Subject: Social Studies (Economics, Geography)

Subject: Social Studies (Economics, Geography)

Cooperative Lesson

Grades: 5-6

Subject: Social Studies (Economics, geography)

Duration: 5-6 days (1.5 hour)

Objective:

Students will work together in groups to learn about the economic aspects of growing, harvesting and consuming products, using themes from Norah Dooley’s Everybody Cooks Rice

  • Each student will be responsible for an individual choice assignment. This assignment will be selected from a given list of options.
  • Students will be responsible for presenting their information (individual choice assignment) to their group members.
  • Students will then prepare a “lesson” or presentation to teach their fellow classmates about their pieces of the jigsaw

Possible MN Standards addressed:

Resources, goods and services and money are exchanged in an economy.

6.4.1.3.1 describe the simple circular flow of goods and services, resources and money in a market based economy.

People must make choices abut earning, spending and saving money.

5.4.1.2.1 describe various uses of income (spend, save, pay taxes, contribute to others, etc.) and discuss advantages and disadvantages of each.

Materials:

Everybody Cooks Rice by Norah Dooley (attention getter)

4 different colored folders

1 of each of the 4 ‘Part 1 Assignment sheets’ (provided below)

1 (per student) ‘Part 2’ for each student (provided below)

2 (per student) ‘Part 3 presentation sheets’ (provided below)

4 (total) ‘Part 3 Assignment Sheets’ (provided below)

Paper

Pencils

Colored Pencils or Crayons

Computer(s) with PowerPoint and Internet access

Maps

White Board and markers

Poster board/paper

Markers

Web site List (provided below)

Prior Knowledge: Students should have already been introduced to Supply and Demand, and facets of money prior to this lesson. (Please see Everybody Cooks Rice Lesson Plans for ideas related to these topics)

Anticipatory Set:Read Everybody Cooks Rice by Norah Dooley. Follow up with some questions about the meals enjoyed in the book. Ask students to share about a time they remember having, or hearing about eating rice.

Procedure:

Pre-section the students into 4 groups (1-4). Each group will be assigned one of the following topics: Planting/farming, Processing, Distribution, Consumption

(Note: be sure to create groups that represent diverse abilities, genders, ethnicities, etc. to encourage positive personal growth and interaction)

Day 1:

  • Read Everybody Cooks Rice by Norah Dooley
  • Have students either discuss or write in journals about a time they remember either eating or hearing about someone eating rice like many of the characters do in this book.
  • Introduce food production and processing and review the vocabulary words that should be taught prior to this lesson.
  • Break students into their groups and have the groups do a break the ice activity.
  • Review vocab words together
  • Share journal entries
  • Discuss 3 things they liked or didn’t like about the book
  • Introduce the projects goals and timelines. The students will be working in groups to compile information about a various assigned topic (one of the 4, these can be assigned or chosen at random) with the goal to teach their classmates about their topic (a jigsaw).
  • Pass out the proper assignment sheet to each group.
  • Each student is to choose one of the options for their individual project
  • 2 students may do the same project but must present different information. For example, if two decide to draw rice, they might choose to draw two different types of rice and corresponding fields.
  • Each student will write his or her option on the sheet and the sheet will be put into a group folder
  • Review instructions and clarify any questions.
  • Begin individual projects
  • All projects are kept in the group folder (a folder will be created on the computers if necessary for electronic storage of unfinished presentations, etc.)

Day 2:

  • Review any issues observed during day 1 (questions, concerns, complications, misunderstandings)
  • Visit the computer lab (if unavailable in the classroom)
  • Continue/finish individual project work.
  • Homework: Students are to write 1-2 paragraphs explaining why they chose their individual project option. These paragraphs should give at least 3 reasons either for their choice or against the other choices.
  • All projects are kept in the group folder (a folder will be created on the computers if necessary for electronic storage of unfinished presentations, etc.)

(At the end of the day, add 1 sheet per student of Part 2 into their group folders)

  • Finish individual projects.
  • They will take turns teaching one another the information they learned while doing their project.
  • During this part students should fill out part 2 (see below) individually.
  • Once all group members have had an opportunity to teach their group members about their project as a group they will decide 5-6 key ideas or points, they think are most important to teach the class about their topic. (These 6 things can include pictures, diagrams, key points, etc.)
  • All projects are kept in the group folder (a folder will be created on the computers if necessary for electronic storage of unfinished presentations, etc.)

Day 3:

  • Start as a whole class, review timeline and current location. At this point all students should be finished with their individual projects and the group should either be finishing or finished sharing with their group members. They should also be working on their 5-6 key points.
  • Encourage students/groups that are struggling to refer to their Part 2 sheets, and have them compile, compare and contrast their answers to question 3 to find what everyone thinks is important.
  • Workday, students will finalize their key ideas and begin to design a presentation idea.
  • Students might create one or all of the following:
  • A speech or skit (verbal)
  • Presentation or poster (visual)
  • An assignment for the class
  • Students might be allowed to visit the library or computer lab if those resource teachers allow them to do so, otherwise set up time in both of these locations for students to do research.
  • All projects are kept in the group folder (a folder will be created on the computers if necessary for electronic storage of unfinished presentations, etc.)

Days 4:

  • Workday, student groups will assign jobs to members of the group for the final presentation piece of the project.
  • Example: Students might say, 4 work on the poster and 2 present the information
  • Example2: 3 Students present a skit, while 1 narrates the skit and 2 create props or assignments to accompany the skit.
  • All projects are kept in the group folder (a folder will be created on the computers if necessary for electronic storage of unfinished presentations, etc.)
  • By the end of day 4 the projects should be 80-85% done.

