InTASC 7 Southeast Asia Unit Plan

7/29/2019 InTASC 7 Southeast Asia Unit Plan

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Getting to Know Taiwan and its Pink Dolphins

Image obtained from google.images.com

Cross-curricular plan topic: Taiwan and its Pink Dolphins (Social Studies and Science)

Intended grade level: Third Grade

Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And

Benchmarks -- Social Studies", 2009).

Culture

Time, Continuity, and Change

People, Places, and Environment

Global Connections

Social studies national standard(s):

I. Culture

III. People, Places, And Environments

V. Individuals, Groups, And Institutions

1. Objectives:a. Students will have a good introduction to Taiwans geography, in addition to the

rare pink dolphins

b. Students will learn how to compare the size of Taiwan to the United States and tofind its geographical location

c. Students will observe the pink dolphins of Taiwan and understand that arebecoming critically endangered

2. Required materials: Computers, Overhead Projector, World Globes, White Board, andMarkers


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3. Lesson sequence:a. Introduction to Taiwan:

i. Where is it?1. I will separate the students into groups of three or four, having the

low-functioning students in groups with high-functioning student.

Then give them a world globe to look at and use to find Taiwan.

ii. How big is it?1. Upon finding Taiwan, we will hypothesize about the size of it and

what state in the United States would be most comparable in size

to Taiwan.

b. Introduction to the pink dolphins:i. The student groups will be assigned to computers where they will begin

research on the endangered pink dolphins in Taiwan, using a rubric with

different websites that will help to guide them through their research. The

rubric will include the following questions for the students to consider

while performing their research.

1. What part of Taiwan are the dolphins near?2. How many pink dolphins are left?3. Why are the dolphins pink?4. What are scientists and locals doing to protect the dolphins?

4. Literacy integration:a. Lets Get Mung Beans, Momma! by Wan Hua-gwo

i. A story about a young boy and his mom going to the local market inTaiwan. This would provide students in the United States with an idea of

the cultural differences between the United States and Taiwan.


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b. Amazing Dolphinsby Sarah Thomsoni. This book provides young readers with many different facts about

dolphins, and even includes facts about the pink dolphins!

5. Adaptations for multiple perspectives: Invite members from one of the followingTaiwanese groups (Matsu's Fish Conservation Union, Taiwan Academy of Ecology;

Taiwan Sustainable Union; Taiwan Environmental Protection Union; Wild at Heart

Legal Defense Association; Wild Bird Society of Yunlin and Changhua Coast

Conservation Action) that are trying to save the dolphins to come into the classroom to

give the students first-hand stories of experiences of trying to save the dolphins.

6. Adaptations for diverse learners: For a class of ESL students, I plan to have morephotos and bi-lingual material available. In addition to a lot of hands-on materials. Such

as, having the students make clay models of Taiwan and their own Save the Dolphins

posters, as shown below.

7. Lesson sequence for diverse learners:a. Introduction to Taiwan through showing a slide show that connects all of the new

vocabulary words to a picture on the overhead projector:

i. Where is it?1. I will separate the students in to groups of three or four, pairing the

low-English fluency students with the high-English fluency

students. Then give them a bi-lingual world globe to look at and

use to find Taiwan.

ii. How big is it?
http://taiwansousa.blogspot.com/http://www.unitednow.com/images/Product/large/HC-544553.jpghttp://taiwansousa.blogspot.com/http://www.unitednow.com/images/Product/large/HC-544553.jpg


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1. Upon finding Taiwan, we will hypothesize about the size of it andwhat state in the United States would be most comparable in size

to Taiwan.

b. Introduction to the pink dolphins:i. The same student groups will be assigned to computers using Google

Chrome, which will allow them to translate websites whenever necessary.

From here, they will begin research on the endangered pink dolphins in

Taiwan, using a rubric with different websites that will help to guide them

through their research. The rubric will include the following questions for

the students to consider while performing their research.

1. What part of Taiwan are the dolphins near?2. How many pink dolphins are left?3. Why are the dolphins pink?4. What are scientists and locals doing to protect the dolphins?

