Pre-service Teacher​: Date​: Instructor​:

Katie Weaver Dr. Krutka

The Social Studies of ​the pencil

Explanation
Describe how the
different disciplines are
addressed for your topic.
Disciplinary Concepts
& Tools
See links or dimension 2
of the C3 framework (​pp.
29-51​)
Evaluating Sources
and Using Evidence
Describe & link to any
“texts” (picture book,
primary document, art,
photo, artifact) used in
lesson

History: ​Six historical  Identify Continuity and  Create and use a History of Pencils
thinking concepts   chronological sequence of
Change:  related events to compare History of Pencils Research
  When and why did pencils stop developments that happened site 1
Note:​ ​You must use at least  using lead? at the same time.
one historical thinking concept  History of Pencils Research
we’ve studied, but you can use  What instruments were used Site 2
more. before the pencil?

How was the first pencil

created?

How was graphite discovered

to be used within pencils?

Establish Historical 
Significance: 

How was the mechanization of

pencils started?

Where were the first pencil

factories started?

When and why were pencils

created?

Geography: ​Five  Region: D2.Geo.2.3-5. Use maps,

Themes of Geography satellite images, photographs, Pencil Handout
What natural materials are and other representations to
needed to create pencils? explain relationships between
Note:​ Y​ou must use at least  the locations of places and
one geographic thinking  regions and their
concept we’ve studied, but you  Where are these natural
materials located on the earth? environmental characteristics.
can use more.

Movement:

What transportations are

needed to ship different
materials across the world?

Human-Environment
 Interaction:
How do the different countries
work together to create one
good?

What impacts on the

environment does the creation
of pencils have on different
regions.

Lesson Details
Grade(s)/Subject: 4th Unit Overview or School/Mentor Teacher (if applicable):
Context:

Relevant Standards (TEKS):

4.(6)(B) translate geographic data, population distribution, and natural resources into a variety of formats
such as graphs and maps.
4.(21)(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps;

Lesson Objective(s)/Performance Outcomes:

Students will:
● Name different natural resources located in specific geographic regions
● Create a timeline of important events regarding the creation of the pencil
● Think geographically about the environmental impacts the creation of a pencil has across different
regions
● Think historically about the development of the pencil and how it has affected the day-to-day world

Citizenship Focus ​(personally-responsible, participatory, and/or justice-oriented):

This lesson will help prepare personally-responsible citizens by having the students be aware of the
resources being used within the creation of everyday objects, such as the pencil.

Relevance for Students​:

Students should care about this lesson since it aligns with a tool they use every day in school. This lesson
is relevant to their day to day life and explains the impact that a pencil has had on their lives.

Materials and Resources:

Whiteboard
A Pencil
Computer
Pencil handout
Map

Classroom Management Methods:

Before beginning the lesson, the teacher will review the different aspects of the classroom constitution,
such as respecting others, stay on task, and trying your best, which have been continuous throughout the
school year. The teacher will then review procedures for discussion, explaining how students should
respect the speaker and properly share their personal opinions.
 Technology Integration (​Replacement, Amplification, or Transformation​):
Students will watch videos (LINK) regarding the creation of the pencil, as well as use ipads to research
different important events about the pencil to create a timeline in groups.
Students will explore google earth, finding specific countries where materials are located that are used
within the creation of the pencil.

Special Education Strategies (Accommodations, Modifications, Adaptations):

Allow students to use talk-to-text features on ipad if they need assistance in their motor skills, such as
writing.
Students will also be given handouts that are printed in larger print size.

Bilingual Strategies:
Students will be provided with pictures and gestures throughout instruction. The classroom will also include
a word wall, which will include academic vocabulary taught within the lesson. Students will also be
provided sentence stems, as well as work in collaboration with other students to complete assignments.

Culturally Responsive Strategies​:

Lesson Activities and Steps

Please use the following table to explain the steps of the lesson. Delete or add rows as is necessary.
Teacher Moves Students’ Moves Formative Assessments
Explain what the teacher does to Explain what ​all​ students are Explain description and criteria for
initiative activities for ​all​ students. expected to do in relation to formative assessments during
teacher instructions or activities. different steps of the lesson. You
do NOT need to add an
assessment in every column.

