Journey to japan primary2005
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The document provides extensive guidance and resources for developing a multi-week classroom unit to teach students about Japanese culture. It recommends involving students, families, and the community. Suggested activities include learning about Japanese geography, traditions, festivals, school/home life, arts, and cuisine through books, videos, artifacts, cooking, crafts, and cultural immersion experiences.
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![Journey to Japan Bringing Cultural Understanding to Your Classroom Sarah Shivler The Summit Preparatory School Springfield, MO [email_address]](https://image.slidesharecdn.com/journeytojapanprimary2005-110308150400-phpapp02/85/Journey-to-japan-primary2005-1-320.jpg)
![Planning for Success! ,[object Object],[object Object],[object Object],[object Object],With as much information that is available, I would recommend at least a few weeks time.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document provides information about various aspects of behavior, food, homes, school, religion, environment, and sports in Japan. Some key points include: the Japanese bow as a sign of respect, eat foods like sushi and sashimi that incorporate rice and seafood, take off their shoes in homes and sometimes sleep on mats, study subjects like writing characters in school, commonly practice both Shinto and Buddhist religions, have a landscape featuring mountains and volcanoes, and enjoy sports like sumo wrestling, kendo sword fighting, and baseball.
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This document provides an overview of Japanese culture, including its geography, history, traditions, customs, and education system. Japan is an island country located in East Asia consisting of over 3,000 islands. Traditionally, Japan had isolated itself from foreign influence but opened up in 1854 and began industrializing. Japanese culture places importance on traditions like the tea ceremony, Shinto and Buddhist religions, seasonal festivals, and rites of passage ceremonies. The education system requires long school days and focuses on preparing students for university entrance exams.
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Japan has a long history that influenced its development as an isolated archipelago. It had a policy of isolationism until the 1850s when foreign ships arrived forcing Japan to open. After World War 2, Japan underwent rapid industrialization and economic growth supported by government guidance and private sector cooperation. This post-war economic miracle made Japan a major global economy, though it has since faced challenges like slowing population growth and public debt.
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Tuesday
Learning Strand| Description| Materials Needed|
Morning Activity| After each child has checked in for the day helps each child draw a picture of their school. Provide markers, paper, and encourage discussions about school as the children create their works of art. Have them tell you their favorite activity to do at school; write it on the picture for them| Markers and Paper| Morning Circle Time| Welcome: Sing Good morning from circle time sing along flip chart. Go over Circle time rules. Look at sign in chart and talk about who is here and who is absent Calendar: put markers on yesterday, today, and tomorrow and sing the “Today is…” song, also point out the year and the month. Weather: Talk about what the season is mark the weather on the weather chart. Helpers: Appoint helpers of the day. Letter Song: Review Annie Apple, Benjamin Bunny and Copper the Cat. Color song: Yellow Shape Rhyme: “Ricky Rectangle” shows poster that has the rhyme and pictures on it. Theme Discussion: Talk to the children about some of the things we do at school. Sing: Here at school. These are all my special friends, Special friends, specials friends these are all my special friends, here at school. We play together every day Every day, every day We play together every day Here at school We sing together every day Every day, every day We sing together every day Here at school We eat together every day Every day, every day We eat together every day Here at school We run (action) together every day Every day, every day We skip (action) together every day Here at school Continue to make up activities that friends do together at school then end with the first verse. Transition: Let the children hop to centers.| | Outside Play| Bring bells outside and encourage the children to continue ringing them. | | Small Groups| Make poster board or tag board schoolhouse cutouts. Invite children to decorate their school houses by painting them or using markers, crayons, or other art materials. When they are finished, be sure to display the school houses at the children’s eye level.| | Art Center| Encourage the children to decorate bell cutouts with glue and confetti.| | Science/ Sensory Center| Explain to the children that one of the things that they do at school is make discoveries. Explain that making a discovery is finding out something that you did not know before. Tell the children that they are going to do an experiment and make a discovery. Partially fill clear plastic containers with water. Have the children add food coloring to each container. Then have the children place celery stalks and/or white carnations in the water. Note: If using celery, cut off part of the bottom before placing it in the container. Tell the children that they will be observing the celery or carnation to see if any changes take place. As a group or individually make a picture account of what the experiment looks like now. Continue observing and guide the children to discovering the change of ...