8. Informal assessment: I will be evaluating the students throughout the lesson for thefollowing:

a. Eye Contacti. Checking the students throughout the lesson to find if they are exhibiting

good eye contact to see if they are connecting to the lesson. Eye contact isa simple but effective way during the lesson to see if they are engaged and

following.

b. Listening and Comprehensioni. Watching for the students to seem involved in the lesson, including focus,

lack of fidgeting, good eye contact, and desire to ask questions whenever

necessary. Also, asking deeper questions of the students throughout the

lesson to see how they feel about certain aspects.

c. Class Participationi. Ability of the students to listen and respond to questions or comments,

ability to ask good questions. Have them openly wonder and keep track of

their thinking for the entire class to discuss and build on.

9. Formal assessment: Short True/False Quiz at the end of class based on the following,students are:


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Vietnam: Whales as Big as a Bus!


Cross-Curricular Lesson Plan Topic: Science and Social Studies

Intended grade level: 3

rd



Culture



Global Connections


I. Culture III. People, Places, And Environments


1. Objectives:a. Student will have a general introduction to Vietnam

i. What is the geography of Vietnam?ii. What is the climate like?

iii. Peopleb. Students will be introduced to and have discussions on wildlife in Vietnam

i. Introduce Whale Sharksii. Compare local wildlife to Vietnamese wildlife


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2. Required Materials: Whiteboard, Whiteboard Markers, Computer, Internet Connection,Pencils, Papers, Power Point, and Projector

3. Lesson Sequence:a.

Introduction and Discussion of Vietnami. Spend the first five minutes of class with having the students brainstorm

on a piece of paper about anything and everything they know or think

about Vietnam. After the five minutes is up have a full-class discussion

about their individual thoughts on Vietnam. Then try to answer the

following questions, if they have not been discussed.

1. Where is Vietnam?

2. Are there any relations between Vietnam and Iowa, or the United

States in general?

b. What is life like there?i. Have the students write down in groups of five at least ten things they

know about Vietnam.

ii. The most important thing to do in the introduction is get them to compareVietnam to their home country and to Taiwan.

iii. When students compare Vietnam to Taiwan, find out what they rememberabout Taiwan and how does it sound familiar and different from Vietnam.

1. Use a Venn Diagram

c. History Extensioni. Get students thinking about what life might be like in Vietnam. Invite

them to talk about what they know about it and what they think about

Vietnam. Discuss and try to connect the new country to their lives.

ii. If the topic of the Vietnam War comes up. Dont run away from the topic!Try to extend the lesson into a brief understanding and basic history of the

war and how it affected the people of Vietnam.

d. Foodi. Ask the students if they have ever tried any of the following foods. If not,

as them how they would feel about eating the food listed below and if they

think that they would taste good.1. Spring Rolls

2. Po Bo

3. DOG!!!

e. Wildlife


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i. Briefly discuss the following in the groups of five. Then watch real videoson YouTube.

1. Whale Sharks

2. SCUBA Diving

3. Incorporate a cross-curricula lesson through doing a science

pressure experiments

f. ConclusionRefer back to initial ten items on the list about Vietnam and havestudents compare their initial thinking to what they now understand.

4. Literacy Integration:a. Bellas Vietnam Adventure by Stacey Zolt Hara, illustrated by Steve Pileggi.

i.

This book is about a young girls adventure in Vietnam, it includes theculture, cuisine, and an overall outlook on Vietnam through the eyes of a

child.

b. Whale Sharksby David Rowati. This book is provides many different fact about whale sharks, including

their size what they eat, and whether they are really whales or sharks.


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5. Adaptations for Multiple Perspectives:a. What is life like for a typical Vietnamese student? In 3rd grade? What is their

school like?

b.

What would it have been like to live in Vietnam many years ago?

i. Use and incorporate strategy 20,Folk Culture, from 50 Social StudiesStrategies for K8 Classroom.

1. Include different types of art that they created. Have the students

try to recreate the art on their own!

2. Include traditional Vietnamese songs as, Music can lead them to

empathize with people in similar circumstances or to share

common understandings of events and relationships. (Obenchain

& Morris, 2011). Use songs and translate them to give students anidea of what it was like in Vietnam many years ago.

