Year 2/3 Japan - Integrated Unit

Unit of Work - Japan

BAND: Primary Years

UNIT/TOPIC DESCRIPTION:

The Learning Areas of Society & Environment, English and the Arts are integrated so the students will gain a

further develop their understanding of Japan through research, discussions and recording of relevant

information. They will gain knowledge of specific information about Japan, in particular the customs that

Japanese people have bought to Australia and the festivals Japanese people hold for children (Children’s

Days). The students will communicate their understandings through a Venn diagram of comparisons,

recording of findings during research, making crafts, cooking and creating an itinerary for a one week holiday

in Japan. The students will work as individuals, in groups and as a whole class developing their skills of

listening & speaking, reading & viewing and writing. This unit of work will be bought to a close by cooking

sushi and inviting the parents to come and see the work they have completed about Japan. The students will

use ICT’s for research, the Internet, computer / printer and software for publishing their itinerary. Assessment

strategies to be included are formative, summative, peer and self-assessment.

Essential Learnings Equity Cross Curriculum Perspectives and

Vocational Education

Key Competencies ICT’s

Futures

Identity

Interdependence

Thinking

Communication

Aboriginal & Torres Strait Islander peoples’

Multicultural

Gender

Socio-economic

Disability

Rural & isolated

Enterprise education

Career education

Work-based learning

Community-based learning

Collecting, analysing, organising information

Communicating ideas and information

Planning and organising activities

Working with others in teams

Using mathematical ideas and techniques

Solving problems

Using technology

Digital camera

Computer/Printer

Video camera

Calculator

Internet

CD Player

TV/video

Fax

Scanner

Email

Integrated Learning Areas:

The Arts English Mathematics Science Design & Technology

Health & PE Society & Environment

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Learning Area

Strand Key ideas Outcomes

Society & Environment

Societies & Cultures

1. Students discuss and examine the cultural heritages of people in Australian society and the way culture is passed on, maintained and developed by families, groups and communities. They explain how cultural ideas and practices affect us all. [Id] [T] [C] [KC1] [KC2]

2.7 - Describes the diversity of practices, customs and traditions of groups and communities. [Id] [T] [C] [KC2]

English Strategies (Listening & Speaking)

Texts & Contexts (Reading & Viewing)

Strategies (Reading & Viewing)

Texts & Contexts(Writing)

1. Students receive, share and respond to a range of texts by employing several strategies for listening attentively to ideas and information, and drawing conclusions. They communicate ideas and information and evaluate performance by integrating several strategies for speaking in different contexts. [Id] [In] [C] [KC2]

2. Students identify different interpretations of symbolic meanings and stereotypes as they read, view and critically interpret a range of visual, multimodal and written texts that contain familiar content and some unfamiliar language. [T] [C] [KC1]

3. Students integrate several reading/viewing strategies to locate and compare information, identify resources, and meet own personal reading goals. [Id] [T] [C] [KC1]

4. Students compose a range of written texts which contain some interrelated ideas and information about familiar topics. They understand that certain text types are associated with particular purposes and audiences and adjust writing accordingly. [T] [C] [KC2]

2.9 - Uses strategies for listening attentively to ideas, information and viewpoints in a range of spoken texts.[Id] [T] [C] [KC6]

2.3 - Reads and views a range of texts containing familiar topics and some unfamiliar text structures and language features, and identifies symbolic meaning and stereotypes. [T] [C] [KC1]

2.11 - Uses strategies for identifying resources, locating information and for reading, viewing and critically interpreting information from various written and visual texts. [Id] [T] [C][KC1]

2.4 - Composes a range of texts that include interrelated ideas and information about familiar topics and shows an awareness of different audiences, purposes and contexts. [T] [C] [KC2]

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Unit of Work - JapanLanguages Communication

Pathway 1A1. Students listen to, and interact with, others to make meaning and learn about the target language. They research, collect, analyse and organise information, and share findings with others. [T] [C] [KC1] [KC2]

