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 Key Competencies ICT’s

Perspectives and
Vocational Education
 Futures  Aboriginal & Torres  Collecting, analysing,  Digital camera
Strait Islander peoples’ organising information
 Identity  Computer/Printer
 Multicultural  Communicating ideas
 Interdependence and information  Video camera
 Gender
 Thinking  Planning and organising  Calculator
 Socio-economic activities
 Communication  Internet
 Disability  Working with others in
teams  CD Player

 Rural & isolated  Using mathematical  TV/video

ideas and techniques
 Fax
 Enterprise education  Solving problems
 Scanner
 Career education  Using technology
 Email
 Work-based learning

 Community-based
learning

Integrated Learning Areas:

 The Arts  English  Mathematics  Science

 Design &  Health & PE  Society & Environment
Technology

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 Unit of Work - Japan

Learning Strand Key ideas Outcomes

Area

Society & Societies & 1. Students discuss and examine 2.7 - Describes the diversity of
Environment Cultures the cultural heritages of people in practices, customs and traditions of
Australian society and the way groups and
culture is passed on, maintained communities. [Id] [T] [C] [KC2]
and developed by families,
groups and communities. They
explain how cultural ideas and
practices affect us
all. [Id] [T] [C] [KC1] [KC2]

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 Unit of Work - Japan

English Strategies 1. Students receive, share and 2.9 - Uses strategies for listening
(Listening & respond to a range of texts by attentively to ideas, information and
Speaking) employing several strategies for viewpoints in a range of spoken
listening attentively to ideas and texts.[Id] [T] [C] [KC6]
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]

Texts & 2. Students identify different

Contexts interpretations of symbolic
(Reading & meanings and stereotypes as
Viewing) 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]
Strategies 3. Students integrate several
(Reading & reading/viewing strategies to
Viewing) locate and compare information,
identify resources, and meet own
personal reading
goals. [Id] [T] [C] [KC1]
Texts & 4. Students compose a range of
Contexts written texts which contain some
(Writing)
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]
2.3 - 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]

Languages Communication 1. Students listen to, and interact
Pathway 1A 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]

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 Unit of Work - Japan

Arts Arts Practice 1. Students explore 2.1 - Connects real and imagined
representations of real and experiences from the past, present
imagined experiences. They and future, when creating/re-creating
create, plan or shape new and/or arts works within each arts
existing arts works to express form. [F] [Id][KC1] [KC6]
ideas, feelings and events related
to personal, social and
environmental futures in local
and global communities.
[F] [Id] [T] [KC2] [KC3] [KC6]

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 Unit of Work - Japan

LA & KEY SPECIFIC LEARNING TEACHING/LEARNING RESOURCES

IDEA OUTCOMES ACTIVITIES

S & E: 1 Through research the  Read big book ‘Japan’ to class Big Book ‘Japan’
students will gain a  While reading ask the students
greater understanding of questions about what they are learning, ie Online sites for
Japan; it’s culture and In Japan what do they…? research
festivals; why people  Begin to compare differences between http://web-
would visit Japan for a Japan and Australia. Have a Venn japan.org/kidsweb/
holiday and what diagram displayed in the classroom that
Japanese people have can be added to http://www.activityvill
bought to Australia age.co.uk/japan_for_
 Using the students ‘what I want to kids.htm
know’ list make a spreadsheet (data chart,
Appendix 1) for the students to complete http://www.amphi.co
 Students complete on line research m/~psteffen/fmf/
about Japan, completing their
spreadsheets and adding to the class http://kids.nationalge
Venn diagram ographic.com/Places/
Find/Japan
1. Schooling in Japan
2. What food Japanese people eat and
how they eat it
3. What language Japanese people
speak
4. How Japanese people write
5. What Japanese people wear
6. How Japanese people get around
7. Population of Japan
8. Where is Japan, what is it’s capital city
9. 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?

