Social Studies Lesson Plan

Teacher: Laura Morton
Lesson Title and Grade Level: Where does our food come from?, Grade 3
Unit Theme: Economics and Economic Systems
Lesson Topic: Where our food comes from
Context for Learning
Central Focus
Content
Standards/Objectives
Learning Needs Category
Number of Students
Student with IEP
ELL student
Supports, Accommodations,
Modifications, and/or
Pertinent IEP Goals
Extra time to complete the
interactive lesson, Interactive
state match game instead of
map activity
Personal copy of US and World
map with English and Spanish
The central focus of this unit is to identify the variety of

resources available in a particular world community that are
used to produce goods and/or provide services, to identify the
products found in world communities and the various ways
people in those communities pay for products, to examine the
goods and services provided by world communities and to
describe what goods and services a world community trades
with other world communities.
Common Core Content Standard
Learning Objective
3.10a Communities around the world produce

goods and provide services.
-Students will determine what goods are
produced and services are provided in each
selected world
community.
1. Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for
the answers.
4. Determine the meanings of general
academic and domain-specific words and
Using their personal iPad, students will complete

the interactive lesson by navigating through the
introduction section and the section marked
Fresh From Our Neighborhood
Given the interactive lesson on where our food
comes from, students will complete the 6
questions in their packet including writing the
definitions for the 6 vocabulary words.
phrases in a text relevant to a

grade 3 topic or subject area.
1. Demonstrate basic competence in a variety
of physical
activities, and intermediate to advanced
competence in at least
three activities, selected from the categories of
aquatics; selfdefense;
dance; individual, dual, and team activities;
and
outdoor pursuits
selected world
community.
1. Know the food groups as described in the
food guide pyramid and plan meals and snacks
that include a nutritious balance of foods
selected world
community.
3.1 Geographic regions have unifying
characteristics and can be studied using a
variety of tools.
3.1b Globes, maps, photographs, and satellite
images contain geographic information. Maps
often have a title,
legend or key, compass orientation, author,
date, grid, and scale.
3.2 The location of world communities can be
described using geographic tools and
vocabulary.
3.2a World communities can be located on
globes and maps.
vocabulary.
globes and maps.
Given a short video clip of Sid's Shuffle, students

will dance to the best of their ability for the full
three minutes.
Given a food or drink label, students will

investigate their package to determine the state
or country their food drink comes from and write
the answer in their packet.
Using their knowledge of the food groups from a
prior lesson, students will inform the class which
of the food groups their food/drink item belongs
to.
Using their food/drink item, students will inform
the class what their food/drink item is and what
country or state it comes from
Given a map of the United States and a world

map, students will show the class which country
or state their food comes from by pointing to it
on the appropriate map.
Given a piece of yarn with a picture of their

food/drink item attached, students will tape one
end of the string to the country their food/drink
comes from and the other end of the string to
our approximate location on the map.
Vocabulary/Concepts/Langu
age
Rationale
Essential Questions
(Formative Questions)
3.2b Students will examine the location of each

selected world community relative to the
United States and
other selected world communities.
Import, growers, processors, packagers, distributors, grocers
It's important for students to know that all of their food doesn't come directly from the grocery store.
They need to understand that there is a process for how their food is grown, packaged, distributed
before being sold in the grocery store.
Where does our food come from?
Assessments:
Type of assessment
Formative
Formative
Formative
Description of
assessment
Question: How do the
characters in the book
receive their food?
Question: Where does

our food come from?
Question: What are

some of your favorite
foods that come from
the grocery store,
farmers markets or
that your family
grows?
Modifications to the assessment

so that all students could
demonstrate their learning.
Evaluation Criteria - What evidence of

student learning (related to the
learning objectives and central focus)
does the assessment provide?
This question will be asked to assess their
understanding of the story and if they can
recall key details from the text.
understanding of a text, referring explicitly
to the text as the basis for
the answers.
This question is asked to assess prior
knowledge of where our food comes from.
3.10a Communities around the world
produce goods and provide services.
This question is asked to begin to engage
students in the lesson by making homeschool connections.
Formative
Formative
Formative
Formative
Question packet: used

to determine if
students are able to
take the information
they are learning in
the interactive lesson
and answer questions
about it
Accommodation: Student with