2.1 - Recognises meaning in phrases and sentences and responds in routine classroom activities and social exchanges. [In] [T] [C] [KC2]

Arts Arts Practice 1. Students explore representations of real and imagined experiences. They create, plan or shape new and/or existing arts works to express ideas, feelings and events related to personal, social and environmental futures in local and global communities.[F] [Id] [T] [KC2] [KC3] [KC6]

2.1 - Connects real and imagined experiences from the past, present and future, when creating/re-creating arts works within each arts form. [F] [Id] [KC1] [KC6]

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LA & KEY IDEA

SPECIFIC LEARNING OUTCOMES

TEACHING/LEARNINGACTIVITIES

RESOURCES

S & E: 1 Through research the students will gain a greater understanding of Japan; it’s culture and festivals; why people would visit Japan for a holiday and what Japanese people have bought to Australia

Read big book ‘Japan’ to class While reading ask the students questions about what they are learning, ie In Japan what do they…? Begin to compare differences between Japan and Australia. Have a Venn diagram displayed in the classroom that can be added to

Using the students ‘what I want to know’ list make a spreadsheet (data chart, Appendix 1) for the students to complete Students complete on line research about Japan, completing their spreadsheets and adding to the class Venn diagram

1. Schooling in Japan2. What food Japanese people eat and

how they eat it3. What language Japanese people

speak4. How Japanese people write5. What Japanese people wear6. How Japanese people get around7. Population of Japan8. Where is Japan, what is it’s capital city9. What does the Japanese flag look

like?10. What is Japanese culture?11. What sports and games do Japanese

children play/watch?12. Do Japanese people farm?

Big Book ‘Japan’

Online sites for researchhttp://web-japan.org/kidsweb/

http://www.activityvillage.co.uk/japan_for_kids.htm

http://www.amphi.com/~psteffen/fmf/ http://kids.nationalgeographic.com/Places/Find/Japan

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http://kids.nationalgeographic.com/Places/Find/Japan



http://www.amphi.com/~psteffen/fmf/






http://web-japan.org/kidsweb/

http://web-japan.org/kidsweb/


CRITERIA FOR ASSESSMENT

ASSESSMENTSTRATEGY

WHO WILL ASSESS?

TOWARDS ACHIEVEMENT OF SACSA OUTCOME

RECORD OF ASSESSMENT

Completion of the class Venn diagram

Completion of their data chart

Observation

Product Analysis/Checklist

Teacher

Teacher

2.7 - Describes the diversity of practices, customs and traditions of groups and communities.

Notes recorded on teachers observation grid

Data chart placed in students portfolio

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LA & KEY IDEA



RESOURCES

English 1 Listens critically to spoken presentations from a variety of speakers, listens attentively and observes.Maintains eye contact, if culturally appropriate, when listening to a speaker.

Listen to stories / texts being read to them Listen to a TV program (possibly not) – discusses new information about Japan in program

Big books, information texts, picture books, novels, TV programs (possibly not)

English 2 Students will read and view a range of texts to gather relevant information about Japan

Reads and views various texts to gain facts and information on Japan. The texts include:

o Big Bookso Picture Bookso TV programs o Internet sites

Various texts – Big Books, Picture Books, TV programs, Internet sites

English 3 Students locate and critically view and read information online and in other texts that is relevant to their needs of finding out about Japan

Finds relevant information about Japan in various texts. The texts include

o Big Bookso Picture Bookso TV programs o Internet sites

Various texts – Big Books, Picture Books, TV programs, Internet

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ASSESSMENTSTRATEGY

WHO WILL ASSESS?



Listens attentivelyAsks relevant questions that reflect good listening skillsMaintains eye contactMaintains body language that reflects paying attention

Observation Teacher 2.9 - Uses strategies for listening attentively to ideas, information and viewpoints in a range of spoken texts.


Completion of data chartReflects understanding of information in text

Contributes to Venn diagram


Observation

Teacher

Teacher

2.3 - Reads and views a range of texts containing familiar topics and some unfamiliar text structures and language features, and identifies symbolic meaning and stereotypes.

