Download Discovering Asia Lesson Plan

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.