IEP will be given extra time to
complete the interactive lesson
while the rest of the class is
completing the map activity

the answers.
Teacher observation:
Teacher will observe
students during
interactive lesson to
assess if they are
completing both
sections of the lesson
as well as answering
the questions in their
packet

your food item come
from? Write it down in
your packet.
Question: What food

group does your
food/drink item belong
to? Write it down in
This packet is used to determine if

they are understanding the
information they are reading and
hearing in the interactive lesson.
The teacher will observe the students

to make sure that they are staying on
task and understanding the
interactive lesson they are navigating
through.
the answers.
Modification: After student with

IEP has completed the
interactive lesson, if they have
time left over they will complete
an interactive activity on the
iPad to learn the locations of the
50 United States.
This is asked to assess if students can

look at their food/drink item and
determine which country or state it is
imported from.
selected world
community.
This assessment makes a connection to a
health and science lesson on nutrition and to
assess what they remember from that
lesson.
your packet.
Formative
Formative
Formative
Summative
Summative
Discussion: Talk with a

neighbor to discuss
where your food
comes from and what
food group it belongs
to
Question: What is the

difference between
these two maps?
Question:
Approximately where
are we located on the
maps?
your food/drink item
come from? Tell the
class.
Question: What food

group does your
food/drink item belong
to? Tell the class.

food guide pyramid and plan meals and
snacks that include a nutritious balance of
foods
This assessment is used to determine if they
can explain to someone else where their
food/drink comes from and how they
determined that information.
selected world
community.
This is to assess students' prior knowledge of
geography and reading maps.
This is to assess students' prior knowledge of
how to find our approximate location on a
map of the United States as well as a World
map.
This is to assess if students can not

only determine where their food/drink
item comes from, but if they can
explain to the class how they came to
their determination.
selected world
community.
This is to assess if the students can explain
to their classmates how they came to their
determination.
foods
Summative
Summative
Student will be asked
to point out on the
map which state or
country their food
drink item comes from
and teacher will
observe what they
point to.
This is to assess the students' map

reading skills and if they can
determine which map is more
appropriate to use to point out the
country or state their food/drink item
comes from.
Student will be asked
to hold one end of the
yarn to the country
their food drink comes
from and the other end
to our approximate
location on the map
This assessment is used to determine

if the student can make a geographic
connection between where their food
comes from and our approximate
location on the map.

variety of tools.
3.1b Globes, maps, photographs, and
satellite images contain geographic
information. Maps often have a title,
vocabulary.
globes and maps.

variety of tools.
3.1b Globes, maps, photographs, and
satellite images contain geographic
information. Maps often have a title,
vocabulary.
globes and maps.
3.2b Students will examine the location of
each selected world community relative to
the United States and
other selected world communities.
Summative
Summative
Exit ticket: To assess if

students have learned
at least two facts
during the lesson
Packets will be
collected and graded
to assess what
students have learned
during the lesson.

what students are taking away from
the lesson.
Modification: Student with IEP
will only be graded on the
questions pertaining to the
interactive lesson and not the
map activity.

if students were able to answer all
questions asked in the packet and to
what degree they completed it.
the answers.
selected world
community.
foods
Instructional Strategies and Learning Tasks

Procedure
Anticipatory Set
_10___ minutes
Brainstorming, Assessing Prior
Knowledge, Do Now, Question
of the day, literature,
think/pair/share, group
activity, visual or video
Teacher will:
Read the students

Who Grew My
Soup? As a read
aloud
Ask the students
how the characters
in Cloudy With A
Chance of
Students will:
Explain that the

food in the story
rained from the sky
Volunteer to give
answers such as
grocery store,
farmers market,
their families grow
Modifications (RTI/UDL
Strategies)
Learning Tasks and

Instructional
Strategies
__27___ minutes
Demonstration, Guided
Practice,
Journals, Critique, Activity,
Work Time (for example)
This section should be
separated into individual rows
as needed.
Consider transitions: supply

distribution and clean up.
Meatballs
Ask the students
where their food
comes from
Ask the students
what some of their
favorite foods are
that come from the
grocery store and
other sources
The teacher will call
students up table by
table to retrieve their
iPads and headphones
from the technology
closet
The teacher will give
the students instruction
on how to access the
website
http://urbanext.illinois.e
du/food/ and start the
interactive lesson on
where food comes from
the students a packet
with questions to
answer while working
on the interactive lesson
The teacher will instruct
the students that when
they come to the screen
that says cacao they
should click the word
index on the top of
the screen
it themselves
Students will
volunteer to give
examples of their
favorite foods
The students will go to

