EDES 301 Lesson Plan

Designer (s): Kate Klassen

Subject: Social Studies
Logistics:

Grade: 8

Topic: From Isolation to Adaptation: Japan

Curriculum
outcome:
(copy directly from
Program of Studies)
Indicate strand,
number, etc.

General Outcome
Through an examination of Japan, students will demonstrate an
understanding and appreciation of the ways in which beliefs, values
and knowledge shape worldviews and contribute to a societys
isolation or adaptation.
Specific Outcome
8.1.5 analyze the effects of cultural isolation during the Edo period by
exploring and reflecting upon the following questions and issues:
How did the physical geography of Japan affect its
worldview? (LPP, PADM, TCC)

Lesson
objective(s):
(Students will be
able to.)

Students will be able to explain how the physical geography of Japan

affected its worldview.

Context:
(1-2 sentences of
where this lesson
fits into the unit)

This is the second lesson in the unit. This lesson follows the
introduction to Japan and their historic timeline- specifically the Edo
period (1603-1868).

Resources:
(include links,
textbooks,
materials)

My Worldview textbook, My Worldview teacher resource.

Youtube video: https://www.youtube.com/watch?v=WA4iX5D9Z64
Printed maps of Japan and surrounding area, premade notes, pencil
crayon, personal devices, blindfolds, tables and chairs for obstacles.

Considerations:
Learning styles &
Multiple
intelligences:

Musical- music video

Auditory/visual-lecture
Kinesthetic/interpersonal- separation game
Visual- Where is Japan? activity
Linguistic- think, pair, share

Use of technology:

Prezie, youtube, internet, personal devices

Engaging
instruction:
Tate / CL /

Humor- opening video connection

Technology/visuals- lecture
Movement/games- separation game
Drawing and artwork- Where is Japan? activity
Brainstorming and discussion- Think, pair, share

Assessment:
(How will you
collect evidence of
learning?)

Exit card

EDES 301 Lesson Plan

Designer (s): Kate Klassen
Introduction
(Include anticipatory set, sharing of lesson objectives, etc.)

Notes
Reminders
Timeline

Anticipatory set: Taylor Swift music video- We are never getting back
together (play first minute, then explain how it relates to topic/bridging).

3 minutes

Objectives: Students will be able to list different ways of how the physical
geography of Japan affected its worldview.
Activities
(Step by step - what is going to happen during the lesson?)
Project- Where is Japan? activity; find elevation map of Japan on personal
devices and color different elevations and rivers on the provided map. Label
neighboring countries.

10 minutes

Role playing, simulations, and gaming- Separation game; student has to

direct blindfolded partner across the room and through obstacles (around
chairs tables, and other student partners). To ensure safety the blindfolded
student will hold on to the shoulders of the lead student and just follow. All
students will participate at the same time

10 minutes

Exploratory teaching- Students will be filling in blanks in pre-made notes.

Students will be searching for the answers on their mobile devices with their
elbow partners.

10 minutes

Debate and discussion- Think, pair, share; what geographical features would
likely affect the everyday lives of the people. Students will speculate with their
elbow neighbor about how the geography of Japan might affect their world
view and then write out their answer in the provided notes.

5 minutes

Conclusion
(How will you revisit the main ideas of the lesson, check for understanding,
assess learning, etc?
Summarize lesson

2 minutes

Exit card: Students will list at least two ways in which the physical geography
of Japan affected its world view.

5 minutes

Reflection:

EDES 301 Lesson Plan

Designer (s): Kate Klassen
Howd it go?
Next time:
Notes:

My anticipatory set begins with the popular song We are never getting back together to add
humor and a topic connection for the students- because of Japans geographical isolation.
Students will then move on the visually stimulating project, Where is Japan?, where they will be
engaged through drawing and artwork. Next I give the students an activity that gets students out
of their desk and moving around, by having them participate in the separation game. The goal is
to show how easy it is to stay isolated if there are barriers (ocean) in the way and build that
connection to how Japan stayed isolated. This activity is beneficial for the kinesthetic learners
and is also an engaging instructional strategy. I then go on to explain the geographical location
of Japan and what affect it had on their world view. This relates to the social studies strand, The
Land: Places and People. Also those students who are auditory and visual will benefit from
seeing pictures on the screen and hearing my explanation. Once that activity is complete
students will go on the Think, pair, share, where they will be able to discuss their ideas with their
elbow partner. Finally the exit card as an assessment will show me their understanding on how
the physical geography of Japan affected their world view.