Getting to Know Taiwan and its Pink Dolphins

Image obtained from google.images.com

Cross-curricular plan topic: Taiwan and its Pink Dolphins (Social Studies and Science) Intended grade level: Third Grade Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture Time, Continuity, and Change People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments V. Individuals, Groups, And Institutions 1. Objectives: a. Students will have a good introduction to Taiwans geography, in addition to the rare pink dolphins b. Students will learn how to compare the size of Taiwan to the United States and to find its geographical location c. Students will observe the pink dolphins of Taiwan and understand that are becoming critically endangered

2. Required materials: Computers, Overhead Projector, World Globes, White Board, and Markers

3. Lesson sequence: a. Introduction to Taiwan: i. Where is it? 1. I will separate the students into groups of three or four, having the low-functioning students in groups with high-functioning student. Then give them a world globe to look at and use to find Taiwan. ii. How big is it? 1. Upon finding Taiwan, we will hypothesize about the size of it and what state in the United States would be most comparable in size to Taiwan. b. Introduction to the pink dolphins: i. The student groups will be assigned to computers where they will begin research on the endangered pink dolphins in Taiwan, using a rubric with different websites that will help to guide them through their research. The rubric will include the following questions for the students to consider while performing their research. 1. What part of Taiwan are the dolphins near? 2. How many pink dolphins are left? 3. Why are the dolphins pink? 4. What are scientists and locals doing to protect the dolphins? 4. Literacy integration: a. Lets Get Mung Beans, Momma! by Wan Hua-gwo i. A story about a young boy and his mom going to the local market in Taiwan. This would provide students in the United States with an idea of the cultural differences between the United States and Taiwan.

b. Amazing Dolphins by Sarah Thomson i. This book provides young readers with many different facts about dolphins, and even includes facts about the pink dolphins!

5. Adaptations for multiple perspectives: Invite members from one of the following Taiwanese groups (Matsu's Fish Conservation Union, Taiwan Academy of Ecology; Taiwan Sustainable Union; Taiwan Environmental Protection Union; Wild at Heart Legal Defense Association; Wild Bird Society of Yunlin and Changhua Coast Conservation Action) that are trying to save the dolphins to come into the classroom to give the students first-hand stories of experiences of trying to save the dolphins. 6. Adaptations for diverse learners: For a class of ESL students, I plan to have more photos and bi-lingual material available. In addition to a lot of hands-on materials. Such as, having the students make clay models of Taiwan and their own Save the Dolphins posters, as shown below.

7. Lesson sequence for diverse learners: a. Introduction to Taiwan through showing a slide show that connects all of the new vocabulary words to a picture on the overhead projector: i. Where is it? 1. I will separate the students in to groups of three or four, pairing the low-English fluency students with the high-English fluency students. Then give them a bi-lingual world globe to look at and use to find Taiwan. ii. How big is it?

1. Upon finding Taiwan, we will hypothesize about the size of it and what state in the United States would be most comparable in size to Taiwan. b. Introduction to the pink dolphins: i. The same student groups will be assigned to computers using Google Chrome, which will allow them to translate websites whenever necessary. From here, they will begin research on the endangered pink dolphins in Taiwan, using a rubric with different websites that will help to guide them through their research. The rubric will include the following questions for the students to consider while performing their research. 1. What part of Taiwan are the dolphins near? 2. How many pink dolphins are left? 3. Why are the dolphins pink? 4. What are scientists and locals doing to protect the dolphins? 8. Informal assessment: I will be evaluating the students throughout the lesson for the following: a. Eye Contact i. Checking the students throughout the lesson to find if they are exhibiting good eye contact to see if they are connecting to the lesson. Eye contact is a simple but effective way during the lesson to see if they are engaged and following. b. Listening and Comprehension i. Watching for the students to seem involved in the lesson, including focus, lack of fidgeting, good eye contact, and desire to ask questions whenever necessary. Also, asking deeper questions of the students throughout the lesson to see how they feel about certain aspects. c. Class Participation i. Ability of the students to listen and respond to questions or comments, ability to ask good questions. Have them openly wonder and keep track of their thinking for the entire class to discuss and build on. 9. Formal assessment: Short True/False Quiz at the end of class based on the following, students are:

a. Able to demonstrate an understanding of Taiwans geography, in addition to the rare pink dolphins b. Able to demonstrate an understanding of the size of Taiwan in comparison to one of the states in the United States and Taiwans geographical location on the globe c. Able to demonstrate an understanding of the pink dolphins of Taiwan that are becoming critically endangered