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 Unit of Work - Japan

CRITERIA FOR ASSESSMENT WHO WILL TOWARDS RECORD OF

ASSESSMENT STRATEGY ASSESS? ACHIEVEMENT OF ASSESSMENT
SACSA OUTCOME

Completion of the class Observation Teacher 2.7 - Describes the Notes recorded on
Venn diagram diversity of teachers observation
practices, customs grid
and traditions of
Completion of their data Product Teacher groups and Data chart placed in
chart Analysis/Checklist communities. students portfolio

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 Unit of Work - Japan

LA & KEY SPECIFIC LEARNING TEACHING/LEARNING RESOURCES

IDEA OUTCOMES ACTIVITIES

English 1 Listens critically to spoken  Listen to stories / texts being read to Big books,
presentations from a them information texts,
variety of speakers, listens  Listen to a TV program (possibly not) – picture books, novels,
attentively and observes. discusses new information about Japan in TV programs
Maintains eye contact, if program (possibly not)
culturally appropriate,
when listening to a
speaker.

English 2 Students will read and  Reads and views various texts to gain Various texts – Big
view a range of texts to facts and information on Japan. The Books, Picture
gather relevant texts include: Books, TV programs,
information about Japan o Big Books Internet sites
o Picture Books
o TV programs
o 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 Various texts – Big
in various texts. The texts include Books, Picture
o Big Books Books, TV programs,
o Picture Books Internet
o TV programs
o Internet sites

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 Unit of Work - Japan

CRITERIA FOR ASSESSMENT WHO WILL TOWARDS RECORD OF

ASSESSMENT STRATEGY ASSESS? ACHIEVEMENT OF ASSESSMENT
SACSA OUTCOME

Listens attentively Observation Teacher 2.9 - Uses strategies Notes recorded on

Asks relevant for listening attentively teachers
questions that reflect to ideas, information observation grid
good listening skills and viewpoints in a
Maintains eye contact range of spoken texts.
Maintains body
language that reflects
paying attention

Completion of data Product Teacher 2.3 - Reads and views Completed data
chart Analysis/Checklist a range of texts chart and checklist
Reflects containing familiar placed in student’s
understanding of topics and some portfolio
information in text unfamiliar text
structures and
language features, and
Contributes to Venn Observation Teacher identifies symbolic
diagram meaning and Notes recorded on
stereotypes. teachers
observation grid

Completion of data Product Teacher 2.11 - Uses strategies Completed data

chart Analysis/Checklist for identifying chart and checklist
Reflects critical resources, locating placed in student’s
analysis of information and for portfolio
information and reading, viewing and
appropriateness critically interpreting
information from
various written and
visual texts.

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 Unit of Work - Japan

LA & KEY SPECIFIC LEARNING TEACHING/LEARNING RESOURCES

IDEA OUTCOMES ACTIVITIES

English 4 Students construct a Plans and constructs various texts Manga

range of text types including: Venn diagram
(including procedure  Venn diagram of comparisons Brochures
(itinerary), recount  Itinerary of one week holiday to Japan TV programs
(journal) and entertain  Creates a Manga Journal
(manga)  Journal of what they have learnt and
what else they want to learn

 Uses spelling words

Languages Students will use and  Explicitly teach commonly used Find commonly use
1 understand simple Japanese words. Use these within the Japanese words, 1-
Japanese words within classroom and in context, good morning, 10
the classroom good afternoon, hello, goodbye, please
environment and thankyou, ie Greet students with
‘good morning’ in Japanese

 Teach the students how to count to ten

in Japanese

Arts 1 Have two different art activities. One to be Find instructions and
completed each week. Carp Kite, Origami resources required to
make these
Teacher to briefly explain what students
will be making Instruction cards for
each
Reminder of rules with scissors etc
Resources for each
Have instruction cards for students to refer Paper
to Scissors
Cellophane
…