Completed data chart and checklist placed in student’s portfolio


Completion of data chartReflects critical analysis of information and appropriateness


Teacher 2.11 - Uses strategies for identifying resources, locating information and for reading, viewing and critically interpreting information from various written and visual texts.

Completed data chart and checklist placed in student’s portfolio

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LA & KEY IDEA



RESOURCES

English 4 Students construct a range of text types (including procedure (itinerary), recount (journal) and entertain (manga)

Plans and constructs various texts including: Venn diagram of comparisons Itinerary of one week holiday to Japan Creates a Manga Journal of what they have learnt and

what else they want to learn

Uses spelling words

MangaVenn diagramBrochuresTV programsJournal

Languages 1

Students will use and understand simple Japanese words within the classroom environment

Explicitly teach commonly used Japanese words. Use these within the classroom and in context, good morning, good afternoon, hello, goodbye, please and thankyou, ie Greet students with ‘good morning’ in Japanese

Teach the students how to count to ten in Japanese

Find commonly use Japanese words, 1-10

Arts 1 Have two different art activities. One to be completed each week. Carp Kite, Origami

Teacher to briefly explain what students will be making

Reminder of rules with scissors etc

Have instruction cards for students to refer to

Find instructions and resources required to make these

Instruction cards for each

Resources for eachPaperScissorsCellophane…

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ASSESSMENTSTRATEGY

WHO WILL ASSESS?



Completes Y Chart with what they know and what they want to know about Japan

Contributes to Venn diagram

Creates Manga with partner, uses appropriate language, text structure and develops character

Is able to write an instructional textUses appropriate language and text structure

Complete Y chart of what they have learnt about Japan

Product Analysis

Observation


Peer checklist & Self checklist

Product Analysis

Student

Teacher

Teacher

Peer & Student

Student

2.4 - Composes a range of texts that include interrelated ideas and information about familiar topics and shows an awareness of different audiences, purposes and contexts.

Completed Y Chart to be placed in student’s portfolios


Published Manga is placed in student’s portfolio

Published itinerary and checklists are placed in student’s portfolio

Y Chart copied and placed in each student’s portfolio

Uses simple Japanese language in the classroom environment

Observation Teacher 2.1 - Recognises meaning in phrases and sentences and responds in routine classroom activities and social exchanges.


Students work independently to make;OrigamiCarp kites

Can explain how these arts/crafts relate to Japanese people and where they are used


Self assessment

Teacher

Student

2.1 - Connects real and imagined experiences from the past, present and future, when creating/re-creating arts works within each arts form.

Photo of product and checklist placed in student’s portfolio

Self assessment placed in student’s portfolio

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Unit of Work - JapanTopic/Issue Brainstorm

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PE & HealthJapanese foodChildren’s games – marblesSport – sumo wrestling & Ping Pong

EnglishProcedural writingExposition writing – brochureEntertain – Haiku, MangaReading & Viewing books, websites, brochures, television programs, articles

S & EEatLanguageWriteHatsDo they ride bikes?How to use chopsticksHow many people live in JapanWhat is the capital of JapanCultureWhat colours they haveJapanese flagWhat they wear

ScienceWeatherCook Japanese food

LanguagesCount to 10How to speak Japanese (hello, Goodbye, good afternoon, good morning, please, thankyou)

ArtsOrigamiLanternsCarp KitesCalligraphy

JAPAN


Process of learning

Display World Map in the classroomBring in lanterns/any other Japanese things and hang/display in the classroom Invite students to bring in the above

Week 2Lesson 1 (20 minutes)Introduce the Unit of Work

Read Big Book ‘Japan’

Refer to world map and locate Japan Point out the islands, countries nearby, Discuss continents, northern & southern hemisphere/equator, oceans around it. Compare to AustraliaDiscuss weather differences in northern and southern hemisphere

Start Venn diagram about comparisons if necessary

Start a list of Japanese wordsHello, mother, father, grandmother, goodbye

Lesson 2 – Computer room (1 hour)Students do online research about Japan, fill in their spreadsheets (data charts), make comparisons and fill in Venn diagram, list further Japanese words that have been found. (Focus on living/schooling/games/transport)

Lesson 3 (30 minutes)Complete lesson 1 as won’t get completed in timeframeAdd to Venn diagram from big book and from online research

<Optional library time (30 minutes)>

Lesson 4 (30 minutes)Read about food in A Flavour of Japan (pgs 4-11). Discuss. Compare. Complete Venn diagram.