10. Methods for promoting higher-level thinking: How many times could we fit Taiwan into Iowa? How deep is the ocean? What do you think it would be like to get to swim with the dolphins? 11. Methods to promote student-centered learning through technology: How did Taiwan form as an island? (Independent research) Why do the dolphins live near Taiwan? 12. Ideas for cross curricula integration: a. Combining social studies with science. Have the students vote and be placed into groups based on what marine animals they like the best. From here, have each group research the history their favorite marine animal using books and a computer in order to gain facts about why they feel that their marine animal is superior. Then allow the class to have a discussion and have each group present their case for why their marine animal is the best. b. Combining social studies, specifically geography, with aerobic exercise. Have the students split up in to groups of four then have Taiwan broken up into four different sections. Each student in the group has to participate in a sort of relay race in order to obtain all of the pieces of Taiwan and make the complete country. 13. Reflection: The lesson, Getting to Know Taiwan and Its Pink Dolphins, is intended for a third grade class. The intended lesson is for English speaking students, with English being their primary language. However, the lesson could also be suitable for ESL students or low-functioning students if the proper adaptations are made. Overall, I feel that this lesson would be very engaging. It provides students with a good introduction to Taiwan, its geography, and the pink dolphins that reside there. Additionally, with the help of technology and literacy integration, students are also given a various facts about the culture in Taiwan, in addition to dolphins as a whole.

Vietnam: Whales as Big as a Bus!

Image obtained from google.images.com

Cross-Curricular Lesson Plan Topic: Science and Social Studies Intended grade level: 3rd Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture Time, Continuity, and Change People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments V. Individuals, Groups, And Institutions 1. Objectives: a. Student will have a general introduction to Vietnam i. What is the geography of Vietnam? ii. What is the climate like? iii. People b. Students will be introduced to and have discussions on wildlife in Vietnam i. Introduce Whale Sharks ii. Compare local wildlife to Vietnamese wildlife

2. Required Materials: Whiteboard, Whiteboard Markers, Computer, Internet Connection, Pencils, Papers, Power Point, and Projector 3. Lesson Sequence: a. Introduction and Discussion of Vietnam i. Spend the first five minutes of class with having the students brainstorm on a piece of paper about anything and everything they know or think about Vietnam. After the five minutes is up have a full-class discussion about their individual thoughts on Vietnam. Then try to answer the following questions, if they have not been discussed. 1. Where is Vietnam? 2. Are there any relations between Vietnam and Iowa, or the United States in general? b. What is life like there? i. Have the students write down in groups of five at least ten things they know about Vietnam. ii. The most important thing to do in the introduction is get them to compare Vietnam to their home country and to Taiwan. iii. When students compare Vietnam to Taiwan, find out what they remember about Taiwan and how does it sound familiar and different from Vietnam. 1. Use a Venn Diagram c. History Extension i. Get students thinking about what life might be like in Vietnam. Invite them to talk about what they know about it and what they think about Vietnam. Discuss and try to connect the new country to their lives. ii. If the topic of the Vietnam War comes up. Dont run away from the topic! Try to extend the lesson into a brief understanding and basic history of the war and how it affected the people of Vietnam. d. Food i. Ask the students if they have ever tried any of the following foods. If not, as them how they would feel about eating the food listed below and if they think that they would taste good. 1. Spring Rolls 2. Po Bo 3. DOG!!! e. Wildlife

i. Briefly discuss the following in the groups of five. Then watch real videos on YouTube. 1. Whale Sharks 2. SCUBA Diving 3. Incorporate a cross-curricula lesson through doing a science pressure experiments f. Conclusion Refer back to initial ten items on the list about Vietnam and have students compare their initial thinking to what they now understand.

4. Literacy Integration: a. Bellas Vietnam Adventure by Stacey Zolt Hara, illustrated by Steve Pileggi. i. This book is about a young girls adventure in Vietnam, it includes the culture, cuisine, and an overall outlook on Vietnam through the eyes of a child.

b. Whale Sharks by David Rowat i. This book is provides many different fact about whale sharks, including their size what they eat, and whether they are really whales or sharks.