Foundation Stage Curriculum Expectations Presentation
This document provides information about the curriculum and learning goals for children in the Reception Year at a school. It summarizes the seven areas of learning covered: personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. For each area, it outlines some of the specific skills and concepts children will be learning. It also provides suggestions for how parents can support learning at home, such as reading together, playing counting games, and engaging in pretend play. The document discusses the school's approach to teaching phonics and developing early reading and writing skills. Overall, it aims to help parents understand the Reception Year curriculum and how they can complement their child's
Session 9 Christmas Special Session!!
This document summarizes a Japanese lesson for beginners that took place on December 8, 2014. The lesson included activities like Japanese Bingo, a Japanese culture quiz, and playing with origami. It provides the details of each activity, including the vocabulary used in Bingo and the questions and answers for the 10 question culture quiz which covered topics like Japan's population, national sport, and Christmas traditions. The document concludes by thanking students and wishing them a lovely Christmas and New Year.
Big ideas on a small budget
The document provides ideas for low-cost programs that public libraries can implement, including starting a guitar program with donated instruments, hosting laser tag games, mystery book bags to encourage circulation, displaying student art, QR code scavenger hunts, marketing videos created by students, using Sphero balls to engage kids, hosting art galleries and shows, a miniature golf course in the library during holidays, and displaying books in holiday colors.
Task Design Project
This document outlines activities to teach 26 first grade students about the five senses using English. The students are beginners in English. The activities include labeling pictures of the five senses after watching a video, making a texture book by sorting textured materials and describing pages, experiencing different tastes and matching them to pictures, smelling scents and identifying them, going on a nature walk and cutting out related pictures, listening to animal sounds and matching pictures. The last activity is a test where students list three observations for each of the five senses. References for the lesson plans are also provided.
Summer slide
This document discusses 7 ways to help kids avoid learning loss over the summer months and kick the "summer slide". It recommends continuing reading routines with kids over summer, taking educational field trips to museums, letting kids design their own "summer school" on topics they pick, doing nature scavenger hunts outside, and putting kids in coding camps if interested in technology. The overall message is to keep kids mentally engaged in learning over summer to help them be prepared when school starts again in the fall.
Arts of japan
The document provides an overview of various aspects of Japanese culture, including its geography, traditional clothing, architecture, food, arts, games, festivals, and ceremonies. It discusses Japan's main islands and typical traditional outfits like kimonos and yukatas. The arts section covers martial arts like judo, games, painting, and the tea ceremony. Festivals mentioned include the doll festival and ceremonies for girls and children. Origami, bonsai, kabuki theater, and noh theater are also summarized briefly.
Why Stories
The document discusses the advantages of using stories to teach English to young learners. It notes that stories are fun, foster a positive attitude, contain comprehensible language input, and help children learn words and phrases through context and repetition. The document also provides criteria for selecting stories, such as language level and appeal. It offers many activity ideas for before, during, and after reading stories to reinforce vocabulary and comprehension. These activities include predicting, repeating phrases, acting out scenes, and creating story-related art projects.
Activities Guide for Librarians
A guide in English for librarians full of fun and educational activities to organize at their library
Japanese Holidays!
This one may be a bit "messier" than the other ones, I neer redid it and edited it like I did the others. None-the-less, I hope that it turned out well!!
City Lore Outcomes Institute Powerpoint
This document discusses City Lore's Nations in Neighborhoods arts education program and how externally imposed assessment requirements can be turned into an opportunity to demonstrate authentic arts and cultural learning. The program engages over 900 students in 10-14 week residencies where they explore traditional art forms, investigate their own communities, learn across disciplines, and create and share original works of art. Assessment includes focus student interviews, pre-and post-assessments, teacher and artist interviews, student journals, and artifacts. The goal is to show learning as defined by the organizations, teachers and students rather than external requirements.
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Tuesday Learning Strand Description Materials Needed Mornin.docx
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Foundation Stage Curriculum Expectations Presentation
Foundation Stage Curriculum Expectations Presentation
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Journey to japan primary2005
- 1. Journey to Japan Bringing Cultural Understanding to Your Classroom Sarah Shivler The Summit Preparatory School Springfield, MO [email_address]
- 7. Get Creative! Dream Big!
- 14. Seeing it all, sharing it all . . .
- 15. Making it Come Alive . . . Activities to enrich the learning experience
- 32. First Graders Discover Japan!
- 35. More Photos from the Net!
- 36. Are you excited yet?