Lesson Hook​:
Ask the students, what would be different if pencils were never invented?
Then pass around a yellow #2 pencil. Ask the students to observe the pencil and ask what materials or
natural resources make up the creation of a pencil.
Create a list of terms on the board of the different materials that students think go into the making of a pencil.

Compelling Question
What resources are required for the items we use in our lives? What impact does that have on the
environment?

The teacher will give students a
handout regarding the geography
of a pencil
Pencil Handout
The students will compare their Listen to students responses given
answers within small groups or during the discussion in
partners given for the materials comparison to the materials listed
within a pencil with the answers on the worksheet
they gave in the hook introduction,
and then each group will share
their findings.

The teacher will then ask the The students will look the the list Listen to the educated guesses
students where they think these of materials given and make given by the students about where
different materials come from. educated guesses as to where they think the materials originate
they believe the materials
originate on their paper, and share
their answers written with the
class.

Play the video linked about
regarding where pencil lead is
made and give the students the
table with the different materials
and their origins
The students will listen to the
video and write three interesting
facts that were new information to
them and then have the students
go up to the map and label where
the different materials originate
from
Review the facts given by the
students and their ability to find
different areas of the map, using
uptake. Take the answers given
by students and ask others if they
think given answers are correct.

Divide the student into six groups,
having five of the groups represent
the different countries where
materials are made and the last
being the US
The students will create a sign Observe students working
representing the country they are together to create country sign
from, including name,flag and
materials they contain.

Explain to the students that they
need to think of a way to get the
other materials in order to make a
pencil to send to the US and tell
the US they are a consumer and
need to purchase the pencils
The students will brainstorm
different methods of transportation
within their group that can be used
to move their goods around the
world and have them share their
methods with the class
Ask the students more about their
methods of transportation, such as
how fast is the methods, how
much can be transported at a
time, ect. Also ask the students to
think about the cost needed for
each method and take note of
their comments for each.

Ask the students if they think
pencils have been used
throughout history and what they
think people used throughout
history before they had the kinds
of pencils they have on their desks
The students will list different
ideas they think people used
throughout history before the
pencil

Show the students the different Students will compare their ideas
photos through the link listed with the realistic photos of what
above of different pencils was used throughout history

History of Pencils

Create a timeline on the board and
discuss the main historical events
of the creation of the pencil, such
as introduction to graphite,
mechanical pencils, ect.
The students will research when Observe where the students place
each event occurred online and each of the events on the timeline
place the different historical events
on a timeline using the research
links given.

History of Pencils Research site 1

History of Pencils Research Site 2

Explain to the students how Students will create a Venn Review how the students compare
pencils are created today and Diagram of the first pencil and the both types of pencils with one
compare those pencils with the pencils they have on their desk another
first kind of pencils created

Talk to students about how the
pencils are created today within
factories and how those
technologies were not present in
the past
The students will add to their venn Review Venn Diagram
diagrams the differences and
similarities to the production of the
old and present pencils

Summative Assessment ​(description & criteria):

Have the students write a page paper discussing the differences between the pencil itself and the creation
within the past and present. Also have the students explain where materials for pencils originate from and
how they are able to travel around the world to create their pencil on their desk.

Self-Assessment and Reflections:

● Before creating this lesson, I never thought out the different social studies topics that a pencil obtains.
I found the important aspects of the regions different materials are located, as well as the overall
environmental impact the creations of pencils may have.
● I think students would really enjoy learning about a common object they use everyday and make
them think deeper into other objects they make overlook.