6. Adaptations for Diverse Learners:a. Science and Wildlife is Universal

i. Create a simple and easy to navigate slideshow of Vietnamese wildlife.Have students focus on wildlife and discuss different comparisons

between the wildlife in Vietnam and wildlife that they have had

experiences with.

7. Lesson Sequence for Diverse Learners:a. The lesson sequence will be the same to the lesson sequence above with the

following exceptions:

i. During the introduction when students are asked to brainstorm any and allideas that they know or have about Vietnam, allow English Language

Learners to write in their native language. Or if students are lower-

functioning and have difficulty writing, allow them to draw pictures about

their thoughts.

ii. Reinforce throughout the brainstorming activity that there are no right orwrong answers, participation is the main prerogative!

8. Informal Assessment:a. Participation


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i. Is there only a few group writers? Or does everybody work to have theirideas heard?

b. Eye Contacti.

Are students listening and showing good eye contact while the teacher ortheir fellow classmates are discussing their ideas? Do the students look

engaged throughout class discussions and group work?

9. Formal Assessment:a. Group project. Have them itemize and discuss their initial ten claims about

Vietnam. Encourage the students to expand on their initial ten claims and relate

them either to Vietnams culture or wildlife.

10.Methods for Promoting Higher-Level Thinking:a. Get the students thinking about tourism;

i. Is it good or bad?ii. For who?

11.Methods to Promote Student-Centered Learning through Technology:a. Give student groups access to the internet and have them try to look up the

benefits (financial) and negatives (pollution) of tourism.

b. Groups results can be presented through a Power Point presentation.12.Ideas for Cross Curricula Integration:

a. Science Pressure Experimenti. Find out how water pressure affects different materials when they are fully

submersed. Relate this back to SCUBA diving and have students

hypothesize about the effects of water on different materials.

13.Reflection:This lesson plan is intended for third grade students. Its main purpose is to give

students an introduction to Vietnam and whale sharks. It is also meant to teach thestudents about acceptance of different cultural views or practices, such as eating

dog meat. With enough time, it would be wonderful to incorporate a science

pressure experiment as it may make it easier for students to understand theconcept of SCUBA diving. I feel that overall this lesson should be interesting and

entertaining for students based on the many cultural differences between the

United States and Vietnam.


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Thailand and its favorite animal, ELEPHANTS!

Imagine obtained from google.images.com

Cross-Curricular Lesson Plan Topic: Social Studies and Science

Intended grade level: 3rd

Grade

Social Studies State Standard(s): The following was obtained from: ("ICCSD Standards, And


Culture


Global Connections


I. Culture


1. Objectives:a. Students will gain an understanding of Thailand, including its geography,

wildlife, and culture

b. Students will understand the significance of the elephant to the people of Thailand2. Required Materials

a. White board, Pencils, Paper, White board markers, Colored paper, Computer,Projector, and SMARTBoard

3. Lesson Sequence:


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a. Thailand Introductioni. Using a SMARTBoard and a projector a map of Southeast Asia will be

projected onto the board. The students will be allowed to use

SMARTBoard markers to make the map interactive and promote a class

discussion about the placement of Thailand.

1. Where is it?2. Thailands size and geography in relation to Iowa.3. How big is Thailand?4. Do they have cornfields in Thailand?

a. What types of crops do they have there?b. Wildlife

i. Using the SMARTBoard and an internet connection the class we look upinformation about the wildlife in Thailand. Each student will be given time

to use the SMARTBoard and will also have a worksheet with the

following questions on it.

1. What types of animals live in Thailand?2. Are they similar to the animals that we have in Iowa?

a. Why is the elephant so important?i. Discuss its significance in Buddhist religion.

ii. Discuss its significance to tourism in Thailand.4. Literacy Integration:

a. Hush! This book is a Thai lullaby which asks animals such as a lizard, monkey,and water-buffalo to be quiet and not disturb the sleeping baby.


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b. How Ganesh Got His Elephant Head, This book is a magical story of how the godGanesh, was brought back to life with the head of an elephant.