the technology closet
when their table is
called to retrieve their
ipad and personal
headphones
The students will follow
the directions of the
teacher to access the
website
Student with IEP will be given

additional time to complete the
interactive lesson while the rest of the
class is completing the group activity
The students will click

through the interactive
lesson and answer the
questions in their packet
relating to the lesson
When the come to the
screen marked cacao
they will follow the
directions of the teacher
to access the index
A vocabulary flip book will be

available for the ELL student and
student with IEP to write down key
vocabulary words
The interactive lesson was chosen

with the ELL student in mind. The
student will receive visual as well as
auditory aids in the assignment and
the lesson can be completed at the
student's own pace. They have the
option of repeating any confusing
segments.
Written as well as auditory

instructions will be given to assist
with student with IEP and ELL student.
Independent
Practice/Exploration
of Concepts
__20___ minutes
Practice/implement skills;
cooperative learning; group
work, etc.
Consider transitions: supply
distribution and clean up.

the students to scroll
down to the section
marked Fresh from our
Neighborhood and
click on the first
interactive slide
the students to click
through the interactive
lesson and answer the
questions in their packet
until they reach a screen
that talks about people
harvesting potatoes on
their hands and knees
The teacher will call the
students by tables to put
their iPads away and
ask students to go stand
on the carpet when they
have put their iPad
away
The teacher will lead
the students in a 3
minute brain break
doing the Sid Shuffle
Transition- teacher will
tell the students to move
back to their desks like
Sid the Sloth and move
slowly and
exaggeratedly
Teacher will lead into
the activity by saying
Let's find out where
some of our food comes
from together!
The students will scroll

down on the page and
click on the interactive
slide marked Fresh
from our
Neighborhood
Students will click

through the slides and
answer questions
relating to the lesson in
their packets
Students will put their

iPads back in the closet
when their table is
called
Students will participate
in the brain break
Students will make their

way back to their desks
slowly like a sloth

each student a
food/drink package.
Most were mentioned in
the book but there are a
few extras such as
coffee, tea and oil
the students to look at
their food/drink
package and determine
where it comes from by
looking for key words
and write in in their
packet
The teacher will also
tell the students to use
their prior knowledge of
our lessons on the food
groups, and write down
in their packet what
food group their item
belongs to
Teacher will advise
students to look for
phases like made
indistributed by and
imported from
Teacher will tell the
students that when they
have found where their
food/drink comes from,
turn to a neighbor and
show them how you
found it and compare
answers to their
questions they have
answered in the packet
Students will observe

the food or drink item
that they are given
Students will look at

their food/drink
package to determine
where the item comes
from by looking for
words like made in
distributed byand
imported from
Students will use their
prior knowledge of the
food groups and
determine what food
group their item belongs
to and write it in their
packet
When students have
correctly identified
where their food/drink
item comes from, they
will turn to a neighbor
to compare answers and
see how the other
person found their
answer
Students will turn their
attention to the maps on
the board when the
teacher signals the
transition
Student with IEP will be continue to

work on interactive lesson while the
class completes the activity. Since
this student is not as advanced at
map reading, when they are done
with the interactive lesson they will
start an interactive iPad activity to
work on naming the 50 United States.
These phrases will be written on the

whiteboard so that the ELL student
has a visual aid.
ELL student will be given a map of the
United States and a World map with
the names of the states and country
in English and in Spanish.
When everyone knows

where their food came
from and what food
group it belongs to, the
teacher will draw
everyone's attention to
the two large maps on
the wall
The teacher will ask
someone to tell the class
what the difference
between the two maps
is
When it has been
established that one is a
world map and one is a
map of the United
States, the teacher will
draw a students name
from the jar of popsicle
sticks
the student to come to
the front of the room
and tell the class what
their food/drink item is
and where it comes
from and what food
group it belongs to
The teacher will ask the
student to point out on
each map
approximately where
we are located
The teacher will then
ask the student to point
on the map the country
or state that the
A student will volunteer

to state that one map is
a world map and the
other map is a map of
the United States
The student that has had
their name drawn first
will come to the front of
the classroom with the
teacher and the maps
Student will tell the

class what their
food/drink item is and
where it comes from
The teacher will ask the