This lesson was inspired by the lesson provided by ​National Geographic

 Dr. Krutka’s Social Studies of Everything Lesson Rubric
Lesson Plan (10%)
Note:​ The lesson requirements will be met in two phases (11/28 and 12/5) so not all requirements are due at
once; Students will be provided feedback for mastery, but failure to integrate instructor decisions will result in
the grade that aligns with the rubric.
Needs Improvement
(1/C or -)
General Requirements
Completion of Teacher candidate did
Requirements (C) not complete the
assignment properly or at
all (0).
Quality (Q) Teacher candidate did
not complete the
assignment to the quality
expected for
thoughtfulness and/or
thoroughness.
Specific Requirements
Disciplinary Thinking Teacher candidate did
Methods (History, not show an
Geography required), understanding of
including use of “text” historical and geographic
thinking strategies or an
ability to effectively use
them in the lesson
Lesson Requirements Teacher candidate does
● Standards not clearly and effectively
(TEKS) & identify relevant
Performance standards, citizenship
Outcomes connection & relevance,
● Citizenship & & integration strategies
Relevance
Connections
● Integration
Strategies
(SPED, bilingual,
tech integration
Lesson Steps Teacher candidate does
not clearly describe
effective lesson steps for
both the teacher and
student throughout
lesson
Acceptable (2/B) Exemplary (3/A)
Teacher candidate Teacher candidate
mostly completed the completed the
assignment properly. assignment properly as it
was assigned.
Teacher candidate Teacher candidate
generally completed the completed the
assignment to the quality assignment to the quality
expected for expected or above for
thoughtfulness and/or thoughtfulness,
thoroughness. thoroughness, and
ingenuity.
Teacher candidate Teacher candidate
showed an showed a clear
understanding of understanding of
historical and geographic historical and geographic
thinking strategies, but thinking strategies &
effective implementation effectively used them in
in lesson is not the lesson
completely clear
Teacher candidate Teacher candidate
clearly and effectively clearly and effectively
identifies some, but not identifies relevant
all, of the following: standards, citizenship
relevant standards, connection & relevance,
citizenship connection & & integration strategies
relevance, & integration
strategies
Teacher candidate Teacher candidate
describes some of the clearly describes
lesson steps for both the effective lesson steps for
teacher and student both the teacher and
throughout lesson, but student throughout
more clarification for lesson
 effective implementation
is needed

Assessment Strategies Teacher candidate does Teacher candidate Teacher candidate

not explain effective explains formative and explains effective
formative and summative summative assessments, formative and summative
assessment strategies but it is not clear whether assessments that will
and it is unclear whether students are learning indicate whether all
students have learned during some components students are learning
various components of of the lesson from the lesson
the lesson

Lesson Plan “hook” (5%)

Note: This “hook” will be included in the lesson and taught in class on 11/28.

Needs Improvement Acceptable (2/B) Exemplary (3/A)

(1/C or -)

General Requirements

Completion of Teacher candidate did Teacher candidate Teacher candidate

Requirements (C) not complete the mostly completed the completed the
assignment properly or at assignment properly. assignment properly as it
all (0). was assigned.

Quality (Q) Teacher candidate did Teacher candidate Teacher candidate

not complete the generally completed the completed the
assignment to the quality assignment to the quality assignment to the quality
expected for expected for expected or above for
thoughtfulness and/or thoughtfulness and/or thoughtfulness,
thoroughness. thoroughness. thoroughness, and
ingenuity.

Specific Requirements

Curriculum Teacher candidate fails Teacher candidate Teacher candidate

to design a hook that designs a hook that is of designs a hook that will
students will find some interest to be of interest to students
interesting or engaging students, but could be
improved

Pedagogy Teacher candidate does Teacher candidate Teacher candidate

not effectively engage effectively engages
students in ways that students in some ways
include them and allow that include them and
for them to learn about allow for them to learn
the topic in appropriate about the topic in
ways appropriate ways, but
could show improvement
effectively engages
students in ways that
include them and allow
for them to learn about
the topic in appropriate
ways

Assessment Teacher candidate does Teacher candidate Teacher candidate

not show effective shows formative and shows effective formative
 formative and summative summative assessments, and summative
assessment strategies but it is not clear whether assessments that will
and it is unclear whether students learned during indicate whether all
students learned various some components of the students are learned
components of the lesson from the lesson
lesson

Cultural Component (10%)

Details to be added.