Day 5:

  • Allow groups 1 & 2 prepare for their presentations
  • While the each of the 2 groups prepares for their presentations write their topic on the board (Planting/Farming, and Harvesting) and have the students write a short 3-5 sentences explanation about what they think they will be learning about or what they know about the topics already.
  • Also after each presentation, have the students reflect on 2-3 things they learned about the topics (planting and harvesting – write on the board) presented by their classmates. Did anything surprise them, why or why not?
  • Start presentations

Day6:

  • Finish presentations
  • While the each of the 2 final groups prepares for their presentations write their topic on the board (Distribution and consumer) and have the students write a short 3-5 sentences explanation about what they think they will be learning about or what they know about the topics already.
  • Also after each presentation, have the students reflect on 2-3 things they learned about the topics (distribution and consumers – write on the board) presented by their classmates. Did anything surprise them, why or why not?
  • Have students grade their classmates on a scale of 1-5 (1 being no help at all, 5 being very helpful).
  • Wrap the lesson up
  • Re-read Everybody Cooks Rice, or if you want to change it up read one of .
  • Have students point out certain things they learned that cover the topics and vocabulary they have been studying.
  • Review the vocabulary
  • See: Everybody Cooks Rice Vocabulary List
  • List 2: Consumer, Producer, Distribution, Cause and Effect, Harvesting,Supply and Demand

Assessment:

Individual Projects:

  • 5 Points: Individual projects turned in
  • 5 Points: Match one of the options given
  • 5 Points: Project organization
  • 15 Points: Project answers the question or problem completely
  • 10 Points: 1-2 Paragraphs regarding why they chose their individual project

Presentations:

  • 10 Points: Present individual projects to group members (teacher observation)
  • 15 Points: Part 2 Worksheet

Group project:

  • 10 Points: 5-6 key points included in presentation
  • 5 Points: Group assignment sheet completed
  • 10 Points: Presentation materials (props, poster, skit, etc)
  • 15 Points: Presentation of materials to the class
  • 15 Points: Presentation reflections (1 for the other 3 groups)
  • 15-25 Points: Awarded by group members for group participation (grade depends on number of group members

Project Total: 135-145 Points
PART 1: GROUP 1 ASSIGNMENT SHEET

Group 1

Planting/Farming

Group 1 is responsible for learning where and how rice is grown and what it looks like.

Each student in the group must choose to complete at least one of the following*:

  • Draw a picture of what rice and its field looks like
  • Find pictures and create a short power point presentation about the process of growing rice
  • Draw a chart, compare and contrast 3 or more types of rice
  • Find on a map (and label) different locations rice is grown and indicate what type(s) of rice is grown in that location

* 2 students may do the same project but must present different information.

PART 1: GROUP 2 ASSIGNMENT SHEET

Group 2

Processing

Group 2 is responsible for learning how rice is harvested and processed.

Each student in the group must choose to complete at least one of the following*:

  • Create a flow chart that shows the stages of processing rice from harvest to packaging
  • Compare and contrast processed and unprocessed rice
  • Compile a pictorial list of the different machines used to process rice, including harvesting, transportation to processing plants and machines used at the processing plant. Know generally what the machine does **
  • Research the chemicals (if any) used on rice crops. Describe in essay form, how do these chemicals affect the rice, land and consumers.

* 2 students may do the same project but must present different information.

**This option is most appropriate for 2 students to work together.

PART 1: GROUP 3 ASSIGNMENT SHEET

Group 3

Distribution

Each student in the group must choose to complete at least one of the following*:

  • Create a list of companies (kinds of companies) that distribute rice
  • Design a package for rice
  • Explain supply and demand using rice as the product of focus (pictorial, chart or paragraph)
  • Explain in paragraph form, how is rice transported to the various companies selling rice? What additional costs (political, economic, environmental) does transporting goods add to the product?

* 2 students may do the same project but must present different information.

PART 1: GROUP 4 ASSIGNMENT SHEET

Group 4

Consumer

Each student in the group must choose to complete at least one of the following*:

  • Create or share 2 recipes that require rice. Remember to include directions and ingredients list
  • Locate all the countries represented in Everybody Cooks Rice and the name of the recipe they created. Find and mark 5 additional countries that cook with rice, can you find recipes specific to these countries?
  • Define consumer and create a list of consumers of rice (processed/unprocessed)

*2 students may do the same project but must present different information.

PART 2: ALL GROUPS

Now that you have done some individual research, share your research with your group members.

What are your group member’s names and what did they do for their research project?

What project did you do? What is one thing you learned from your research you think everyone should know?

List at least 3 things you learned from your group members about your topic that you think everyone in your class should know.

PART 3: GROUP ASSIGNMENT SHEET

Please list here your group member’s names and the job they will be completing for the group presentation. (Example: Sara and Geoff are speaking, Jesse is writing the summary, Chris and John are working on the poster)

PART 3: PRESENTATION REFLECTION

TOPIC ______

Write 3-5 sentences explanting what you know about this topic or what you think you will be learning about it.

Now reflect on 2-3 things you learned about the topics presented by your classmates. Did anything surprise you, why or why not?

TOPIC ______

Write 3-5 sentences explanting what you know about this topic or what you think you will be learning about it.

Now reflect on 2-3 things you learned about the topics presented by your classmates. Did anything surprise you, why or why not?

Cooking Rice:

Learn about rice here:

Types of rice, how it grows:

Rice Harvesting/production:

Pictures here:

Supply and demand

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