This research conducts a case study to clarify the characteristics of the lesson study process used to create social studies lesson plans in Japan. The case study focuses on the “logic of triple-stacking” employed by Shinshiro Elementary School (SES), clarifying its process and examining its characteristics. Two main findings are notable. First, the SES social studies lesson study method based on the logic of triple-stacking focuses on social consciousness and teaching materials for children that pursue problems identified by the extracted children. Second, the method allows educators to transform social studies lesson composition to deepen and modify the thinking processes of the extracted children.