5. Adaptations for Multiple Perspectives: a. What is life like for a typical Vietnamese student? In 3rd grade? What is their school like? b. What would it have been like to live in Vietnam many years ago? i. Use and incorporate strategy 20, Folk Culture, from 50 Social Studies Strategies for K8 Classroom. 1. Include different types of art that they created. Have the students try to recreate the art on their own! 2. Include traditional Vietnamese songs as, Music can lead them to empathize with people in similar circumstances or to share common understandings of events and relationships. (Obenchain & Morris, 2011). Use songs and translate them to give students an idea of what it was like in Vietnam many years ago. 6. Adaptations for Diverse Learners: a. Science and Wildlife is Universal i. Create a simple and easy to navigate slideshow of Vietnamese wildlife. Have students focus on wildlife and discuss different comparisons between the wildlife in Vietnam and wildlife that they have had experiences with. 7. Lesson Sequence for Diverse Learners: a. The lesson sequence will be the same to the lesson sequence above with the following exceptions: i. During the introduction when students are asked to brainstorm any and all ideas that they know or have about Vietnam, allow English Language Learners to write in their native language. Or if students are lowerfunctioning and have difficulty writing, allow them to draw pictures about their thoughts. ii. Reinforce throughout the brainstorming activity that there are no right or wrong answers, participation is the main prerogative! 8. Informal Assessment: a. Participation

i. Is there only a few group writers? Or does everybody work to have their ideas heard? b. Eye Contact i. Are students listening and showing good eye contact while the teacher or their fellow classmates are discussing their ideas? Do the students look engaged throughout class discussions and group work? 9. Formal Assessment: a. Group project. Have them itemize and discuss their initial ten claims about Vietnam. Encourage the students to expand on their initial ten claims and relate them either to Vietnams culture or wildlife. 10. Methods for Promoting Higher-Level Thinking: a. Get the students thinking about tourism; i. Is it good or bad? ii. For who? 11. Methods to Promote Student-Centered Learning through Technology: a. Give student groups access to the internet and have them try to look up the benefits (financial) and negatives (pollution) of tourism. b. Groups results can be presented through a Power Point presentation. 12. Ideas for Cross Curricula Integration: a. Science Pressure Experiment i. Find out how water pressure affects different materials when they are fully submersed. Relate this back to SCUBA diving and have students hypothesize about the effects of water on different materials. 13. Reflection: This lesson plan is intended for third grade students. Its main purpose is to give students an introduction to Vietnam and whale sharks. It is also meant to teach the students about acceptance of different cultural views or practices, such as eating dog meat. With enough time, it would be wonderful to incorporate a science pressure experiment as it may make it easier for students to understand the concept of SCUBA diving. I feel that overall this lesson should be interesting and entertaining for students based on the many cultural differences between the United States and Vietnam.

Thailand and its favorite animal, ELEPHANTS!

Imagine obtained from google.images.com

Cross-Curricular Lesson Plan Topic: Social Studies and Science Intended grade level: 3rd Grade Social Studies State Standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments

1. Objectives: a. Students will gain an understanding of Thailand, including its geography, wildlife, and culture b. Students will understand the significance of the elephant to the people of Thailand 2. Required Materials a. White board, Pencils, Paper, White board markers, Colored paper, Computer, Projector, and SMARTBoard 3. Lesson Sequence:

a. Thailand Introduction i. Using a SMARTBoard and a projector a map of Southeast Asia will be projected onto the board. The students will be allowed to use SMARTBoard markers to make the map interactive and promote a class discussion about the placement of Thailand. 1. Where is it? 2. Thailands size and geography in relation to Iowa. 3. How big is Thailand? 4. Do they have cornfields in Thailand? a. What types of crops do they have there? b. Wildlife i. Using the SMARTBoard and an internet connection the class we look up information about the wildlife in Thailand. Each student will be given time to use the SMARTBoard and will also have a worksheet with the following questions on it. 1. What types of animals live in Thailand? 2. Are they similar to the animals that we have in Iowa? a. Why is the elephant so important? i. Discuss its significance in Buddhist religion. ii. Discuss its significance to tourism in Thailand. 4. Literacy Integration: a. Hush! This book is a Thai lullaby which asks animals such as a lizard, monkey, and water-buffalo to be quiet and not disturb the sleeping baby.

b. How Ganesh Got His Elephant Head, This book is a magical story of how the god Ganesh, was brought back to life with the head of an elephant.

