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Overview:
Students will explore the importance of rice in Asian communities. They will then learn about the "rhythm" of rice production as they are introduced to its growing cycle. Finally, students will create seasonal images of rice cultivation in a calendar format.
This lesson is one in a series developed in collaboration with The Asia Society, with support from the Freeman Foundation, highlighting the geography and culture of Asia and its people.
Connections to the Curriculum:
Geography, mathematics, science
Connections to the National Geography Standards:
Standard 1: "How to use maps and other geographic representations, tools, and technologies to acquire, process and report information"
Standard 4: "The physical and human characteristics of places"
Standard 8: "The characteristics and spatial distribution of ecosystems on Earth's surface"
Standard 14: "How human actions modify the physical environment"
Standard 15: "How physical systems affect human systems"
Time:
One hour
Materials Required:
Objectives:
Students will
- demonstrate an appreciation for the importance of rice as a cultural and economic product in Asia;
- describe the cycle of rice production;
- analyze agricultural production maps; and
- create calendars to measure the passage of time in the rice cycle.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to list foods that grow or are produced locally (vegetables, fruits, grains, meats, etc.). List their responses on the board. Then, ask them what some of their favorite foods are. As they answer, itemize the ingredients of the foods and have the students identify which ingredients are grown locally. For example, if a student says "pizza," tell them that pizza is made of wheat flour, tomatoes, and cheese.
When a student lists a food with ingredients that aren't grown locally (for example, pineapple may not be grown in your region), ask them how it's possible that we can eat food that isn't grown nearby. Explain that in our culture, foods can be easily transported to different growing regions, but that some cultures rely heavily on locally produced food.
Development:
Tell students that they will be exploring why certain foods grow only in certain regions. Ask the students to list what is needed for plant growth (soil, sun, water, food). Explain that while all plants have those four basic needs, they need different amounts of each. Depending on the region, plants may thrive, or grow better, in one location than another. For example, one plant might need a lot of water and a lot of sun, while another needs shade and very little water.
Ask them what else might affect how a plant grows (rainfall, average temperature, seasonal and climatic variations, length of daylight, soil conditions, altitude, etc.).
Show students a globe and point to Southeast Asia. Ask the students to describe what they think the temperature, moisture, altitude, etc. are likely to be in that region. Explain that the region is moist and very warm, which are the perfect growing conditions for rice. Explain that because rice is easy to grow there and is very nutritious, it has been a staple for many years in Asia. Explain that a staple is a basic food that is eaten regularly by people of a particular region. Ask students to describe a staple in their own diets. (Answers will vary but will likely include pasta, apples, milk, and meat.)
Tell students that rice is a very important part of life in Asia. The lives of the people of Asia are affected by the cycle of the production of rice, both on a daily basis and on a seasonal basis.
Explain the three-month rice cycle to students by describing the steps in rice production found on the "Rhythm of Rice Production" handout and highlighted in the following Web resources:
The Rice Cycle
The Rice Cycle in Japan
Rice Cycle in Bali
Arrange students into groups of six. Assign each student one of the following steps in the rice cycle:
- Paddy preparation
- Planting
- Transplanting
- Growing
- Harvesting
- Preparing the grain
Have students work with their groups to create a calendar illustrating the cycle of rice production. Have students draw visual images of rice or rice production in various stages of growth on the "calendar template" to be sequenced according to the rice cycle. For older students, each illustration should include a line of explanatory text that connects the growth cycle with an event in nature.
Closing:
Have students share their illustrations and calendars. As they present, they should describe the rice cycle and how people's lives are affected by the cycle.
Finally, as a class, discuss how the environment, weather, climate, and geography affect the way we live, eat, and organize time.
Suggested Student Assessment:
Students should be assessed on participation in group work, class discussion, and their calendar pages.
Extending the Lesson:
- Older students can research the production and export of rice in the United States. Have students compare and contrast the U.S. growing techniques and rice cycle to the Asian growing techniques and rice cycle.
- Have students explore other rice-producing nations by making list of the countries that rely on rice to feed their populations. Then have students identify those countries on a map.
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