5. Adaptations for Multiple Perspectives:a. Explain that people in Thailand believe in Buddhism. Ask the students what they

think that it would be like to visit a Buddhist Temple. Discuss the proper etiquette

and why it is important to take off your shoes and be sufficiently covered beforeyou enter a temple to people of the Buddhist religion.

i. Have a sarong or scarf ready to show the students what different peoplewear in Thailand to ensure that they are sufficiently covered before

entering a temple.

6. Adaptations for Diverse Learners:a. Include photos of every main topic in order to ensure that ESL students have an

understanding of the material. This will also help to ensure that all the students,

low-functioning and high-functioning have an understanding of Thailand and

Buddhism, as these may be topics that they have no previous information on.

7. Lesson Sequence for Diverse Learners: The lesson sequence will be the same as abovewith the following exceptions:

a. The lesson will begin with a Power Point presentation and each photo will bediscussed as a class.

b. After Part A of the original Lesson sequence is completed students will be brokenoff into groups of four and discuss the differences between Thailand and Iowa.

i. Be sure to mention to the students how farming is also important to peoplein Thailand.

8. Informal Assessment:a. Observations During Time on the SMARTBoard


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i. Assess if all of the students are engaged and given a sufficient amount oftime to use the SMARTBoard. If students seem unengaged or bored, be

ready to change up the lesson depending on their overall interest.

b. Eye Contacti. Assess the students throughout the lesson for proper amounts of eye

contact in order to evaluate their interest in the lesson.

9. Formal Assessment:a. Students will be a given a short ten point paper-and-pencil test at the end of the

lesson.

i. The test will include four true or false questions, three multiple choicequestion, and three short answers. Students should be able to demonstrate

knowledge on the following on the test:

1. Thailand, including its geography, wildlife, and culture.2. The significance of the elephant to the people of Thailand.

10.Methods for Promoting Higher-Level Thinking:a. Break the students off into groups and have them discuss how people in Thailand

view different animals, in comparison to how we view animals in the United

States.

b. Discuss what it would be like to ride an elephant.i. What do you think the elephants skin would feel like?

ii. Do you think the elephant would be fast or slow?11.Methods to Promote Student-Centered Learning through Technology:

a. Use a SMARTBoard in the classroom and allow students to manipulate differentaspects of lesson through using a special marker with the SMARTBoard on a

white board, or also using their own finger.

b. Bring a collection of different music from Thailand and have the students listen tothe music. Then discuss their feelings toward the music and how it compares or is

different from music in the United States.

12.Ideas for Cross Curricula Integration:


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a. Science: Have the students do in-depth research on the internet based onelephants. The students can work in groups to make a poster about elephants

based on what they found on the internet.

b. Art: Teach the students about how some elephants in Thailand can paint pictures.Bring in different painting done by elephants to show students. Then havestudents pretend to be elephants and paint their own pictures.

13.Reflection:This lesson is meant to give third grade students an understanding of Thailand,

including its geography, wildlife, and culture. The students should be able to

demonstrate a transitory understanding of Thailand as a whole. This lesson also

exhibits the important role that elephants play in Thailand, from their significance

to the Buddhist religion to their usage in tourism. If there are any questions the

students may have on the different topics, be sure to give the students a generalunderstanding, without going to deep into any particular area. I hope that students

will find the Thailand and its cultural differences in relation to Iowa and the

United States as a whole fascinating and be able to appreciate it.


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The Philippines and its Very Special Jellyfish

Imagine found at google.images.com



Grade



Culture



Global Connections


I. Culture



1. Objectives:a. Students will gain an understanding of the Philippines, including its geography,

culture, and wildlife

b. Students will gain an understanding of different jellyfish from around the world.i. Students will understand why the jellyfish in Jellyfish Lake in the

Philippines are different from other jellyfish.

2. Required Materialsa. White board, White board markers, Pencils, Paper, Computers, and an Internet

Connection


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3. Lesson Sequence:a. Introduction to the Philippines

i. Where is it?1. Students will be separated into pairs, low functioning students with

high functioning students. Each pair will be given a map of

Southeast Asia and will be asked to guess where the Philippines

are located to start out the lesson.

ii. How many islands are in the Philippines?iii. What is the food like there? What are the people like?