student to point out our
approximate location on
the map of the United
States and the world
map
The student will then
point out on the
appropriate map the
country or the state their
food/drink item comes
from
The student will take
the yarn from the
teacher and hold one
end on the country on
the map their food/drink
comes from and the
other end on our
approximate location on
Closure
__3___ minutes
Share understanding of the
concepts (journal, verbal
share-out, exit slips, etc)
food/drink item comes

from
The teacher will hand
the student a piece of
yarn with their
food/drink item
attached to it. The
food/drink item will be
a picture with a hole
punch so that it can be
fixed to the string. The
student will be
instructed to hold one
end of the string on the
country of origin and
the other end of the
string on our
approximate location
while the teacher tapes
either end to the map
This will be repeated
with each student in the
class has mapped their
food/drink item
The other students will
be instructed to write
down what each student
says their item is and
what country or state it
comes from in their
packets
At the end of their
packets that they have
been filling out,
students will be asked
to write at least two
facts that they have
learned today about
the map
Each student will repeat

this until every student
has had a chance to
share their food/drink
item and use the string
to map their item
While each student is in
the front of the room,
the other students will
use the section of their
packet to write down
everyone's food/drink
and where it comes
from
Students will write at

least two facts about
what they have learned
in the lesson about
where food comes from
where our food comes

from either from the
interactive lesson or the
activity
Instructional Resources, Materials and References: (Including all images used.):
Map of the United States
World Map
iPads
Pre-made packets with questions to answer during the interactive lesson and to record the
food/drink and what country they come from for themselves and their classmates
yarn
tape
small color printouts of each food item that have been hole punched
http://urbanext.illinois.edu/food/ website for the interactive lesson
https://www.youtube.com/watch?v=uMuJxd2Gpxo&list=PLGTv21CjWq0FHPyExyxKlDHCVP_qbPrto
Sid Shuffle
Cloudy with A Chance of Meatballs, by Judi Barrett
Who Grew My Soup?, by Tom Darbyshire
Rationale and Reflection/Commentary:

1-Rationale Prior to Teaching:
Students must have prior knowledge of a world map and a map of the United States
Students must have prior knowledge of how to read a map and locate the different countries and states
Students must have prior knowledge of the food groups
Students will learn the process of how some of our food is grown and transported to our grocery store for us to purchase
Students will learn the process of how food can be grown right in our own neighborhoods
Students will learn how to read a real food/drink package to determine where their food/drink item comes from
Students will be focusing and learning lots of new information from the interactive lesson, so there will be a short brain break between
the lesson and the activity
Sloth transition- to get students from the rug back to their seats they will be told to move slowly and exaggeratedly just like a sloth-the
animal from the brain break activity is a sloth

Social Studies Lesson Plan

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Teacher: Laura Morton

Learning Needs Category

Student with IEP

The central focus of this unit is to identify the variety of

3.10a Communities around the world produce

Using their personal iPad, students will complete

phrases in a text relevant to a

Given a short video clip of Sid's Shuffle, students

Given a food or drink label, students will

Given a map of the United States and a world

Given a piece of yarn with a picture of their

3.2b Students will examine the location of each

Question: Where does

Question: What are

Modifications to the assessment

Evaluation Criteria - What evidence of

Question packet: used

Accommodation: Student with

1. Ask and answer questions to demonstrate

Question: Where does

Question: What food

This packet is used to determine if

The teacher will observe the students

Modification: After student with

This is asked to assess if students can

Discussion: Talk with a

Question: What is the

Question: What food

1. Know the food groups as described in the

This is to assess if students can not

This is to assess the students' map

This assessment is used to determine

3.1 Geographic regions have unifying

3.1 Geographic regions have unifying

Exit ticket: To assess if

This assessment is used to determine

This assessment is used to determine

Instructional Strategies and Learning Tasks

Read the students

Explain that the

Learning Tasks and

Consider transitions: supply

The students will go to

Student with IEP will be given

The students will click

A vocabulary flip book will be

The interactive lesson was chosen

Written as well as auditory

The teacher will instruct

The students will scroll

Students will click

Students will put their

Students will make their

The teacher will give

Students will observe

Students will look at

Student with IEP will be continue to

These phrases will be written on the

When everyone knows

A student will volunteer

Student will tell the

The teacher will ask the

food/drink item comes