Japan

Japan By: Chrisine Paul and Deborah Burnette Georgia QCC # 2.11 Compares to present day customs and lifestyles of the United States to selected places in the Eastern hemisphere including Japan and Australia -food -shelter -clothing -transportation -fine arts (music, art, and literature) -natural and man-made resources, and -production of goods/services. Culminating Activity: Japan Essential Question of the Culminating Activity: How can I use my knowledge of Japan to make a travel brochure? Paragraph Description of Culminating Activity: Having just completed a unit on Japan, a travel agency would like for you to create a travel brochure for their company on Japan. Create a brochure that includes all of the essential information that you’ve learned about Japan. Illustrate the cover with the information that is most interesting to you. Steps for Completing the Culminating Activity: 1. Use the graphic organizer to brainstorm details to include in your brochure. Basic Needs Resources Goods/ Services Japan Transportation Art 2. Work with a partner to write a paragraph about each section from your graphic organizer. 3. Share your paragraphs with the teacher. 4. Edit your paragraphs for grammar, punctuation, and spelling errors. 5. Neatly write the information from your paragraphs on your brochure. 6. Illustrate the cover of your brochures. Resources: Graphic organizer (circle chart) Construction paper Notebook paper Crayons Pencils Culminating Activity – Japan – Rubric A Travel Brochure of Japan Name: __________________________ Date: ___________________________ Criteria 2 3 Details are Details are only mostly somewhat correct. correct. The travel The travel brochure brochure design lacks design is neatness. done neatly. Capital letters, periods, and complete sentences are used only somewhat correctly. Only a few of the words are spelled correctly. Capital letters, periods, and complete sentences are used adequately. Points 4 Details are correct. Details 1 Details are mostly incorrect. The travel brochure design is not done very neatly. Capital letters, periods, and complete sentences are mostly incorrect. Format Mechanics The travel brochure design is very neatly done. Capital letters, periods, and complete sentences are used correctly. Spelling Little or none of the words are spelled correctly. Most of the words are spelled correctly. All of the words are spelled correctly. Total Japan Launch Have students work in pairs to generate a list of things they know about Japan. Once the students have had a chance to generate a list, do a K,W,L chart on Japan. Tell the students that in this unit they will be comparing the customs and lifestyles of Japanese people to the customs and lifestyles of people living in the United States. Explain that they will be using some of their own ideas about Japan to further their learning. Present the content map and walk students through the concepts they will be learning. Lesson Planning Form Essential Question Lesson 1 QCC # 2.11 How does Japan compare to the United States? Activating Strategies: (Learners Mentally Active) Ask: What are the three basic needs that all living things need in order to survive? Turn to your partner and tell them. Discuss the basic needs as a class. Today I am going to use website http://webjpn.org/kidsweb/japan/housing.html to preview food, clothing and shelter in Japan. I am going to give you a vocabulary flip book with some Japanese words on it. Look for the words as we read the information together. Acceleration/Previewing: (Key Vocabulary) Sushi, Chopsticks, Gohan, Itadakimasu, Gochiso Sama, Deshita, Slurp, Kimonos, Yuukata, Geta, Tatami, Shoji, Futon Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) Complete the vocabulary flip book with a partner. Pause for discussion after each vocabulary term. The teacher reads the book The Way We Do It in Japan by Geneva Cobb Iijima. (This can be ordered at Amazon.com.) The students will work with a partner to complete a Venn Diagram comparing Japan to the United States. Discuss Venn Diagrams. You’ll need your Venn Diagram tomorrow, put them in your unfinished work folder. Summarizing Strategies: Learners Summarize and Answer EQ 3,2,1 List 3 basic needs of Japanese people 2 vocabulary words learned 1 way Japan is different from the United States Resources Promethan board or computer Vocabulary flip book The book The Way We Do It in Japan Venn Diagram, (There is a good one at http://abcteach.com that compares Japan to another country) 3,2,1 summarizer Vocabulary Flip Book for Japan gohan itadakimasu gochiso Sama deshita sushi chopsticks slurp 3,2,1 summarizer 3 - basic needs of Japanese people 2 - vocabulary words 1-way Japan is different from the United States Lesson Planning Form Essential Question Lesson 2 QCC # 2.11 How do the people in Japan meet