5. Adaptations for Multiple Perspectives: a. Explain that people in Thailand believe in Buddhism. Ask the students what they think that it would be like to visit a Buddhist Temple. Discuss the proper etiquette and why it is important to take off your shoes and be sufficiently covered before you enter a temple to people of the Buddhist religion. i. Have a sarong or scarf ready to show the students what different people wear in Thailand to ensure that they are sufficiently covered before entering a temple. 6. Adaptations for Diverse Learners: a. Include photos of every main topic in order to ensure that ESL students have an understanding of the material. This will also help to ensure that all the students, low-functioning and high-functioning have an understanding of Thailand and Buddhism, as these may be topics that they have no previous information on. 7. Lesson Sequence for Diverse Learners: The lesson sequence will be the same as above with the following exceptions: a. The lesson will begin with a Power Point presentation and each photo will be discussed as a class. b. After Part A of the original Lesson sequence is completed students will be broken off into groups of four and discuss the differences between Thailand and Iowa. i. Be sure to mention to the students how farming is also important to people in Thailand. 8. Informal Assessment: a. Observations During Time on the SMARTBoard

i. Assess if all of the students are engaged and given a sufficient amount of time to use the SMARTBoard. If students seem unengaged or bored, be ready to change up the lesson depending on their overall interest. b. Eye Contact i. Assess the students throughout the lesson for proper amounts of eye contact in order to evaluate their interest in the lesson. 9. Formal Assessment: a. Students will be a given a short ten point paper-and-pencil test at the end of the lesson. i. The test will include four true or false questions, three multiple choice question, and three short answers. Students should be able to demonstrate knowledge on the following on the test: 1. Thailand, including its geography, wildlife, and culture. 2. The significance of the elephant to the people of Thailand. 10. Methods for Promoting Higher-Level Thinking: a. Break the students off into groups and have them discuss how people in Thailand view different animals, in comparison to how we view animals in the United States. b. Discuss what it would be like to ride an elephant. i. What do you think the elephants skin would feel like? ii. Do you think the elephant would be fast or slow? 11. Methods to Promote Student-Centered Learning through Technology: a. Use a SMARTBoard in the classroom and allow students to manipulate different aspects of lesson through using a special marker with the SMARTBoard on a white board, or also using their own finger. b. Bring a collection of different music from Thailand and have the students listen to the music. Then discuss their feelings toward the music and how it compares or is different from music in the United States. 12. Ideas for Cross Curricula Integration:

a. Science: Have the students do in-depth research on the internet based on elephants. The students can work in groups to make a poster about elephants based on what they found on the internet. b. Art: Teach the students about how some elephants in Thailand can paint pictures. Bring in different painting done by elephants to show students. Then have students pretend to be elephants and paint their own pictures. 13. Reflection: This lesson is meant to give third grade students an understanding of Thailand, including its geography, wildlife, and culture. The students should be able to demonstrate a transitory understanding of Thailand as a whole. This lesson also exhibits the important role that elephants play in Thailand, from their significance to the Buddhist religion to their usage in tourism. If there are any questions the students may have on the different topics, be sure to give the students a general understanding, without going to deep into any particular area. I hope that students will find the Thailand and its cultural differences in relation to Iowa and the United States as a whole fascinating and be able to appreciate it.

