Title – Banana Growth

By – Jamie Silvers

Primary Subject – Social Studies

Secondary Subjects – Language Arts

Grade Level – 2nd

Teaching Strategy – Social Studies

Time Required – 1 hour

I. Concepts – Banana Growth – “How do bananas get from where they are grown to your lunch box?”
II. Alabama Course of Study Correlation -

a. #2 – Develop the ability to interpret and display information in graphic form.

b. #9 – Use of geography.

c. #12 – Develop an initial awareness of geographic concepts related to the food industry.

d. #14 – Identify workers who supply people’s daily needs.

III. Behavioral Objectives -

a. The students will be able to explain how bananas are harvested and transported to markets in the United States.

b. The students will be able to identify the kinds of work people do to supply bananas.

IV. Materials -

1. Students will need their Social Studies book pages 20-27.

2. Students will need paper, pencil, and crayons.

3. Easel with big book called “Some People I Know”.

4. Pointer

5. White board and dry erase markers.

V. Teaching/Learning Procedures -

a. Motivation
I will motivate the students by asking them to tell me everything they know about bananas. I will also ask the students to name everything they know bananas are cooked in. I will then tell the students that after our lesson today we are going to try some banana pudding.

b. Instructional Procedures

1. First, I will go over some key words that I feel like the students should
know, before we start our reading from our big book. (Ex. weather, seaport, route.)

2. Then, I will do a Read-Aloud from our big book “Some People I Know” and ask some follow up questions.

3. Next, we our going to have a group discussion on the various steps
involved in the production of bananas. (Ex. plantation to train to seaport then shipped to the United States, etc.)

4. Now, the students will go back to their desk and create a timeline with
their paper, pencil, and crayons based on our discussion in the various steps
involved in the production of bananas. The students will write down the key words we went over in class with their definitions.

5. I will then let students share their timelines with their classmates.

6. Finally, we will eat the banana pudding that I made for the students.

c. Closure -

I will show the students my chart to make sure they understand the steps
involved in the production of bananas.

VI. Evaluation -

Teacher observation of charts the students made and written assignment.

VII. Professional Reflection -

I thought this lesson plan went great. The students enjoyed learning about bananas and
eating the banana pudding.

E-Mail

Jamie Silvers

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