their basic needs? Key Question: How does the food in Japan compare to the food in the United States? Activating Strategies: (Learners Mentally Active) Review the vocabulary from previous lesson using flip book. Students will read Japanese Food and Etiquette book made by the teacher with their partners. After enough time has passed discuss information with students. Explain that chopsticks are used in Japan as an eating utensil. The students will play a game called “hashi”. In this game the students work with a partner to pick up small items using chopsticks. (The game was taken from Japan Activity Book, published by Edupress). Acceleration/Previewing: (Key Vocabulary) sushi, chopsticks, gohan, itadakimasu, gochiso sama deshita, slurp Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) Complete a graphic organizer (comparison chart) on food and etiquette in Japan using teacher made book. Have partners take turns telling each other what should be in each part of the graphic organizer. Discuss the graphic organizer when students have finished. Summarizing Strategies: Learners Summarize and Answer EQ As a class, discuss the Venn Diagram created to compare Japan’s food and etiquette to the United States’. Resources Flip chart for vocabulary Venn Diagram from previous lesson Japanese Food and Etiquette book made by teacher Comparison Chart Chopsticks Small items Japanese Foods and Etiquette The food of the traditional Japanese diet is rice, with meals being eaten with chopsticks. The Japanese diet is diversified. In addition to rice, Japanese like bread and noodles. They also enjoy meats, fish, vegetables, and fruit. The Japanese word for meal is “gohan”. This word actually refers to steamed rice. The most traditional Japanese meal is a serving of rice, along with a main dish of sushi, some kind of cooked vegetables, and soup. Before eating, Japanese people say “itadakimasu”, a polite phrase meaning “I receive this food.” After eating, people again express their thanks for the meal by saying ”gochiso sama deshita,” which means “it was quite a feast.” Etiquette When eating noodles or soups, it is Japanese style to slurp. However, it is considered bad manners to burp. Comparison Chart Japan United States Things that are similar Things that are different “Hashi” game directions Materials: 1. chopsticks (available at most grocery stores) 2. different small items: cotton balls, dried beans, uncooked macaroni, pencil erasers, small wads of paper, rubber bands Directions: 1. Spread out the selected items on a desk. 2. Give partners a set of chopsticks. 3. Give everyone practice holding the chopsticks. 4. On the shout of “hashi” the game begins. 5. The first player to pick up one of each item is the winner! Extending and Refining: Abstracting Let’s prepare a Japanese meal together: we are going to look at how rice is cooked in Japan compared to the way that it is cooked in the United States. Think of a time that you have helped your mother cook rice. You and your partner are going to write the recipe for cooking rice on a recipe card. After students have had time to finish give students a recipe card for making rice in Japan. They will work with their partner to compare the ways cooking rice is different. The students will then complete the “give and take” activity, checking to see if anything was left out. After students have had time to finish, discuss differences. Cook Japanese rice with the students. Summarizing Strategies: Japanese rice Learner summarize how to cook Resources: Recipe card blank Recipe card for making Japanese rice Venn Diagram My Recipe for making Rice in the United States Recipe for making Japanese Rice Ingredients: 3 cups short grained rice 4 cups water Directions: Rinse rice in cold water and drain. Place in pot with four cups of water and bring to a rolling boil. Continue boiling for one minute. Cover, reduce heat and simmer without stirring or peeking for 20 minutes. This makes a fluffy, slightly sticky rice that is easy to pick up with chopsticks. Serve: ungarnished in pretty bowls Lesson Planning Form Essential Question Lesson 3 QCC # 2.11 How do people in Japan meet their basic needs? Key: How is clothing different in Japan? Activating Strategies: (Learners Mentally Active) Preview site: http://www.japanesekimono.com/childrens_kimono.htm and read about the Japanese kimono with students. The students will have a blank kimono (this can be obtained from http://www.abcteach.com) to jot down information learned while reading. After students have listed information allow them to work with their partner to go over information learned. Come together as a whole group to discuss learning. Acceleration/Previewing: (Key Vocabulary) The students will complete another flip book containing the new vocabulary: Kimono Obi Geta