Lesson Planning Template (Based on Wiggins & McTighe, Damian Cooper & MB Ed)

Grade/Course:

Grade 3 and 4 Social Studies

Unit:

Japan - Daily Life in Ancient Japan

Length of Lesson:

30 minutes (9:30-10:00)
Stage 1 Desired Results

1. General and Specific Outcomes (Knowledge, Skills & Attitudes/Values):

Cluster 4: Exploring An Ancient Society

(3.4.1) Daily life in an ancient society

KH-023: Describe characteristics of daily life in an ancient society. Examples: food,

clothing, shelter, work, social organization, family, education, religion, celebrations,
recreation

VH-007: Express interest in and curiosity about people, events and ways of life in the
past.

2. Essential Questions: The key questions we will answer are

What was daily life like for the Ancient Japanese?

What characteristics of daily life in Ancient Japan can be compared to our daily life today?
Why is it important to study events and ways of life in the past?
3.

Students will know. . .

How to work cooperatively in a group.

How to make predictions based on limited information on a topic.
Ancient Japanese people lived long ago and daily life was different for them than it is today.
People of different cultures have unique characteristics of daily life that are sometimes
dissimilar from our own.

4. Students will be able to. . .

Contribute ideas and express their opinions about Ancient Japan in a group setting.
Show their creativity and imagination by drawing a picture of themselves during Ancient
Japanese times.
Efficiently describe characteristics of daily life in Ancient Japan including; food, clothing, shelter,
family and work.

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Stage 2 Assessment Evidence (Assessment AS/OF/FOR Learning)

Assessment
Assessment Assessmen
Please indicate the purpose of your strategy by
For
Of
t As
using a check mark under the appropriate category.
(Formative)
(Summative
)

Strategy (Performance Task, Observation Checklist,

Interview, etc.):

Performance Task:
Students will be asked to use their imagination and
express their creativity by drawing a picture of
themselves during Ancient Japanese times. The picture
will be an individual representation of daily life in Ancient
Japan and will include characteristics described during
the lesson.

Criteria (Please list i.e. Rubric, Achievement Indicators from

Curriculum, Student or Teacher Generated):

Performance Task Criteria:

Student draws an age appropriate picture.
Student expresses imagination and creativity.
Picture includes several characteristics of daily life in
Ancient Japan as described during the lesson (food,
clothing, shelter, family and work).
Picture contains an average amount of detail which
reflects the amount of effort the student made.

Reflection Did these assessment strategies allow you to address the outcomes for
this lesson? Did the students learning meet your objectives?

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Stage 3 Learning Plan

Instructional Strategies For This Lesson
Consider learning styles, multiple intelligences, learner abilities and student interests.
1.

Activating

1. Tell the students we will be moving on with

our Japan unit by looking at the
characteristics of daily life in Ancient Japan.
2. Ask the students if they know what
ancient means.
-An era that existed a long time ago.
-A time long past.
Ancient Japan: 10,000 BC 1868.
3. Split the class into groups based on their
desk arrangements:
Team 1 Yokohama
Team 2 Sapporo
Team 3 Kyoto

2. Acquiring
1. Watch the power point Ancient Japan
Includes information on:
Clothing
Food
Shelter
Family and Work
2. Explain that I would like each group to go
through their predictions and check which
predictions they got right.
3. Have the each group share the number of
predictions they got right with the rest of the
class.

4. Have each group make predictions for

each category (clothing, food, shelter, family
and work).

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3. Applying
1. Have the students draw a picture of
themselves during Ancient Japanese times.
The picture should include some of the
characteristics of daily life shown in the
power point.
2. Give examples of items the picture could
include:
Traditional clothing worn during
Ancient Japanese times
Ancient housing
A traditional supper (draw everything
that would be included)
An Ancient Japanese family
Working in the rice fields

4. What about students who require

adaptation to the lesson?
EAL Student1. Make sure the student is close to another
student that can translate instructions from
English to Chinese when clarification is needed.
2. Include lots of pictures in the power point to
make the lesson as visual as possible.
3. Have the student label items in the picture in
Chinese and translate them later.

*Make sure the students label traditional

items and characteristics in their picture.

Resources/Technology:
SMART Board
Ancient Japan power point
Kids Web Japan (Website)
Kindergarten to Grade 4 Social Studies Documents
Adapted By : Brittany DesRoches
Learning Materials Required:
Pencils
Chart paper
Markers, crayons, pencil crayons
White paper
Cross-Curricular Integration:
ELA: Read a book about Ancient Japan.
History: Study wars fought during Ancient Japanese times.
Art: Study and make Japanese art.
Math: Teach students popular Japanese math games like Sudoku, KenKen, Algo and Puzzle
Dojo.

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