1. The student pairs will be assigned to a computer to do research onthe Philippines. During their research they will be provided with a

rubric to keep them focused on answering the above questions.

They will also have additional time to research specific things that

they find interesting about the Philippines. Upon completion of the

research there will be a class discussion about the findings of each

pair.

b. Jellyfishi. For this portion of the lesson the student pairs will be given the book

Amazing Jellies: Jewels of the Seaby Elizabeth Gowell. Each pair will be

asked to answer the following questions using the book. There will be aclass discussion afterwards to go over the students answers and to help

them with any questions that they may have.

ii. What are they exactly?iii. Do they have fins and scales like other fish?iv. Where do they live?v. What do they eat?

vi. How are the jellyfish in the special lake different from most jellyfish?4. Literacy Integration

a. Amazing Jellies: Jewels of the Sea by Elizabeth Gowell.


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i. This books is provides information about different types of jellies, theparts of the jellyfish, jellyfish forms, their lifecycles, how they move, and

what they eat. It also provides reads with many beautiful photos of

different jellyfish.

b. The Carabao-Turtle Race, and Other Classic Philippine Animal Folk Tales astold by Sylvia Mendez Ventura and illustrated by Joanne de Leon.

i. This book contains eight age-old animal tales, popular in the Philippines.

5. Adaptations for Multiple Perspectives: Have the students think about the followingquestions in order to put them in a different mindset during the lesson.

a. What would it be like to live in the Philippines?b. How would the weather be? What types of clothing do you think that you would

wear?

c. What would it be like to swim in the jellyfish lake? Would it be scary or exciting?6. Adaptations for Diverse Learners:

a. Diverse learners could be given a portfolio with different pictures from thePhilippines and of jellyfish that would help them to connect all of the different

vocabularies to a photo in their portfolio.

7. Lesson Sequence for Diverse Learners:


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a. The lesson sequence will be the same to the lesson sequence above with thefollowing exceptions:

i. The lesson for diverse learners will be done in groups of four students inorder to provide them with more input and perspective from other

students. The students will be grouped with low-functioning students withhigh-functioning students.

ii. Each group will be provided with a lesson outline with many differentpictures included for any new vocabularies.

8. Informal Assessment:a. Cooperation

i. Watch for the students cooperation level with their partner(s) throughoutthe lesson. Look to see if any of the groups are having problems workingwith each other. Is one of the students completely taking charge of the

group and not allowing the other members to add in their own thought?

Ensure that every students input is added in the research and overall

classroom discussion.

b. Listening and Comprehensioni. Watching for the students to seem involved in the lesson, including focus,

lack of fidgeting, good eye contact, and desire to ask questions whenever

necessary. Also, asking deeper questions of the students throughout the

lesson to see how they feel about certain aspects.

c. Class Participationi. Ability of the students to listen and respond to questions or comments,

ability to ask good questions. Have them openly wonder and keep track of

their thinking for the entire class to discuss and build on.

9. Formal Assessment: A ten question paper-and-pencil-quiz with ten multiple questionswill be given at the end of the lesson based on the following, students are:

a. Able to demonstrate an understanding of the Philippines, including its geography,culture, and wildlife.

b. Able to demonstrate an understanding of different jellyfish from around theworld.


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i. Able to demonstrate why the jellyfish in Jellyfish Lake in the Philippinesare different from other jellyfish.

10.Methods for Promoting Higher-Level Thinking:a.

Why would a jellyfish sting a human that was SCUBA diving or snorkeling?

i. Do you think that the jellyfish would want to eat the human?ii. Was the jellyfish scared, and trying to protect itself?

iii. Was the jellyfish just playing a game?b. Have the students to research on the internet to find out the answers to the above

questions.

11.Methods to Promote Student-Centered Learning through Technology:a. Place the students into pairs and allow them to do additional research on the

internet about the Philippines and jellyfish. Create a rubric that can be emailed the

student pairs and have them use it to complete their research.

12.Ideas for Cross Curricula Integration:a. In depth science: What would a jellyfish feel like?

i. Perform a science experiment to have the students try to hypothesize andre-create what a jellyfish would feel like using different materials in the

classroom. Upon completion of their jellyfish show the students a realjellyfish specimen and see how close they were to creating the real thing.

