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Discovering Asia A Discovery Learning Lesson Plan by Melinda Butler Grade Level: All Levels, Fits Indiana Social Studies Standards for Grade 7 Some Indiana standards can be covered in various grades. However, this can fit into other grade levels through the use of Literature. Purpose: An introductory lesson that encourages students to discover Asia through observations and inferences, and the Five Geographic Skills. Objectives: Through discovery learning students will observe and draw inferences about a region in Asia. They will be able to identify countries within that region, and discuss physical and cultural characteristics of the region. National Geography Standards: 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. 4. The physical and human characteristics of places. 6. How culture and experience influence people’s perceptions of places and regions. 8. The characteristics and spatial distribution of ecosystems on Earth’s surface. 9. The characteristics, distribution, and migration of human populations on Earth’s surface. 10. The characteristics, distribution and complexity of Earth’s cultural mosaics. 14. How human actions modify the physical environment. 15. How physical systems affect human systems. Indiana Standards 3.3.5 Explain how climate affects the vegetation and animal life of a region and describe the physical characteristics that relate to form an ecosystem. 3.5.2 Identify connections that the local community has with other communities, including cultural exchanges of several types, and ways that technology links communities in other places. 4.5.1 Identify ways that social groups influence individual behavior and responsibilities. 4.5.5 Give examples of the impacts of science and technology on the migration and settlement patterns of various groups. 6.3.5 Describe major cultural characteristics of regions 7.3.1 Explain the role of Earth/sun relationships in influencing the climate and ecosystems of Asia, Identify and compare physical and cultural sub-regions of Asia, 7.3.12 Investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income in Asia,. 7.3.13 Use maps, charts, and graphs to compare rural and urban populations in selected countries. 7.3.14 Analyze historical maps and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia 7.3.15 Use a variety of information resources* to identify current issues related to natural resources in selected countries in Asia, and examine contrasting perspectives on these issues. Materials: Blank Asia Map Books, Magazines, Photos, Writings, Artifacts Observation Worksheet Poster Board, Markers Procedures 1. Divide class into regional groups. Please note, the regions of Asia frequently differ, based on the judgment of the person making those divisions. You can move countries around to suit the goal you wish to attain with your students. The following is a suggested regional breakdown. a. Southwest Asia i. Bahrain, Iran, Jordan, Lebanon, Qatar, Syria, Israel, Iraq, Kuwait, Oman, Saudi Arabia, Turkey, Yemen, United Arab Emirates b. South Asia i. Afghanistan, Pakistan, Bangladesh, Maldives, Sri Lanka, India, Nepal, Bhutan c. Southeast Asia i. Brunei, Timor-Leste, Laos, Myanmar, Singapore, Vietnam, Cambodia, Indonesia, Malaysia, Philippines, Thailand d. Eastern Asia i. China, Mongolia, South Korea, North Korea, Japan e. Central Asia i. Kyrgyzstan, Tajikistan, Uzbekistan, Kazakhstan, Turkmenistan f. Northern Asia i. Siberian Russia 2. Provide each group an Observation Worksheet, Map, books, photos, and other materials from the region. Include writings as well – poems, fairy tales and chapter books. 3. Instruct students to identify elements of the physical and cultural landscape that are discernible in the resource materials through observation – PRIOR to reading anything! 4. Have them choose one picture book to read within their group, and continue to make observations. 5. Students make inferences, based on these observations, about the places and the people. What is that place like? How do the people live? Would you like to live there why or why not? 6. Students then choose some of the most interesting or their favorite photos to share, then read about that photo and share with the group. The group will create a brief presentation that will help to teach the class about their region, including locating it on the map. 7. Now have students go back to the books, read to check if their inferences are correct, what new information is learned, find answers to questions posed in the beginning. 8. Complete map of their region, filling in country names. 9. Each group will prepare a presentation to the class about their findings of the region. Extensions Provide numerous picture books that are related to each region prior to the introduction of the nonfiction resources. Have student’s use those to base their inferences on, and then introduce the nonfiction books to expand their observations and knowledge and have student’s compare and contrast the two.