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= = Understanding By Design 1-Page Template

There are similarities and differences in aspects of life in Australia and Asian countries there are economic links between Australia and Asia and changes in economic conditions on continent affect the other continent social and political factors in Asia affect Australia, for example by increasing numbers of refugees ¨ Students will develop their knowledge and understanding of an Asian country including significant people and events in that country’s history, religious traditions and values and beliefs, geographical features and climate, native flora and fauna, customs, foods, industries, governance, society and daily life. Names and locations of the world's continents Identify major Asian countries and their locations on a world map use of MS Publisher to make a web page use of netbooks to record VoiceThread messages use of PhotoStory to create published movies researching accurate information
 * Title: Asia and Us ** ||
 * ** Stage 1: Desired Results ** ||
 * ** Understandings ** ||
 * ¨ What will students understand (about what big ideas) as a result of the unit?
 * ¨ What will students understand (about what big ideas) as a result of the unit?
 * Students will develop skills in

|| ¨ Skills – frame research questions and plan inquiries; reasoning and interpretation in order to draw conclusions using the available evidence; geospatial skills ( use atlases to accurately describe the distance, direction and location of places; identify features from maps, satellite images, and oblique photographs); || ¨ Non-negotiable (must be done individually): 1. Construct a webpage about your chosen country. This must include all of the required information, including a comparison with Australia, using a Venn Diagram. 2. Contribute your response to the question "How is Asia important to me?" to a class VoiceThread Optional tasks (may be done individually or with a partner): Option 1: Construct a diorama that exemplifies a scene from your chosen country. This should show a variety of things from your chosen country, including such things as: a sport/pastime, custom/tradition, religious event, geographical feature, historical event, flora/fauna, traditional food, etc. Option 2: Create a video clip for a travel show such as "Getaway" (with you as the reporter) about your chosen country. Option 3: Use Freemind to create an effect wheel to show how Australia and Asia would be affected if all international trade had to stop. Option 4: Write a letter to the ambassador from your chosen country to express your opinion about an issue in that country. Your letter should fully explain the current situation, and the related problems. It should also express your feelings about this issue, and the changes/solutions that you think should be made/implemented. Option 5: Create a video clip with images from your chosen country. Your clip should promote aspects of your country that would appeal to tourists.
 * ** Essential Questions ** || ** Knowledge & Skill ** ||
 * ¨ What’s Asia got to do with me? || ¨ Knowledge – factual knowledge about an Asian country (as above); an appreciation of differences between life in an Asian country and life in Australia;
 * ** Stage 2: Assessment Evidence ** ||
 * What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] ||
 * ** Performance Task Summary ** || ** Rubric Titles ** ||
 * ¨ Select an Asian country and complete 2 of the following tasks:

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 * **Self-Assessments** || ** Other Evidence, Summarized ** ||

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|| - look at 6 pictures of things relating to Asia – discuss what students can see from the pictures, and ask them to identify the common theme. - Ask students to consider the populations of Japan, Australia, China, Indonesia and India. Work with a partner to list countries in order from smallest to largest (based on population, and what students think – no checking actual size at this time!) Share correct answers and see how accurate students were. - Repeat this activity using physical size of the country as the criteria. - Ask students to draw conclusions from the data (ie: populations and physical sizes of the 5 countries) - Students unjumble a list of jumbled Asian country names. - Students select an Asian country – Indonesia, Timor, Japan, China (or one of their choice) and ask them to document everything they know about that country using Freemind. Suggested categories are: flora/fauna, customs/traditions, geography, history, religions, foods, industries, languages, sports/passtimes - Students complete an "Asia Alphabet" chart, where they find an Asian country for each letter of the alphabet (students may need to use the names of cites/towns/landmarks for some letters) - Students construct a “Chatterbox” (ref: Murdoch, K., Classroom Connections, p.16-17) with facts about Asia. (Students begin by writing 8 facts about Asia in their workbooks. They then compose a question for each of the facts).
 * ** Stage 3: Learning Activities ** ||
 * Tuning In:

Finding Out: - Students learn about East Timor through structured lessons: ||