Zori Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) The students will read the teacher created book Clothing in Japan with their partner. The students will then complete a main idea graphic organizer of the clothing with their partner. Discuss organizer when activity is completed. Show the Power Point presentation on Japanese clothing. After the presentation students will turn to their partner and tell something they learned about the clothing in Japan. Extending and Refining: Classifying - The students will work with their partner - The teacher will pass out seven cards with the words kimono, obi, geta, zori, formal dress, sash, and shoes listed on them. The students will classify the alike groups together. The partners will draw what each word represents and list places that these items may be worn. - Allow time for partners to share. Summarizing Strategies: Learners Summarize and Answer EQ The students will answer the key question: How is clothing different in Japan? Resources Kimono pattern from abcteach.com Vocabulary flip book Main idea graphic organizer Word cards: kimono, geta, zori, obi, sash, formal dress, shoes Power Point Presentation e-mail Chrisine Paul to receive Teacher created book Clothing in Japan Vocabulary Flip Book kimono geta zori obi kimono Word Cards geta zori obi sash formal dress shoes Clothing in Japan Originally, “kimono” was the Japanese word for clothing. But in more recent years, the word has been used to refer specifically to traditional Japanese clothing. There are rules about who can wear the kimono and when. Only unmarried women wear kimonos with long, flowing sleeves. Younger women can wear brighter colors and the wide waist sash, or “obi” can be tied in a more showy way. The thin tie that holds the wide sash in place is tied in different ways, depending on whether the occasion is happy or sad. Married women should wear shorter sleeved kimonos and more conservative colors and designs. Formal black kimonos, for wedding and funerals, usually have the family’s crest printed on it in five different places. Men’s kimonos are usually a dark color, and sometimes pants and a jacket are worn. The footwear worn in Japan is either “geta” (wooden, thong sandals or “zori” (flip-flops). Japanese people never wear their shoes inside the house. Shoes are left in the entryway and house slippers are worn indoors. Main Idea: Detail: Detail: Detail: Lesson Planning Form Essential Question Lesson 4 QCC # 2.11 How do the people in Japan meet their basic needs? Key: How are Japanese homes different than American homes? Activating Strategies: (Learners Mentally Active) Tell students to draw their homes. Ask: Do homes in Japan look like the homes in the United States? Tell students to draw what they think homes in Japan look like. Share drawings. Display pictures of Japanese homes and allow children to walk around and look at the homes. Acceleration/Previewing: (Key Vocabulary) Use a picture of a house for students to write vocabulary words: tatami, shoji, and futon. Ask students to draw a picture of each vocabulary word on the house in the appropriate place. Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) With their partner, the students will complete a Venn Diagram comparing the pictures of the Japanese homes to American homes. Discuss when finished. The partners will then read the teacher made book on Japanese homes. The partners add any details missed to Venn Diagram after reading the book. Discuss as a whole group Review the part in the book about screens in Japanese homes. Tell students that they are going to make a smaller version of a Japanese screen. Use directions from Japan Activity Book, to complete the activity. Summarizing Strategies: Learners Summarize and Answer EQ Dear Absent Student, The students will write a letter to an absent student explaining what they learned about Japanese homes. Resources Japanese homes pictures House graphic organizer Venn diagram Teacher made book on Japanese homes Art activity “screen” directions Dear Absent Student Letter form Japanese Homes The traditional Japanese house was detached and made of wood with tiled roofs. Straw mats called “tatami” covered the floors. Due to the limited space in Japan many homes are small. The rooms are partitioned with sliding, paperscreen doors called “shoji”. When the screens are open, the gardens can be seen from every room. Even today, when Western –style rooms with chairs are common, most houses have at least one room in the traditional style. Also due to the limited space, an increasing number of families in urban areas are living in ferroconcrete apartment buildings. Directions for making a small paper screen. (taken from Japan Activity Book, published by Edupress) Materials: Waxed paper Construction paper Stapler Scissors Yarn Iron Assorted materials such as: gold paper, scraps of tissue paper torn into bamboo shapes, glitter, pictures of trees and animals cut from magazines Directions: 1. Cut two pieces of waxed paper the same length. 