UPT-Universal+Planning+Tool

WORKING DOCUMENT: Please feel free to add to or edit this document (it is helpful to use a different color to indicate changes)

**Working Title:** JAPAN

**Content Standards:** 1.3.5: Explain how a civilization/nation’s arts, architecture, music, and literature reflect its culture and history. 1.3.6: Analyze how specific individuals and their ideas and beliefs influenced world history. 1.4.9: Identify selected countries and determine the advantages and challenges created by their location. 1.10.21: Analyze how resources or lack of resources influenced a nation/region’s development (e.g., diversification vs. one-crop economies). || State Standards: 2.10: Evaluate the relationship of the environment to family and consumer resources. 7.12: Explore the relationship between food and culture. 8.9: Practice correct safety, sanitary, environmental practices used in food preparation. 8.10: Select and use equipment correctly in food preparation. || State Standards: 1: Students will define their information needs and identify effective courses of action to conduct research and solve problems. 2: Students will understand and demonstrate information skills and strategies to locate and effectively use print and non-print resources to solve problems and conduct research. 3: Students will apply information from a variety of sources and formats using evaluative criteria to interpret, analyze, organize and synthesize both print and non-print material. <span style="font-family: Arial,Helvetica,sans-serif;">4: Students will use appropriate technology(s) and format(s) to clearly present information gathered from a variety of print and non-print resources.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Social Studies Grade 7 || <span style="font-family: Arial,Helvetica,sans-serif;">Family and Consumer Science Grades 5-8  || <span style="font-family: Arial,Helvetica,sans-serif;">Information and Technology by Grade 8  ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif;">State Standards:

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will operate school hardware and demonstrate the ability to use the school network to access and utilize software, independently.

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will demonstrate the ability to independently use personal productivity software and multimedia to create products in a wide range of formats (newsletters, budgets, brochures, imported graphics, web pages, digital movies, etc.).

<span style="font-family: Arial,Helvetica,sans-serif;">5: Students will identify hardware and software problems that accompany everyday use and seek assistance.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">6: Students will demonstrate the responsible, legal and ethical use of information resources, computers and other technologies. ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Purpose/Enduring Understanding:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">1. Culture is grounded in the shared customs, beliefs, ideas, & institutions of a group of people. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">2. Geography/Environment has an ongoing effect (both predictable and unpredictable) on groups of people and their cultures. <span style="display: block; font-family: Arial,Helvetica,sans-serif;">3. The more interdependent the world becomes the more crucial it is to understand other cultures.

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Essential Question(s):** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">1. What defines a group/culture? <span style="display: block; font-family: Arial,Helvetica,sans-serif;">2. How does environment affect culture? <span style="display: block; font-family: Arial,Helvetica,sans-serif;">3. Why do we need to understand about other cultures in order to coexist in today’s world?

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Work Habits:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Following Directions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Working Independantly <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Working Collaboratively <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Managing Time and Organizing Work <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Demonstrating Mastery of Technology Tools <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Thinking Critically <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Demonstrating Reflective Thinking and Practices <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Using Information and Technology Ethically and Responsibly

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Thinking Skills:** <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Describe Relationships between culture and food customs <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Connect history with current existence <span style="display: block; font-family: Arial,Helvetica,sans-serif;">Describe Japan <span style="display: block; font-family: Arial,Helvetica,sans-serif;">**Formats of Products and/or Performances:**
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Research Project/Digital Story (SS): Students will research Japan<span style="font-family: Arial,Helvetica,sans-serif;"> and locate information/pictures including but not limited to; general history, culture/customs, economics, government, and agriculture/manufacturing. Based on the information and pictures gathered about Japan<span style="font-family: Arial,Helvetica,sans-serif;">, students will create a digital story using Windows Movie Maker that will illustrate an understanding of Japan<span style="font-family: Arial,Helvetica,sans-serif;">; its history and current standings in the world. This presentation should provide someone with a basic knowledge base about the country. It is expected that students will use NoodleTools (SMS will orient students) to create their works cited. Students will post digital story to class Google Group for peer review.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Podcast (SS): Students will record a podcast using Audacity and respond to one of 3 reflective questions (pertaining to their research of Japan<span style="font-family: Arial,Helvetica,sans-serif;">) provided by SS teacher.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Research Project/Poster (FCS): Each lab group (3 students) will take the research done in SS one step further by exhibiting through a poster how each area researched affects the food production and consumption in Japan<span style="font-family: Arial,Helvetica,sans-serif;">.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Recipe Search (FCS): Based on student’s research on Japanese food culture and history, students will plan a traditional Japanese meal and re-create one dish (teacher will provide each lab group with their meal component; for example main dish, appetizer, side dish, etc.) from that meal during a food lab where all kitchens will share their dish buffet style.

1. SS Research Project: A group of middle school students traveling to Japan who want to have some background knowledge before visiting the country 2. SS Podcast: A classroom teacher 3. FCS Research Project: A middle school student who is interested in Japanese food and it's origins 4. FCS Food Lab: The school's Japanese teacher
 * Audience:**

You are a student who must present your information and educate a group of middle school students who are traveling to Japan
 * Role of Learner in task:**

individual small group
 * Instructional arrangement(s):**

NoodleTools Window Movie Maker CultureGrams Audacity (Podcast) Internet
 * Technology or resources suggested:**

Instruction on use of Windows Movie Maker and NoodleTools Create Assessment Tool(s) Provide direct instruction Provide students with access to portable laptop cart
 * Collaborative teaching roles and responsibilities:**

SS: 3 weeks FCS: 1 1/2 weeks
 * Timeline:**