13.Reflection:The lesson The Philippines and its Very Special Jellyfish is intended for a

third grade class. The lesson is intended to give the students an

understanding about the Philippines and jellyfish from around the world.

Through looking at different species of jellyfish from around the world, Ihope to give the students an understanding of why the jellyfish in the lake

are so special. The lesson will begin by introducing the Philippines and

researching it. Then it will move onto the students reading the book aboutjellyfish. If there is any additional time at the end of class, the studentswill be encouraged to do additional research on either the Philippines or

jellyfish, whichever they find more fascinating.


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Malaysia: Tiger Town?






Culture



Global Connections


I. Culture III. People, Places, And Environments


1. Objectives:a. Students will understand basic facts about Malaysiab. Students will understand the basics of endangered species

2. Required Materials: Whiteboard, Whiteboard Markets, Poster board, Crayons, Markers,Computers, Pencils, Paper

3. Lesson Sequence:a. Introduction

i. Place a large map on the board and have a full class discussion aboutwhere Malaysia is and anything that the students may know about

Malaysia. Use the map to help answer the following questions as a class.


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1. Where is Malaysia?2. What is the climate and environment like here?

a. Compare/Contrast it with the othercountries weve coveredthus far.

3. People popular food demographics.b. What are the people like in Malaysia?

i. Where do they come from?c. Cities in Malaysiad. Wildlife

i. We have learned about different countries and their animals so far, whattypes of animals do you think live in Malaysia?

1. Make a list of the most exotic animals they can imagine live inMalaysia.

2. Malaysia is massive and has many of the worlds most sought afteranimals, encourage the students to get as creative with their lists of

animals as they wish to be.

e. Tigersa. Read the following book to the class.

f. What does a typical tiger need growing up?a. Foodb. Waterc. Family!

ii. A growing tiger needs the love and protection from the family andspecifically the mother in order to survive. How does this relate to your

life and to your family? Where would you be without your mom to take

care of you?


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g. Malaysian Tigeri. Understand the basics of the Malaysian Tiger

1. Size2. Weight3. How many in the wild?

h. Endangered Speciesi. The Malaysian tiger is considered an endangered species and there are less

and less of them every year. What can we do to turn this around?

ii. How can you help save a Malaysian tiger from Iowa?4. Literacy Integration:

a. A True Book: Malaysia by Ann Heinrichz.i. This is about the culture in Malaysia and the different types of people that

live in Malaysia and where their ancestors came from initially. It also

provides information about the cuisine and history of Malaysia.

b. Tigers Story by Blackford and Stojic.i. This is a wonderful book that provides young readers with a heartfelt look

at the life of a young tiger.


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5. Adaptations for Multiple Perspectives:a. Look at the life an animal rescuer and somebody who tries to save animals every

day.

i. Invite somebody from the local pound or ASPCA to come in and talk tothe class about how we should treat animals and how important it is to

help save them in the wild.

6. Adaptations for Diverse Learners:a. Extend the lesson out to the native countries of potential ELL learners. Talk

about endangered or extinct animals in the countries that non-native speakers hail

from.



i. After discussing the Malaysian tiger, the students talk about the foreign

species of animals from their ancestors home countries.

8. Informal Assessment:a. Creating questions for the guest speaker in the classb. Asking those questions during the guest speakers time in the class

9. Formal Assessment: Students will be evaluated on the following based on their actionsduring class and how well they were able to answer questions during class based on the

following:

a. Basic facts about Malaysias location and peopleb. Understanding that the Malaysian tiger is endangered and think about different

types of animals that are endangered.

10.Methods for Promoting Higher-Level Thinking:

a. Students talk about the different types of endangered animals around the world.Have each student make a poster board with a different type of endangered animal

on it and display these around the school

11.Methods to Promote Student-Centered Learning through Technology:


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a. E-mail connectioni. Students will be encouraged to e-mail and get in touch with experts in the

field of endangered animals around the world


a. Lesson plan heavily incorporates ideas of country demographics, civics of whywe should save species, and facts about the Malaysian tiger. Topics in Social

Studies and Science.