2. Arrange the selected materials on one sheet of waxed paper. 3. Place the second sheet of waxed paper on top. 4. Use a cool iron to melt the papers together. 5. Fold and staple construction paper strips over each end of the paper. Hang with yarn. ___________ Dear ____________, __________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ Sincerely, ___________ Lesson Planning Form Essential Question Lesson 5 QCC # 2.11 How do people in Japan get from place to place? Activating Strategies: (Learners Mentally Active) Explain to students that Japan is a country that is covered mostly by hills and mountains. The mountains take up so much land that the majority of the people live on narrow plains across the coast. Ask students to spread out around the room. Discuss the amount of space between them and how this concept applies to homes and apartments in their neighborhood. Next have the students squeeze into one corner of the classroom. Ask them to comment on the crowded “living conditions”. Discuss the adjustments Japanese people have had to make in their lifestyles due to the dense population. Brainstorm a list of “solutions” that could be made to compensate for the limited space in Japan. Acceleration/Previewing: (Key Vocabulary) Use the Frayer Diagram 2, ( pg. 12 Learning Focused Strategies Notebook) to introduce the vocabulary word “shinkansen”. Explain that it is a bullet train used to transport large numbers of people from place to place in Japan. Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) The students work with their partner and read the teacher made book on Japanese Transportation. The students will complete a causeeffect graphic organizer on the population/transportation problem in Japan. Discuss graphic organizer when completed. Extending and Refining: Constructing Support - The students will work with their partner - They will be given the statement that Japan is growing at an astronomical rate and that other means of down sizing must be accomplished. The government believes that each house hold must have 10 people living inside the home, whether family members or not. This will probably cause some families to be separated. It is the job of the students to come up with a position statement to justify this action. Summarizing Strategies: Learners Summarize and Answer EQ TOTD: The students will explain the reason for the shinkansen, bullet train, in Japan. Resources Frayer Diagram 2 Teacher made book on Japanese Transportation Cause/Effect Graphic Organizer Constructing Support Graphic Organizer Japan’s Transportation Japan is a very crowded country- half as many people as the United States, all crowded into a country the size of Montana. Not everyone can have a car in Japan. If they did it would take up even more of their farmland or housing land for cars and roads. The Japanese have built a transportation system that makes it easy for people to get to where they want to go without a car. The shinkansen, or bullet train travels about 180 miles per hour or faster. The shinkansen was designed to transport large numbers of people over long distances quickly. To meet the demands for more seats, “doubledecker” cars have been introduced. Bicycle riding is also popular in Japan if the distance needed to travel is not very far. Can you think of any other means of transportation that may be useful to Japanese people? Position Statement: We believe that ___________________ _________________________________ __________________________________ ___________________________________ Reason # 1 Reason # 2 Fact # 1 Fact # 2 Lesson Planning Form Essential Question Lesson 6 QCC # 2.11 What are the most important resources in Japan? Activating Strategies: (Learners Mentally Active) Use site http://web-jpn.org/kidsweb/japan/economy/q4.html to introduce natural resources in Japan. Tell your partner why rice and vegetables are the most popular foods in Japan. Acceleration/Previewing: (Key Vocabulary) The students will be familiar with all of the vocabulary for Japanese resources. Ask them to “rate” the vocabulary according to their favorites with 1 being their favorite and 8 being their least favorite. Vocabulary: vegetables, rice, milk, cheese, fish, potatoes, meat, eggs Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) The students will read the teacher created book on Japan’s Natural Resources with their partner. Students will complete a cause/effect graphic organizer on Japan’s Natural Resources. Discuss organizers when completed. Summarizing Strategies: Learners Summarize and Answer EQ The students will complete “The important thing about….” Using the sentence The important thing about