Social
Studies
Babe
Willey
Fremont,
Ohio
1st
Grade Activity
Ohio
Standard
People
in Societies
Students
use knowledge of perspectives, practices and products of cultural.
ethnic and social groups to analyze the impact of their commonality
and diversity within local, national, regional and global settings.
Benchmark
A: Identify practices and products of diverse cultures.
(Japanese)
Grade
One
Describe
similarities and differences in the ways different cultures
meet common human needs including:
a.
Food;
b.
Clothing;
c.
Shelter;
d.
Language;
e.
Artistic expressions.
Note:
It is suggested that prior to this unit, at the
beginning of the school year, teacher read to students , We
Are All Alike...We Are All Different (My First Library) by
Laura Dwight, a book that states
differences
are what make us special, not bad or wrong.
Pass/Fail:
students pass by successfully completing each day’s choice.
Day
1: complete an activity at each center.
The
Teacher will introduce the unit with the book, Yoko
and Friends by Rosemary Wells. The teacher will
lead a discussion about Yoko and her lunch, sushi, which her
classmates at her new school (first day) make fun of. Students
will get into groups for different learning centers and rotate
through the centers.
Center
1: Choose one
____With
a partner, look at pictures of different Japanese/Asian foods
and identify ones that are familiar.
____With
a partner, identify different eating utensils: chopsticks/ bowl,
silverware, hands/finger food
Center
2: Teacher directed
____Taste
a sushi role; does it remind you of anything you’ve eaten
before? What do you recognize?
____Taste
a Japanese snack food; does it remind you of anything you’ve
eaten before? What do you recognize?
Center
3
____Using
a tape recorder and egg timer (3 minutes), tell what you remember
about Yoko and her lunch.
____Draw
a picture that tells what you remember about Yoko and her lunch.
Day
2
Teacher
reads the story, Yoko’s
Cranes, by Rosemary Wells, ,a story about Yoko
and her grandparents who still live in Japan. Discussion of
the art of origami and pictures of their clothing will be emphasized.
Since cranes are too difficult for students to make, teacher-made
cranes will be on display.
Choose
one center:
Center
1
Students
will do simple doll origami to represent themselves.
Center
2
Go
to dress-up box and put on kimono, obi (and maybe a wig?) (take
picture)
Center
3
Go
to dress-up box and put on samurai/ninja outfit (take picture)
Day
3
Teach
1 or 2 children’s songs from “Best
Loved Children’s Songs”, by Yoko Imoto.
Students should pronounce Japanese words in songs and teacher
will tell them what they mean. Discuss how these songs are similar
to ones they know. (themes, use of friends, relatives, pets,
weather, holidays) (whole class activity)
Chose
one center to participate
Center
1
Draw
a picture of one of the song’s ideas.
Center
2
In
a small group, retell what the songs were about, and record.
Center
3
Learn
to make Japanese symbol for the first letter in their name.
(teacher directed)
Day
4
Teacher
will read a Japanese folk tale,
“Little One Inch”, and instruct students
how to make an origami boat that could also float on the river.
(Whole Class Activity)
Day
5
Choose
one Center to Participate
Center
1
Introduce
common use words in Japanese: please, thank you, you’re
welcome, hi, goodbye, hello (answering a telephone). Students
play tape and use cards in numbered order to see English word,
Japanese word and hear pronounced in both English and Japanese.
Center
2
____Using
numbered cards with both English and Japanese terms for family
, listen to tape that pronounces these same family terms in
both English and Japanese: Mother, Father, sister, brother,
aunt, uncle, cousin, grandmother, grandfather.
Center
3
Make
a Japanese Counting book
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/calligraphy.pdf
Day
6
Go
to web site and look at Japanese house: http://www.sover.net/~johnd/house.html;
Teacher-led discussions: similarities/differences.
Day
7: Critical Thinking: Teacher-led discussion; chart responses
in categories: Same/different
Food/
eating utensils
Clothing
(wht do students really wear?)
Housing
Language:
sounds, letters
Artistic
expression: music, costumes, art (origami in particular)
Web
References
http://www.teach-nology.com/teachers/lesson_plans/current_events/japan/
http://www.kamishibai.com/
http://www.japansociety.org/journey/teacher_resource/index.cfm
http://japanese.about.com/blank3.htm
http://japanese.about.com/blank.htm
http://www.proteacher.com/cgi-bin/outsidesite.cgi?external=http://www.bbcworldwide.com/talk/table.htm&original=http://www.proteacher.com/090031.shtml&title=Talk
http://www.sover.net/~johnd/schools.html
http://www.sover.net/~johnd/categories.html
http://web.mit.edu/jpnet/kimono/kimono-child.html
http://www.alfy.com/teachers/teach/Thematic_Units/Japan/Japan_2.asp
http://web-jpn.org/kidsweb/cook.html
http://web-jpn.org/kidsweb/cook.html
http://web-jpn.org/kidsweb/folk.html
http://web-jpn.org/kidsweb/virtual/kendama/index.html
http://web-jpn.org/kidsweb/virtual/origami/origami.html
http://web-jpn.org/kidsweb/virtual/fukuwarai/fukuwarai.html
http://www.smith.edu/fcceas/curriculum/daniels.htm#procedure
http://www.indiana.edu/~japan/toys.html
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/calligraphy.pdf
We
Are All Alike...We Are All Different (My First Library)
by
Laura Dwight
Yoko
and Friends by Rosemary Wells
Yoko’s
Cranes, by Rosemary Wells
“Best
Loved Children’s Songs”, by Yoko Imoto.
Dr Kathie Nunley
_ 