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 Unit of Work - Japan

CRITERIA FOR ASSESSMENT WHO WILL TOWARDS RECORD OF

ASSESSMENT STRATEGY ASSESS? ACHIEVEMENT OF ASSESSMENT
SACSA OUTCOME

Completes Y Chart with Product Analysis Student 2.4 - Composes a Completed Y Chart to
what they know and what range of texts that be placed in student’s
they want to know about include interrelated portfolios
Japan ideas and
information about
Contributes to Venn Observation Teacher familiar topics and Notes recorded on
diagram shows an teachers observation
awareness of grid
different audiences,
Creates Manga with Product Teacher purposes and Published Manga is
partner, uses appropriate Analysis/Checklist contexts. placed in student’s
language, text structure portfolio
and develops character

Is able to write an Peer checklist & Peer & Published itinerary

instructional text Self checklist Student and checklists are
Uses appropriate placed in student’s
language and text portfolio
structure

Complete Y chart of what Product Analysis Student Y Chart copied and

they have learnt about placed in each
Japan student’s portfolio

Uses simple Japanese Observation Teacher 2.1 - Recognises Notes recorded on

language in the classroom meaning in phrases teachers observation
environment and sentences and grid
responds in routine
classroom activities
and social
exchanges.

Students work Product Teacher 2.1 - Connects real Photo of product and
independently to make; Analysis/Checklist and imagined checklist placed in
Origami experiences from student’s portfolio
Carp kites the past, present
Self assessment Student and future, when Self assessment
Can explain how these creating/re-creating placed in student’s
arts/crafts relate to arts works within portfolio
Japanese people and each arts form.
where they are used

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 Unit of Work - Japan
Topic/Issue Brainstorm

S&E
Eat Science
English Language Weather
Procedural writing Write Cook Japanese food
Exposition writing – Hats
brochure Do they ride bikes?
Entertain – Haiku, Manga How to use chopsticks
Reading & Viewing books, How many people live in
websites, brochures, Japan
television programs, What is the capital of Japan
articles Culture
What colours they have
Japanese flag
What they wear

Languages PE & Health

Count to 10 Japanese food
How to speak Japanese Children’s games – marbles
(hello, Goodbye, good Sport – sumo wrestling & Ping
afternoon, good morning, Pong
please, thankyou) JAPAN

Arts
Origami
Lanterns
Carp Kites
Calligraphy

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 Unit of Work - Japan

Process of learning

Display World Map in the classroom

Bring in lanterns/any other Japanese things and hang/display in the classroom
Invite students to bring in the above

Week 2
Lesson 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 Australia
Discuss weather differences in northern and southern hemisphere

Start Venn diagram about comparisons if necessary

Start a list of Japanese words

Hello, 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 timeframe
Add 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 3
Reading & Comprehension for entire week
Students read Manga, do comprehension activities related to the Manga they read

Lesson 6 (during literacy group) – is negotiable

Use manga to find spelling words or words in word patterns, ie ch
Read different manga and recognise the similarities
Discuss features of manga
Begin to create a manga character with a partner
http://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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 Unit of Work - Japan
Lesson 8 (30 minutes)
20 minutes of own research in class using books and any spare computers, complete data chart
10 minutes of making comparisons and adding to the Venn diagram

Lesson 9 (during literacy group) – is negotiable

Complete manga character with a partner
Begin to draft a six step manga

Lesson 10 (40 mins)

Discuss Children’s Day further
Begin 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 4
Reading & Comprehension for entire week
Students 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 19
Teach origami to buddy class

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

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 Unit of Work - Japan
Lesson (two lessons)

THIS MAY NEED TO BE DELETED

Students 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 - Japan
Appendix 1
DATA CHART FOR JAPAN
Name:

Where is Japan? What is Japan’s capital What language to What is the population What is the Japanese Draw the Japanese flag
city? Japanese people of Japan? currency?
speak?

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

Where do Japanese What types of food do

people live? Japanese people eat?

What is school like in List four popular

Japan for elementary Japanese dishes and
students? describe them

How do Japanese
people get around?

What sports or games What types of food do

do Japanese people Japanese people grow
and Japanese children and where do they grow
play? them?

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 Unit of Work - Japan
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 List two famous places

and when is it in Japan and describe
celebrated? them

What happens on
Children’s Day?

List and describe two What is the traditional

other festivals that dress of Japan?
Japanese people
celebrate each year

List another fact about

Japan

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