The Philippines and its Very Special Jellyfish

Imagine found at google.images.com

Cross-Curricular Lesson Plan Topic: Social Studies and Science Intended grade level: 3rd Grade Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture Time, Continuity, and Change People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments V. Individuals, Groups, And Institutions 1. Objectives: a. Students will gain an understanding of the Philippines, including its geography, culture, and wildlife b. Students will gain an understanding of different jellyfish from around the world. i. Students will understand why the jellyfish in Jellyfish Lake in the Philippines are different from other jellyfish. 2. Required Materials a. White board, White board markers, Pencils, Paper, Computers, and an Internet Connection

3. Lesson Sequence: a. Introduction to the Philippines i. Where is it? 1. Students will be separated into pairs, low functioning students with high functioning students. Each pair will be given a map of Southeast Asia and will be asked to guess where the Philippines are located to start out the lesson. ii. How many islands are in the Philippines? iii. What is the food like there? What are the people like? 1. The student pairs will be assigned to a computer to do research on the Philippines. During their research they will be provided with a rubric to keep them focused on answering the above questions. They will also have additional time to research specific things that they find interesting about the Philippines. Upon completion of the research there will be a class discussion about the findings of each pair. b. Jellyfish i. For this portion of the lesson the student pairs will be given the book Amazing Jellies: Jewels of the Sea by Elizabeth Gowell. Each pair will be asked to answer the following questions using the book. There will be a class discussion afterwards to go over the students answers and to help them with any questions that they may have. ii. What are they exactly? iii. Do they have fins and scales like other fish? iv. Where do they live? v. What do they eat? vi. How are the jellyfish in the special lake different from most jellyfish? 4. Literacy Integration a. Amazing Jellies: Jewels of the Sea by Elizabeth Gowell.

i. This books is provides information about different types of jellies, the parts of the jellyfish, jellyfish forms, their lifecycles, how they move, and what they eat. It also provides reads with many beautiful photos of different jellyfish.

b. The Carabao-Turtle Race, and Other Classic Philippine Animal Folk Tales as told by Sylvia Mendez Ventura and illustrated by Joanne de Leon. i. This book contains eight age-old animal tales, popular in the Philippines.

5. Adaptations for Multiple Perspectives: Have the students think about the following questions in order to put them in a different mindset during the lesson. a. What would it be like to live in the Philippines? b. How would the weather be? What types of clothing do you think that you would wear? c. What would it be like to swim in the jellyfish lake? Would it be scary or exciting? 6. Adaptations for Diverse Learners: a. Diverse learners could be given a portfolio with different pictures from the Philippines and of jellyfish that would help them to connect all of the different vocabularies to a photo in their portfolio. 7. Lesson Sequence for Diverse Learners:

a. The lesson sequence will be the same to the lesson sequence above with the following exceptions: i. The lesson for diverse learners will be done in groups of four students in order to provide them with more input and perspective from other students. The students will be grouped with low-functioning students with high-functioning students. ii. Each group will be provided with a lesson outline with many different pictures included for any new vocabularies. 8. Informal Assessment: a. Cooperation i. Watch for the students cooperation level with their partner(s) throughout the lesson. Look to see if any of the groups are having problems working with each other. Is one of the students completely taking charge of the group and not allowing the other members to add in their own thought? Ensure that every students input is added in the research and overall classroom discussion. b. Listening and Comprehension i. Watching for the students to seem involved in the lesson, including focus, lack of fidgeting, good eye contact, and desire to ask questions whenever necessary. Also, asking deeper questions of the students throughout the lesson to see how they feel about certain aspects. c. Class Participation i. Ability of the students to listen and respond to questions or comments, ability to ask good questions. Have them openly wonder and keep track of their thinking for the entire class to discuss and build on. 9. Formal Assessment: A ten question paper-and-pencil-quiz with ten multiple questions will be given at the end of the lesson based on the following, students are: a. Able to demonstrate an understanding of the Philippines, including its geography, culture, and wildlife. b. Able to demonstrate an understanding of different jellyfish from around the world.

i. Able to demonstrate why the jellyfish in Jellyfish Lake in the Philippines are different from other jellyfish. 10. Methods for Promoting Higher-Level Thinking: a. Why would a jellyfish sting a human that was SCUBA diving or snorkeling? i. Do you think that the jellyfish would want to eat the human? ii. Was the jellyfish scared, and trying to protect itself? iii. Was the jellyfish just playing a game? b. Have the students to research on the internet to find out the answers to the above questions. 11. Methods to Promote Student-Centered Learning through Technology: a. Place the students into pairs and allow them to do additional research on the internet about the Philippines and jellyfish. Create a rubric that can be emailed the student pairs and have them use it to complete their research. 12. Ideas for Cross Curricula Integration: a. In depth science: What would a jellyfish feel like? i. Perform a science experiment to have the students try to hypothesize and re-create what a jellyfish would feel like using different materials in the classroom. Upon completion of their jellyfish show the students a real jellyfish specimen and see how close they were to creating the real thing. 13. Reflection: The lesson The Philippines and its Very Special Jellyfish is intended for a third grade class. The lesson is intended to give the students an understanding about the Philippines and jellyfish from around the world. Through looking at different species of jellyfish from around the world, I hope to give the students an understanding of why the jellyfish in the lake are so special. The lesson will begin by introducing the Philippines and researching it. Then it will move onto the students reading the book about jellyfish. If there is any additional time at the end of class, the students will be encouraged to do additional research on either the Philippines or jellyfish, whichever they find more fascinating.