Lesson 5 – Computer Room (30 minutes)Students continue online research, focusing on Children’s Day and other festivals held in Japan.

Week 3Reading & Comprehension for entire weekStudents read Manga, do comprehension activities related to the Manga they read

Lesson 6 (during literacy group) – is negotiableUse manga to find spelling words or words in word patterns, ie ch Read different manga and recognise the similaritiesDiscuss features of mangaBegin to create a manga character with a partnerhttp://web-japan.org/kidsweb/manga/0803/index.html

Lesson 7 – Computer room (1 hour)Students continue online research about Japan, fill in their spreadsheets (data charts), make comparisons and fill in Venn diagram, list further Japanese words that have been found. (Focus on foods and farming)

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http://web-japan.org/kidsweb/manga/0803/index.html


Lesson 8 (30 minutes)20 minutes of own research in class using books and any spare computers, complete data chart10 minutes of making comparisons and adding to the Venn diagram

Lesson 9 (during literacy group) – is negotiableComplete manga character with a partnerBegin to draft a six step manga

Lesson 10 (40 mins)Discuss Children’s Day furtherBegin to make carp kites (to be completed in Art)

Lesson 11 (30 minutes)Art lesson 1 –making carp kites

<optional library time 30 minutes>

Lesson 12 - computer room (30 minutes)Complete information required on data chart

Week 4Reading & Comprehension for entire weekStudents read Manga, do comprehension activities related to the Manga they read

Lesson 13 (1 hour)Begin to discuss what else we need to find out to create an itinerary for their own one week holiday to Japan that coincides with Children’s Day

Discuss structure of an itinerary

Begin further research in books and online (if class computers are available) – provide different groups to research different parts of the holiday (ie flight dates and times, tours dates and times). ???Students can try to persuade other students in the class to visit certain places???

Lesson 14 (20 mins)Continue from above

Lesson 15 – Computer Room (1 hour)Further research for itinerary.Begin to create a template of itinerary

Lesson 16 (30 minutes)Work on itinerary, start to discuss where tours etc are and is it possible to travel from one city to another easily, do we require more flights, bus transfers

Lesson 17 (40 minutes)Complete Children’s Day research and discussions

Lesson 18 (30 minutes)Art lesson 2 – origami

Lesson 19Teach origami to buddy class

Lesson 20 (1 hour)Cook Japanese food & invite parents to classroom

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Lesson (two lessons)

THIS MAY NEED TO BE DELETEDStudents use information already gained, information in travel brochures

Students make their own travel brochure (exposition), write about places and why you should visit them

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Unit of Work - JapanAppendix 1

DATA CHART FOR JAPANName:

Where is Japan? What is Japan’s capital city?

What language to Japanese people speak?

What is the population of Japan?

What is the Japanese currency?

Draw the Japanese flag

Enter website or book details Enter website or book details Enter website or book details Enter website or book details

Where do Japanese people live?

What types of food do Japanese people eat?

What is school like in Japan for elementary students?

List four popular Japanese dishes and describe them

How do Japanese people get around?

What sports or games do Japanese people and Japanese children play?

What types of food do Japanese people grow and where do they grow them?

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Enter website or book details Enter website or book details Enter website or book details Enter website or book details

What is Children’s Day and when is it celebrated?

List two famous places in Japan and describe them

What happens on Children’s Day?

List and describe two other festivals that Japanese people celebrate each year

What is the traditional dress of Japan?

List another fact about Japan

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Documents

Year 2/3 Japan - Integrated Unit