing which will assess that they are able to find out that type of information

for themselves. Students will also have a worksheet at the end which will ask about the different

countries the class talked about during the lesson and how the students relate to the people in

other countries.

Prior Knowledge/Connections:

Students have prior knowledge about clothing because they wear it everyday so they have a basic

understanding that all people wear clothing. This lesson will connect to their basic knowledge of

clothing and build on it to teach students about materials that clothing is made of and where

clothing can come from.

Lesson Introduction/Hook:

To introduce the lesson, the book Where Did My Clothes Come From? will be read to

students. This book discusses different materials that clothes are made of and where those

materials come from. It also gives examples of different countries that make these materials. This

book opens up the topic of how clothing is made so that the rest of the lesson and the exploration

of clothing can begin.

Differentiation/Same-ation:

All students can relate to the topic of clothing because they all have clothes that they wear to

school everyday, so the general topic is accessible to students. The exploration part of the lesson

is hands on with students being able to see where their clothes come from which allows students

to move around and be actively engaged in the lesson. This activity is also visual because it

allows students to specifically see where to find the location that their clothes came from on the

clothing so that they can further explore later. There is also many opportunities for small group

and whole group discussions so all students will be able to share.

Lesson Development:

1. Have students sit in the class meeting center to start off the lesson. Tell them that you are

going to read a book with them and then show them the book.

2. Start by asking them to make predictions about what the book will be about. Try to get more

out of them than just the students answering clothes.

3. Read the book to the students. With the first two pages, ask the students what they think their

clothes are made of and where they come from.

4. After the read aloud is finished, review the main points from the book. Talk about the

materials that were mentioned and the countries as well.

5. Tell the students that now they get to explore where their clothes were made. Have students go

get their jackets and bring them back to the carpet. If a student does not have a jacket, give

them yours or have them share with another student. If the weather is too warm for students to
 have brought jackets, have them partner up so that their partner can look at the tag in the back

of their shirt.

6. Once students are settled again, have them find the tags in their jackets.Let students begin to

look on their tags to try to find the country where it was made. Help them if they are

struggling to find the place on the tag.

7. When students have found the place listed on their tag, call on students one by one to share.

Write down on the board the different locations students found.

8. Next, review the different continents with the students. Ask students which continent they

think makes the most clothing. Then ask them which they think makes the least.

9. Pull up a world map and write each continent name on the board. Pick one student to be the

recorder on the board. When students determine the continent that their jacket was made on,

the recorder will make a tally mark next to the correct continents name. Go through all the

countries that were listed by students earlier.

10. After this activity, begin the discussion on the commonalities between cultures. Ask

students if they think that the people on the continent that made the most clothing wear clothes

that are similar or different to theirs and why. Allow multiple students to answer and explain

their answers.

11. Ask students if they think people in different countries are similar or different to them

and why.

12. Discuss that even though they live somewhere different, wear different things, and do

many different activities everyday, there still are similarities between us. Begin to point out

similarities and differences between students in the class to help students see that people can

be different and similar, and there is nothing wrong with that.

13. After the class discussion, have students return to their seats. Pass out the ending

worksheet to students and have them complete it.

14. When students have finished and turned in their worksheets, review one more time about

where students clothes may come from and how the people in those countries have

commonalities with us.

Concluding the Lesson/Closure/Debriefing:

We will wrap up the lesson by completing the worksheet made for students. After that, we will

have a wrap up review discussion about how look different, live somewhere different, and wear

different clothes does not mean there are no similarities between them. We will discuss the

diversity that is within our classroom to show how the classroom has a good community even

though students are not the same.

Materials/Resources:

Materials:

- Where Did My Clothes Come From? book

- worksheet (one per student)

- World map (globe, printed, or on smart board)

Resources

http://www.mcowhey.com/where_s_your_shirt_from__second_graders_learn_to_use_data_to_c

hange_the_world_91300.htm

Teaching Behavior Focus:

Our teaching behavior focus is building classroom environment. The goal of this focus is to

model the environment in the classroom that students should have with others from different

countries. If they cannot have a positive community with those around them, it will be hard for

them to do so with people who are very different from them.

Follow-Up Activities/Parent Involvement

Students will have the knowledge of how to find where clothes, and other objects, are made.

When they go home, they will be able to show their parents what they learned and how to find

the information. They can also continue to explore the different places their clothes were made.