Malaysia: Tiger Town?

Image obtained from google.images.com

Cross-Curricular Lesson Plan Topic: Social Studies and Science Intended grade level: 3rd Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture Time, Continuity, and Change People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments V. Individuals, Groups, And Institutions 1. Objectives: a. Students will understand basic facts about Malaysia b. Students will understand the basics of endangered species 2. Required Materials: Whiteboard, Whiteboard Markets, Poster board, Crayons, Markers, Computers, Pencils, Paper 3. Lesson Sequence: a. Introduction i. Place a large map on the board and have a full class discussion about where Malaysia is and anything that the students may know about Malaysia. Use the map to help answer the following questions as a class.

1. Where is Malaysia? 2. What is the climate and environment like here? a. Compare/Contrast it with the other countries weve covered thus far. 3. People popular food demographics. b. What are the people like in Malaysia? i. Where do they come from? c. Cities in Malaysia d. Wildlife i. We have learned about different countries and their animals so far, what types of animals do you think live in Malaysia? 1. Make a list of the most exotic animals they can imagine live in Malaysia. 2. Malaysia is massive and has many of the worlds most sought after animals, encourage the students to get as creative with their lists of animals as they wish to be. e. Tigers a. Read the following book to the class.

f. What does a typical tiger need growing up? a. Food b. Water c. Family! ii. A growing tiger needs the love and protection from the family and specifically the mother in order to survive. How does this relate to your life and to your family? Where would you be without your mom to take care of you?

g. Malaysian Tiger i. Understand the basics of the Malaysian Tiger 1. Size 2. Weight 3. How many in the wild? h. Endangered Species i. The Malaysian tiger is considered an endangered species and there are less and less of them every year. What can we do to turn this around? ii. How can you help save a Malaysian tiger from Iowa? 4. Literacy Integration: a. A True Book: Malaysia by Ann Heinrichz. i. This is about the culture in Malaysia and the different types of people that live in Malaysia and where their ancestors came from initially. It also provides information about the cuisine and history of Malaysia.

b. Tigers Story by Blackford and Stojic. i. This is a wonderful book that provides young readers with a heartfelt look at the life of a young tiger.

5. Adaptations for Multiple Perspectives: a. Look at the life an animal rescuer and somebody who tries to save animals every day. i. Invite somebody from the local pound or ASPCA to come in and talk to the class about how we should treat animals and how important it is to help save them in the wild. 6. Adaptations for Diverse Learners: a. Extend the lesson out to the native countries of potential ELL learners. Talk about endangered or extinct animals in the countries that non-native speakers hail from. 7. Lesson Sequence for Diverse Learners: a. The lesson sequence will be the same to the lesson sequence above with the following exceptions: i. After discussing the Malaysian tiger, the students talk about the foreign species of animals from their ancestors home countries. 8. Informal Assessment: a. Creating questions for the guest speaker in the class b. Asking those questions during the guest speakers time in the class 9. Formal Assessment: Students will be evaluated on the following based on their actions during class and how well they were able to answer questions during class based on the following: a. Basic facts about Malaysias location and people b. Understanding that the Malaysian tiger is endangered and think about different types of animals that are endangered. 10. Methods for Promoting Higher-Level Thinking: a. Students talk about the different types of endangered animals around the world. Have each student make a poster board with a different type of endangered animal on it and display these around the school 11. Methods to Promote Student-Centered Learning through Technology:

a. E-mail connection i. Students will be encouraged to e-mail and get in touch with experts in the field of endangered animals around the world 12. Ideas for Cross Curricula Integration: a. Lesson plan heavily incorporates ideas of country demographics, civics of why we should save species, and facts about the Malaysian tiger. Topics in Social Studies and Science. 13. Reflection: This lesson calls for a good foundation to be laid in what the type of people that live in Malaysia are and the basics of endangered species for third grade students. Why people should try to save endangered species and what other animals are endangered? This may be one of the first times the students really come to understand that what is perceived as one of the strongest animals in the world is under a lot of harm. Try to pursue this counterintuitive idea and have students begin to understand the basics of why people hunt and kill animals even though they are endangered.