Japan’s natural resources is _______________________. But, the most important thing about Japan’s natural resources is ___________________________________. Resources Teacher made book on Japan’s Natural Resources Natural Resources cause/effect graphic organizer Summarizer – The important thing is……. Japan’s Natural Resources Japan is poor in natural resources. Mountains and hills cover most of Japan. The mountains and hills take up so much area that the great majority of the people live on a small portion of the land- narrow plains along the coasts. Japan’s main agricultural product is rice. Japanese farmers also grow a wide assortment of other products, such as barley, beans, vegetables, and fruits. Japan’s fishing industry is very active. This is because the country is an island. Japan has one of the lowest rates of food sufficiency so it is heavily dependent on imports of foods to make up for the shortage. Cause Mountains and hills cover most of Japan. Effect Rice is the main agricultural crop in Japan. Japan is an island. Japan has one of the lowest rates of food sufficiency. The important thing about Japan’s Natural Resources is ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ But, the most important thing about Japan’s Natural Resources is _______________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ Lesson Planning Form Essential Question Lesson 7 QCC # 2.11 How do we identify art in Japan? Activating Strategies: (Learners Mentally Active) The teacher will pass out some Haiku poems from site http://abcteach.com/Contributions/HaikuContest.htm . The teacher will ask the students what they notice about the poems. The students will discuss with their partners. The teacher will explain that this is a type of poetry popular in Japan called Haiku. Acceleration/Previewing: (Key Vocabulary) The students will review the vocabulary from the content map and count syllables for each word. The teacher will add the new word “Haiku” to the content map. She will explain that Haiku is a type of poetry popular in Japan. The first line has 5 syllables, the second has 7 syllables, and the third has 5 syllables. The poem is usually centered around nature and natural things in the universe. Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) The teacher will give collaborative pairs 3 cards with topics on them. The students will brainstorm a list of words to describe the topics. After the students have brainstormed a list of words the class will discuss. The partners will then choose on topic to write a haiku poem about. The partners will illustrate their poems. The students will share their poem. Summarizing Strategies: Learners Summarize and Answer EQ TOTD: The students will identify the number of syllables in a Haiku poem. Resources List of topics for poem Poem activity sheet ACTIV Board or Computer to use with website Haiku Poem Topics Trees Snow Summer Winter Spring Butterfly Sun Moon Haiku is a form of Japanese poetry. It often centers around nature and natural things. Choose a topic. Use the pattern below to create a haiku. Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables Line 1: ____________________________________________ Line 2: _____________________________________________ Line 3: ______________________________________________ Illustrate your haiku. Lesson Planning Form Essential Question Lesson 8 QCC # 2.11 How do we identify art in Japan? Activating Strategies: (Learners Mentally Active) The teacher reads the story Sadako and the Thousand Paper Cranes. Discuss the story elements with students. Explain that they are going to learn about the cranes that Sadako was making in the story. Explain that they are a form of Japanese art called origami. Give students a piece of paper and tell them to fold it into an object. Discuss. Acceleration/Previewing: (Key Vocabulary) Complete a word pyramid with the word origami. (Pg. 7 in the Extending and Refining section of the Learning Focused Vocabulary Instruction book) Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice, Distributed Summarizing; Graphic Organizers) Watch the video “Origami for Kids” (purchase from amazon.com) The students will complete a graphic organizer listing important ideas about origami from the video. Use the ACTIVBoard to view the site http://www.tammyyee.com/origami.html . The teacher explains that origami is the Japanese word for paper folding. It originated about 1000 years ago. It is Japanese legend that if one can fold 1000 paper cranes that their most special wish will be granted. Students work with their partners to make some of the items mentioned in the site. Summarizing Strategies: Learners Summarize and Answer EQ Tell your partner what the word origami means. Resources Sadako and the Thousand Paper Cranes ACTIVBoard or computer to view site Origami for Kids Video