13.Reflection:This lesson calls for a good foundation to be laid in what the type of people that

live in Malaysia are and the basics of endangered species for third grade students.Why people should try to save endangered species and what other animals are

endangered? This may be one of the first times the students really come to

understand that what is perceived as one of the strongest animals in the world isunder a lot of harm. Try to pursue this counterintuitive idea and have students

begin to understand the basics of why people hunt and kill animals even though

they are endangered.


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Indonesia: Land of Fire & Dragons!




Social studies state standard(s): The following was obtained from: ("ICCSD Standards, AndBenchmarks -- Social Studies", 2009).

Culture


Global Connections


I. Culture



1. Objectives:a. Students will understand basic facts about Indonesiab. Students will have a basic understanding about wildlife in Indonesia

2. Required Materials:Endangered Komodo Dragons by Bobbie Kalman, Whiteboard,Whiteboard markers, Internet access, Poster board, Markers for poster board,

Enthusiasm!

3. Lesson Sequence:a. Introduction

i. Size


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1. Indonesia is one of the largest nations in the world. How big is it?a. Have students look at a world map and try to piece together

just what is Indonesia

b.

Does a country have to be one continuous piece of land?

2. Indonesia is an archipelagoa. What is an archipelago? A series or chain of islands. Look

at all of the different parts of Indonesia. Its on big island

country!

ii. People1. The people of Indonesia are quite diverse. Have students compare

Indonesia to Malaysia in terms of what kind of people they see and

observe.

2. Religiona. HinduismDrives many of the smaller communities and

people in Indonesia. See: Bali Masks

b. IslamIndonesia has the highest population of practicingMuslims in the world.

iii. Dance1. Bali Fire DanceThe people of Bali engage in a specific and

interesting fire dance. Watch the following link:

a. http://www.youtube.com/watch?v=oUdGgaSzKDE

b. Monsoonsi. What is a monsoon?

1. A period of intense and prolonged rainfall.a. Rainy Seasons

i. From _______ to __________ there is a lot morerainfall than during other times of the year.


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b. When is the rainy season in Iowa? For how long?2. Look up average rainfall per month in Indonesia3. Look up average rainfall per month in Iowa

a. How does this compare to the rainy season in Iowa?c. Surfing

i. Surfs Up!1. Indonesia has some of the best surfing in the world on the western

side of the country. Why?

a. Look at the world map again, how much room is thereWest of Indonesia?

2. Look up on a map the layout of the country. Why does it makesense that large waves hit the western side of Indonesia?

ii. Try surfing!1. Invite students who may have skateboards to bring them in. Have

a day outside on the grass where everyone can try to balance on a

skateboard.

a. End of the year? Watch out for waves! Bring a sprinkler inas waves for while students are balancing on theskateboard! (weather permitting)

d. Komodo Dragonsi. In the land of fire, youll find dragons!

ii. Indonesias national animal is the Komodo dragon.iii. What does a real dragon look like?

1.


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iv. How big is each student? Place a chart on the wall with their size and thesize of a Komodo dragon!

1. Have students lie on the ground and outline their bodies with darkmarker. Then place these stencils around the room and compare

them to the size of a Komodo dragon!

4. Literacy Integrationa. Endangered Komodo Dragons by Bobbie Kalman.

i. The book is about how the Komodo dragon is endangered.1. Have the students think about and discuss other animals that we

have learned about that are endangered throughout the unit.

2. Does this make sense? How can a Komodo dragon be endangeredif it is so feared and dangerous?

a. Move topic into discussing the poaching of animals, bothMalaysian tigers and Komodo dragons.

5. Adaptations for Multiple Perspectives:a. Full Class Debateb. There are thousands of animals killed every year by poachers. Poachers hunt

endangered animals like the Komodo dragon.

1. What other animals do we know that are endangered?ii. Have students go into two different groups, one labeled Poachers, one

labeled Conservationists

iii. Students will discuss why the poachers might poach, and then what theconservationists might try to do to stop them.


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1. Difficult Topic: Is there any good reason to poach? (NO!) Thiswill be difficult for the students assigned as poachers to defend

potentially. Choose the students wisely and try to include as many

perspectives as possible!

