The Pencil Lesson

Let’s see if I can still write.

Decades ago I had an idea for a classroom research/writing lesson, probably upper elementary in nature but very adaptable to middle and high school grades. I called it The Pencil Lesson, and its ulterior instructional goal was to make students aware of jobs/careers other than “astronaut” or “marine biologist” or “NFL quarterback.”

Overview: After examining an ordinary No. 2 pencil for its component parts, students are guided through the research into how each part ends up in the pencil. As they do that, students should become aware of the employment opportunities at each step of the way. (N.B., the point is not to interest students in these specific careers but to make them more aware of the multiplicity of jobs represented in our everyday surroundings.)

Engagement: Create a TikTok-like video showing how pencil erasers are planted like seeds to grow the new crop of pencils. (N.B., I’ve done lessons like this where a class absolutely fails to detect the bullcrap. Be prepared.)

After the video, allow students to yuk on it, then ask the Essential Question: Where do pencils come from?

In small groups, have students “analyze” a No. 2 pencil. What are the constituent parts?

  • wood
  • graphite
  • paint
  • ferrule
  • eraser
  • stamped lettering
  • glue (to hold the two halves of the wood together!)
  • other?

After whole-group discussion, assign each group one of the components. Have them brainstorm/imagine the path that component must take before it ends up in the pencil. (It’s probably most effective for them to work backwards from pencil to source.) Emphasize that not knowing specific steps is to be expected; just put a big ??? in the chart and keep going.

From there, each group researches their putative process, filling in the ??? segments and fine-tuning the segments they thought they knew.

At this point, you might ask each team to present their findings to the class so that everyone is up to speed on how we get pencils.

For upper elementary, this much of the lesson might be enough. If so, make sure that you promote discussion of the jobs involved in each step. For middle and high school students, you can push that aspect of the lesson by having them list the workers that are required to produce the component at each stage, and if you’re really dedicated, have each student pick one job and head to the federal Occupational Outlook Handbook and prepare a short report on the job’s requirements/training/salaries/prospects.

And there you have it: a massive research/writing lesson that could easily take a couple of weeks in your class.

Followup: Let a few months elapse, then ask if students have been looking at objects around them and imagining what it takes to bring those objects into existence. Classroom discussion/sharing, etc.

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