Indonesia: Land of Fire & Dragons!

Image obtained from google.images.com

Cross-Curricular Lesson Plan Topic: Social Studies and Science Intended grade level: 3rd Social studies state standard(s): The following was obtained from: ("ICCSD Standards, And Benchmarks -- Social Studies", 2009). Culture People, Places, and Environment Global Connections

Social studies national standard(s): I. Culture III. People, Places, And Environments V. Individuals, Groups, And Institutions

1. Objectives: a. Students will understand basic facts about Indonesia b. Students will have a basic understanding about wildlife in Indonesia 2. Required Materials: Endangered Komodo Dragons by Bobbie Kalman, Whiteboard, Whiteboard markers, Internet access, Poster board, Markers for poster board, Enthusiasm! 3. Lesson Sequence: a. Introduction i. Size

1. Indonesia is one of the largest nations in the world. How big is it? a. Have students look at a world map and try to piece together just what is Indonesia b. Does a country have to be one continuous piece of land? 2. Indonesia is an archipelago a. What is an archipelago? A series or chain of islands. Look at all of the different parts of Indonesia. Its on big island country! ii. People 1. The people of Indonesia are quite diverse. Have students compare Indonesia to Malaysia in terms of what kind of people they see and observe. 2. Religion a. Hinduism Drives many of the smaller communities and people in Indonesia. See: Bali Masks b. Islam Indonesia has the highest population of practicing Muslims in the world. iii. Dance 1. Bali Fire Dance The people of Bali engage in a specific and interesting fire dance. Watch the following link: a. http://www.youtube.com/watch?v=oUdGgaSzKDE

b. Monsoons i. What is a monsoon? 1. A period of intense and prolonged rainfall. a. Rainy Seasons i. From _______ to __________ there is a lot more rainfall than during other times of the year.

b. When is the rainy season in Iowa? For how long? 2. Look up average rainfall per month in Indonesia 3. Look up average rainfall per month in Iowa a. How does this compare to the rainy season in Iowa? c. Surfing i. Surfs Up! 1. Indonesia has some of the best surfing in the world on the western side of the country. Why? a. Look at the world map again, how much room is there West of Indonesia? 2. Look up on a map the layout of the country. Why does it make sense that large waves hit the western side of Indonesia? ii. Try surfing! 1. Invite students who may have skateboards to bring them in. Have a day outside on the grass where everyone can try to balance on a skateboard. a. End of the year? Watch out for waves! Bring a sprinkler in as waves for while students are balancing on the skateboard! (weather permitting) d. Komodo Dragons i. In the land of fire, youll find dragons! ii. Indonesias national animal is the Komodo dragon. iii. What does a real dragon look like?

1.

iv. How big is each student? Place a chart on the wall with their size and the size of a Komodo dragon! 1. Have students lie on the ground and outline their bodies with dark marker. Then place these stencils around the room and compare them to the size of a Komodo dragon! 4. Literacy Integration a. Endangered Komodo Dragons by Bobbie Kalman. i. The book is about how the Komodo dragon is endangered. 1. Have the students think about and discuss other animals that we have learned about that are endangered throughout the unit.

2. Does this make sense? How can a Komodo dragon be endangered if it is so feared and dangerous? a. Move topic into discussing the poaching of animals, both Malaysian tigers and Komodo dragons. 5. Adaptations for Multiple Perspectives: a. Full Class Debate b. There are thousands of animals killed every year by poachers. Poachers hunt endangered animals like the Komodo dragon. 1. What other animals do we know that are endangered? ii. Have students go into two different groups, one labeled Poachers, one labeled Conservationists iii. Students will discuss why the poachers might poach, and then what the conservationists might try to do to stop them.