6. Adaptations for Diverse Learners:a. Students with developmental delays and learning disabilities will be encouraged

to think about why an animal might be endangered.

i. Have students think about what animals they own or have seen before andwhy the animal might be in danger of being hurt. This should help to make

the topic more relatable to the students.

ii. Students can be given Venn Diagrams to complete comparing householdpets to exotic species found all over the world.

1. What household pets would be considered exotic that can lie in themiddle of the Venn diagram?



i. Students will be encouraged to share their ideas and information at ourdebate between poachers and conservationists with additional photos and

translations for students when necessary.

ii. They will represent the at home side of the debate and have studentsthink about how they would feel if their pets were being hunted.

8. Informal Assessment:a. Eye contact

i. Does each student meet the gaze of the teacher and come to showunderstanding of topics being discussed?

b. Full Participation in Class Discussions and Debatesi. Are there any students who clearly are not participating in the discussion

or are not attempting to be a part of the class?


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9. Formal Assessment: Students will be evaluated on the following based on their actionsduring class time and the debate. I will be looking for how well they were able to answer

questions during class based on the following:

a. Students will learn basic facts about Indonesiai. Where is Indonesia?

ii. How big is Indonesia?iii. What is an archipelago?

b. Students will learn about wildlife in Indonesiai. Can a Komodo dragon fly?

ii. How can we protect our endangered species?10.Methods for Promoting Higher-Level Thinking:

a. Have students find facts and organize just how many of each of the endangeredanimals we have talked about there is left.

i. Make a graph and a poster board with the findings on it.ii. Keep track of how endangered animals are doing throughout the world

and encourage students to contact local animal shelters or community

organizations that help endangered animals around the world!

11.Methods to Promote Student-Centered Learning through Technology:a. Give students the technology and resources to look up the statistics on each of the

endangered animals in the world

i. www.nationalgeographic.com1. Good website to provide the overview of why some animals are

endangered.

ii. World Wildlife Funds list of top 10 endangered species1. http://www.telegraph.co.uk/earth/wildlife/6927330/Top-10-most-

endangered-species-in-the-world.html



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a. The lesson has many different perspectives, from the scientific conservationist tothe hunting poacher. Students are encouraged to think about how science and

social studies cross paths constantly. Cross curricula integration is seen when the

students are engaged into thinking about endangered animals as well and

where/when they are seen. Something like this may be entirely new to a student

from Iowa that only sees squirrels and cows in their lives on a daily basis. Stretch

out the lesson to cover civics and the duty of a citizen to protect wildlife. Even

dragons!

13.Reflection:With the debate between the poachers and the conservationists, have the third

grade students not try and think about why poaching might be good or bad but

instead, why poachers do it. The money involved in the skins of rare animals and

so on. This lesson is to broaden the students ideas of different animals that are

endangered and that not all of them need to be cute little tiger cubs. Instead, havethe students think about why people may kill endangered species and what can be

done to stop them.

Overall, the main goal throughout the unit is to have students learn to think about

other countries in the world and their geography. In addition to the safety of our

environment, endangered and non-endangered animals, and the world we live in

as a whole. Try and create a view of openness and empathy for all nations and all

animals throughout the unit.

References

Chapin, J. R. (2009).Elementary Social Studies. A Practical Guide. Retrieved from


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References

Chapin, J. R. (2009).Elementary Social Studies. A Practical Guide. Retrieved fromhttps://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx?assetMetaId=

ecdde7cc-06f0-4954-9c2e-b04c4a82257c&assetDataId=900674e3-0cdd-449f-99a5-

756edb149d95&assetpdfdataid=8792d28f-d8be-4486-9060-e03da3517e37.

ICCSD Standards, and Benchmarks -- Social Studies. (2009). Retrieved from

http://www.iowa

city.k12.ia.us/curriculum/standards_and_benchmarks_reports/social_studies.html

Obenchain, K. M., & Morris, R. V. (2011). 50 Social Studies Strategies for K-8 Classroom (3rd

ed.). Retrieved from

https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx.

Documents

InTASC 7 Southeast Asia Unit Plan