SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Miss Lacey Weiner
Social Studies - Economics
3rd grade
One class period: One hour
The United States of America (USA) relies on importing
goods/services from other counties to meet the wants
of all citizens in the United States of America.
Some foods grow better in different climates.
The United States of America has many partners in
trade, and receives many imports from different
countries.
The United States of America has many partners in
trade, and sends many exports to different countries.
What types of climates are best for different types of
fruits to grow?
What would happen if the United States of America
didnt have the option to import fruits?
What countries does the United States of America
receive many of its imported fruits from?
6.4.72C. Identify products that come from many
different countries.

Objective

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for

6.4.3.B Identify examples of trade, imports, and

exports in the local community.
By the conclusion of this lesson students will
individually be able to name three counties that export
fruit to the United States of America 1 out of 1 times.
By the conclusion of this lesson students will
individually be able to categorize nine different fruit
exports to their appropriate countries 1 out of 1 times.
The teacher will use questioning as a formative
assessment. While the teacher is guiding the practice
he or she will walk around the room and ask students
constructive questions.
Students will have to use their knowledge of geography
and economic interdependence on a unit test. On this
unit test students will be asked to apply their
knowledge and correctly identify different countries
that supply fruit on a world map, and then match the
country with the fruit that they export.
Students will participate in learning about global
awareness by locating and identifying the different
countries the United States of America receives
imported fruits from.

CK

21st Century
Learning
Accommodation
s, Modifications

Emotional/ Behavioral
If the student with the emotional or behavioral need
seems to become frustrated or is getting too far offtask (as decided by the teacher) the entire class (so
as to not single out the individual student) will stop for
a two minute brain break between stations. The
students will be lead by the teacher in taking a few
deep breaths, touching their toes, stretching their arms,
and other relaxing body movements.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
The teacher will ask the class, What is your favorite
type of fruit? The teacher should allow time for all
students to answer this question.
The teacher will ask students, How does (insert
students favorite fruit here) make it to your house or
lunch box? Where do all of these fruits come from?
The teacher should be prepared to receive the answer,
From the grocery store. The teacher should then
further prompt students by asking, So how does the
fruit get to the grocery store?
Hook/Lead-In/Anticipatory Set
The teacher will read the story, An Orange in January
written by Dianna Hutts Aston and illustrated by Julie
Maren. This story teaches children about economic
interdependence and how goods are traded and
transported so that we can enjoy delicious
fruits/vegetables/other foods all year long.
Big Idea Statement
In order to provide an abundant amount of fresh fruit to
citizens of the United States of America, we rely on other
countries to provide us with fruit throughout the year.
Essential Questions Statement
What are three main counties that the United States of
America imports fruits from?
What fruits are most commonly exported to the United
States of America?
Objective Statement

Lesson
Procedure

You will work in small groups to find out information

about fruits exported to the US and where they come
from. Each different station represents a different
country. At these stations you will learn about a specific
country and the fruits it exports. These stations should
be used to help you make corrections to your graphic
organizer.
Transition
A timer will be set allowing students to have ten minutes
at each station. When the timer goes off, students will
rotate clockwise to the next station.
Key Vocabulary
Import to bring (goods or services) into a country from
abroad for sale.
Export to send (goods or services) to another country
for sale.
Climate is the long-term average of the weather in a
given place.
PreAssessment of Students
Students will receive a graphic organizer with bubbles
labeled Mexico, Chile, and Costa Rica. Students will also
have pictures of:
limes (M), strawberries (M), mangoes (M), grapes (C),
avocados (C), kiwifruit (C), watermelon (CR), cantaloupe
(CR), pineapple (CR). To preassess the students, the
teacher will ask the students to place the pictures of the
fruit in the bubble of the country they believe exports it
to the United States of America.
Modeling of the Concept
To model the concept the teacher will add a station just
for him or herself. This model will be based upon the
country of Brazil. The teacher will model exactly what
the students should do at each station. To begin, the
teacher will read aloud what station he or he is at
(Brazil). To model the concept the teacher will open the
brochure about Brazil. In the middle of the brochure will
be a picture of the world map, with a green dot of where
the students are located currently, and a red map of
where Brazil is located. This way, students are able to
understand the general area of the world the fruit comes
from. To the left of the brochure will be an excerpt about
the types of climates that Brazil offers. Finally, to the
right, the three main fruit exports of Brazil to the US will
be listed. The teacher will model how he or she will put
the pictures of the three fruits in the circle labeled Brazil
on his or her graphic organizer.
Guiding the Practice
The room will be set up in three stations, and students
will be broken into groups to move from station to
station in. Each station will either be labeled Mexico,

Chile, or Costa Rica. At each of these stations, students

will learn about the climate of each, where it is located
on a world map, and the main fruit exports they send to
the United States of America.
The teacher will float around the room and ask students
questions regarding the information that they are
learning. For example, the teacher may ask, Does
Mexico have a warm or cold climate? Would limes grow
better in Mexico or in Greenland?
Providing the Independent Practice
As students move around the room from station to
station, they will be checking their graphic organizer to
see if they were correct during their preassessment (the
first time they organized the fruits in their organizer)
Students will be expected to independently move the
fruits on their graphic organizer to make sure that all
fruits are categorized in the circle of their correct
country.
Transition
A timer will be set allowing students to have ten minutes
at each station. When the timer goes off, students will
rotate clockwise to the next station.
Reading
An Orange in January written by Dianna Hutts Aston and
Materials
illustrated by Julie Maren
Technology
Graphic organizer (laminated; with Velcro spaces) (1)
Equipment
Pictures of fruit (with Velcro) (9)
Supplies
3 brochures (Mexico, Costa Rica, Chile)
Pencil
Timer
Evaluation of
Formal Evaluation
the
The graphic organizers that students complete will be
Learning/Master
collected and checked for correctness. The teacher will
y of the
record how many fruits were correctly placed in the
Concept
organizers. (Ex. 7 out of 9, 9 out of 9, etc.)
Informal Evaluation
Students will be able to complete this sentence frame
using information that was provided to them through the
brochures. The sentence frame will state:
My name is ______________, and I like to eat ___(fruit
name)___ from _____(country name).
Filled in the sentence frame would read
My name is Lacey, and I like to eat cherries from Brazil.
Closure
Summary & Review of the Learning
Students will write a postcard to a family member
explaining what they have learned today, and how the
information is relevant to their everyday lives.
For example,
Dear Grandma,
Did you know that the strawberries that we eat in our

cereal at breakfast might have come from Mexico?

Strawberries tend to grow in cool to warm weather (60F
to 80F). This means that Mexico is the perfect growing
place because the coldest temperature is usually 68F,
and in the summer the hottest is typically 83F.
Homework/Assignments
At home (or at the grocery store), take a look at any
fruits or vegetables that you have in your house. If they
are in a container, see if the container states where the
fruit came from. Write this information down and bring it
back to class tomorrow!
For example:
The blueberry container in my refrigerator says, Product
of Chile.
Teacher

Self-reflection

Fruits exported to the USA

The Climate
Brazil
from Brazil:

in Brazil:

Apples, cherries, & oranges

Average temperature(s)
Low: 73 to 81 F
High: 100F to 103 F
The climate varies from hot
and dry in central Brazil, to
humid and sticky in the
tropical rainforests.
***This is an example of the brochures students would be supplied with to fill in their
Graphic Organizers
Website I harvested the GROUPS acronym from:
http://www.teachingwithamountainview.com/2012/10/groups-acronym.html