1. Difficult Topic: Is there any good reason to poach? (NO!) This will be difficult for the students assigned as poachers to defend potentially. Choose the students wisely and try to include as many perspectives as possible! 6. Adaptations for Diverse Learners: a. Students with developmental delays and learning disabilities will be encouraged to think about why an animal might be endangered. i. Have students think about what animals they own or have seen before and why the animal might be in danger of being hurt. This should help to make the topic more relatable to the students. ii. Students can be given Venn Diagrams to complete comparing household pets to exotic species found all over the world. 1. What household pets would be considered exotic that can lie in the middle of the Venn diagram? 7. Lesson Sequence for Diverse Learners: a. The lesson sequence will be the same to the lesson sequence above with the following exceptions: i. Students will be encouraged to share their ideas and information at our debate between poachers and conservationists with additional photos and translations for students when necessary. ii. They will represent the at home side of the debate and have students think about how they would feel if their pets were being hunted. 8. Informal Assessment: a. Eye contact i. Does each student meet the gaze of the teacher and come to show understanding of topics being discussed? b. Full Participation in Class Discussions and Debates i. Are there any students who clearly are not participating in the discussion or are not attempting to be a part of the class?

9. Formal Assessment: Students will be evaluated on the following based on their actions during class time and the debate. I will be looking for how well they were able to answer questions during class based on the following: a. Students will learn basic facts about Indonesia i. Where is Indonesia? ii. How big is Indonesia? iii. What is an archipelago? b. Students will learn about wildlife in Indonesia i. Can a Komodo dragon fly? ii. How can we protect our endangered species? 10. Methods for Promoting Higher-Level Thinking: a. Have students find facts and organize just how many of each of the endangered animals we have talked about there is left. i. Make a graph and a poster board with the findings on it. ii. Keep track of how endangered animals are doing throughout the world and encourage students to contact local animal shelters or community organizations that help endangered animals around the world! 11. Methods to Promote Student-Centered Learning through Technology: a. Give students the technology and resources to look up the statistics on each of the endangered animals in the world i. www.nationalgeographic.com 1. Good website to provide the overview of why some animals are endangered. ii. World Wildlife Funds list of top 10 endangered species 1. http://www.telegraph.co.uk/earth/wildlife/6927330/Top-10-mostendangered-species-in-the-world.html 12. Ideas for Cross Curricula Integration:

a. The lesson has many different perspectives, from the scientific conservationist to the hunting poacher. Students are encouraged to think about how science and social studies cross paths constantly. Cross curricula integration is seen when the students are engaged into thinking about endangered animals as well and where/when they are seen. Something like this may be entirely new to a student from Iowa that only sees squirrels and cows in their lives on a daily basis. Stretch out the lesson to cover civics and the duty of a citizen to protect wildlife. Even dragons! 13. Reflection: With the debate between the poachers and the conservationists, have the third grade students not try and think about why poaching might be good or bad but instead, why poachers do it. The money involved in the skins of rare animals and so on. This lesson is to broaden the students ideas of different animals that are endangered and that not all of them need to be cute little tiger cubs. Instead, have the students think about why people may kill endangered species and what can be done to stop them. Overall, the main goal throughout the unit is to have students learn to think about other countries in the world and their geography. In addition to the safety of our environment, endangered and non-endangered animals, and the world we live in as a whole. Try and create a view of openness and empathy for all nations and all animals throughout the unit.

References Chapin, J. R. (2009). Elementary Social Studies. A Practical Guide. Retrieved from

References Chapin, J. R. (2009). Elementary Social Studies. A Practical Guide. Retrieved from https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx?assetMetaId= ecdde7cc-06f0-4954-9c2e-b04c4a82257c&assetDataId=900674e3-0cdd-449f-99a5756edb149d95&assetpdfdataid=8792d28f-d8be-4486-9060-e03da3517e37. ICCSD Standards, and Benchmarks -- Social Studies. (2009). Retrieved from http://www.iowa city.k12.ia.us/curriculum/standards_and_benchmarks_reports/social_studies.html Obenchain, K. M., & Morris, R. V. (2011). 50 Social Studies Strategies for K-8 Classroom (3rd ed.). Retrieved from https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx.