multiple intelligences & bloom's taxonomyrous.pbworks.com/f/s3_hsie_vietnam_tess.docx ·...
TRANSCRIPT
H.S.I.E- Stage 3
Study of a Cultural Group-
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 1
VietnamMultiple
IntelligencesBloom's Taxonomy: Six Thinking Levels
Knowing Understanding Applying Analysing Evaluating Creating
VerbalI enjoy reading,
writing & speaking
Write what you know about Vietnam
KWL
Research Vietnam’s animals and write an Information Report.
Complete an outline of a five-day itinerary for
your own imaginary visit to Vietnam.
Identify and compare Vietnam /Australia after watching the ‘Living in Vietnam’
video
Justify the need to promote traditional culture in Vietnam
Create a slideshow highlighting interesting aspects of Vietnam's
culture
MathematicalI enjoy working with numbers & science
Locate climate statistics including
monthly Min. & Max. temperatures,
rainfall, humidity etc and record them in a
table.
Rank 8 cities in terms of distance from the
capital. Mark the cities on a map.
Construct a map of Vietnam showing major cities /major landmarks.
Survey school members on their favourite overseas holiday destination. Record results on a graph using Excel
Make a comparison chart of distances, area,
population of Vietnam /Australia
Venn Diagram
Find a suitable Vietnamese recipe to
make -follow the measurements and make to share with
class.
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 2
VisualI enjoy painting
drawing & visualising
Using colour pencils/ textas draw a
Vietnamese animals inside the map of
Vietnam
Create a mandala reflecting aspects of
Vietnam life.BROW
Mark on the world map showing the location of
Vietnam.
Use a Venn Diagram to compare
Vietnamese and Australian cultures
Look at the class display of arts/artefacts &
resources and choose your favourite. Justify
your choice
Create a tourist brochure
Or poster promoting Vietnam.
KinaestheticI enjoy doing
hands-on activities
Make a short skit of a tourist bargaining for a product with a Vietnamese vender.
Video your skit.
Design and make an Artwork suitable for a
Vietnamese restaurantTAP
Make a slideshow depicting the various modes of transport in
Vietnam.BROW
Investigate Vietnamese games,
hobbies & leisure activities. Teach or demonstrate one to
the class.
Create a ‘red envelope’ with message from the
‘Tet’ celebration
Design and make a silk painting on Vietnamese
themeTAP
MusicalI enjoy making & listening to music
Locate a song about Vietnam. Read & understand lyrics.
Teach song to class.WINCE
Describe the instruments in a
Vietnamese orchestra. Download and listen to
Vietnamese music
Examine a piece of Vietnamese music and
write new lyrics.SCRAM
Make up a jingle to encourage tourists to respect Vietnamese
culture & their environment.
Perform your rap from the creating activity
Write a rap about Vietnam.
InterpersonalI enjoy working with
others
Identify core purpose of studies by using
the 5 W’s Tool. Start with "Why are we
learning about Vietnam?"
Formulate reasons and justification for
traditional Vietnameseclothing.
With a friend record how our school compares
with a school in Vietnam. Use the
activity sheet and a Venn diagram.
In a small group use a Fishbone Chart to
analyse the cause and effect of tourism in
Vietnam
Organise a class debate on the features of the
‘Tet’ celebration
Devise a plan to present to the Vietnamese
Government to stop the negative effects of
tourism.
IntrapersonalI enjoy working by
myself
Read the history of chopsticks.
Write a Procedure on how to use chopsticks.
Visualise you are in Vietnam Y Chart
Construct a LDC on Buddhism in Vietnam
Mind Map all the things you have learnt
about Vietnam
Carry out a of SOWC Analysis tourism in
Vietnam
Create a menu for a Vietnamese Restaurant
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 3
Foundation Statement
Stage 3Human Society and Its Environment
Change and Continuity, Cultures, Environments, Social Systems and Structures
Students explore the principles of Australian democracy and explain its development over time. They investigate significant events in Australia's past and explain the implications for the development of Australian identity, heritage and cultural diversity. They locate information from a variety of primary and secondary sources, presenting their findings in a range of ways.
Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian and community identity. They explore cultural diversity by examining how cultures change through interactions with other cultures and the environment.
Students analyse Australian and global environments, identifying environmental issues and problems and they explore in which individuals and groups can contribute to solutions for these. They investigate human interactions with environments and recognise ecologically sustainable development. Students recognise various beliefs and practices and explain how these influence interactions with environments. They sketch, label and use maps, applying appropriate conventions and terminology.
Students identify Australia's social and economic connection to the world and the rights and responsibilities of Australian and global citizens. They examine decision-making processes at state and federal levels and explain the structures, roles and responsibilities of government. They examine changes in work practices and the rights and responsibilities of producers and users of goods and services. Students apply knowledge of participatory democracy to formulate plans and create possible solutions illustrating fairness and social justice for school, local, national and global problems.
Overview: This unit provides opportunities for students to develop understanding and appreciation of traditional Vietnamese culture and how it has changed as a result of interactions with other cultures. Vietnamese culture is used as an example only. Teachers may wish to study another cultural group in Indonesia or from another country in the Asia–Pacific region.
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 4
Outcomes and Indicators
CUS3.4Examines how cultures change through interactions with other cultures and the environment.
Examines cultures within another nation. Compares cultural change in Australia with
cultural change in other nations. Identifies the impact that the environment can
have on any culture. Identifies the influence of technology on cultural
change, eg television, Internet, satellite, short-wave radio, and fax.
Examines how cultural diversity causes cultural change, including conflict.
Recognises examples of stereotyping, sexism and racism.
Explores cultural change in their own country of origin or in a country of interest.
ENS3.6Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
Examines factors that may give rise to different views about the care of places, eg economic circumstances, occupation, age, gender, interest in heritage.
Evaluates alternative views about the use of natural and built environments, eg economic versus sociocultural perspectives.
Examines how natural, cultural, religious, historical, economic and political factors can influence people’s interactions with environments.
Examines issues associated with differing values about natural and built environments, using a variety of sources, including the media.
Resourcesinterviews with people who can provide information on Vietnamese culture, eg former residents of Vietnam or people who have lived in, worked in or visited Vietnam (parents, teachers, friends), travel agents.
Links to other KLA’sEnglish: The structure and language features of the text types students create and interpret (see above).Science and Technology: Content from the Built Environments strand.Creative and Practical Arts: Performance, models.
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 5
Outcome Links:English
TS3.1 : Communicates effectively for a range of purposes and with a variety of audiences to express well- developed, well organised ideas dealing with more challenging topics.
TS3.2: Interacts productively and with autonomy in pairs and groups for various sizes and composition, uses effective oral presentation skills and strategies and listens attentively.
RS3.5: Reads independently an extensive range of texts with increasing content and responds to themes and issues.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
W3.9: Produces a wide range of well- structured and well presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
WS3.12 : Produces texts in fluent and legible style and uses computer technology to present these effectively in a variety of ways.
Mathematics DS3.1: Displays and interprets data in graphs with scales of many – to
one correspondence. MS3.3 : Selects and uses the appropriate unit to estimate and measure
volumes and capacity. MS3.4; Selects and uses the appropriate unit measuring device to find
the mass of objects. SGS3.3: Uses a variety of mapping skills.
Science and Technology DMS3.8: Develops and resolves a design task by planning,
implementing, managing and evaluating design process.
Outcome Links:Creative Arts
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 6
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks.
MUS3.1 Sings, plays and moves to a range of music individually and in groups, demonstrating a knowledge of musical concepts.
MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts.
DRAS3.1 Develops a range of depth and sustained roles. DRAS3.3 Devises, acts and rehearses drama for performance to an
audience.
Teachers need to check the suitability of the websites for their class/school based upon cultural, parental and school expectations. Websites change frequently so teachers need to vigilantly review them to assess ongoing suitabilityGeneral Information
http://www.teachers.ash.org.au/jmresources/countries6/vietnam.html
http://www.thingsasian.com/goto_article/article.844.html
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 7
http://vnca.org.au/sa/Arts_Culture/tet2004.htm
http://www.griessersoftware.com/vietanhw/index.htm
http://www.vietnamtourism.com/
(Tet Celebration) http://www.thingsasian.com/goto_article/article.844.html
Free Travel Brochures Online
http://www.etbrochures.com/brochure_list.asp? ref=go7&sitecode=etb&sType=&DestinationID=104&ActivityID=0&SupplierID=0
Traditional Costumes http://www.acjc.edu.sg/Spectra/VibrantCulture/Vietnam/
vietnamese_traditional_custume.html
http://www.trucxanh.org/myvsa/htmls/costumes.html
Clothing http://vietnameseartwork.com/Asian_Oriental/Art/
AoDaiChildrenVietnameseTraditionalDress.htm
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 8
Learning ExperiencesLearning Sequence 1: What Do We Know about Vietnam?
Ask whether any students have visited Vietnam and what they know about Vietnam.
View Video Life in Vietnam. Discuss why people choose to visit Vietnam as tourists. . Brainstorm the differences between Vietnam and Australia. Students may be able to bring in Vietnamese artifacts to display..
Date Evaluation
Learning Sequence 2: Traditional Culture ––1. Chinese Zodiac Read information about Chinese zodiac. Discuss the differences between Chinese and
western Zodiac. Have the ‘year’ groups note characteristics of their animal. Colour and display Chinese Zodiac signs in classroom.
Date Evaluation
Learning Sequence 3: Traditional Culture – Tet Celebration Read and research information on ‘Tet’ celebration. Have students compare and debate issues related to the Tet Celebration.
Including: celebrating everyone’s birthday on the same day forgiving all ill feelings and bad doings. forgiving all debts. complete ‘Tet’ celebration by making a red envelope and accompanying promise/verse.
Date Evaluation
Learning Sequence 4 : Customs and Clothing of Vietnam Locate images Vietnamese clothing. From the images write a description about the traditional style of clothing. Why do they wear this style – history of clothing,.
Date Evaluation
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 9
Present an illustration and label the clothing.Learning Sequence 5: Artwork and Symbolism of Vietnam
Observe images of Vietnam – internet/video/artworks. Closely examine Vietnamese Silk paintings. Draw an image that bests represents Vietnam. Create a silk painting for display.
Date Evaluation
Learning Sequence 6: Food of Vietnam – History of Chopsticks / Rice Bowl
Locate information and images of Vietnamese food. List ‘unknown’ foods (fruits/vegetables) for discussion -locate
information about unknown food. Locate recipes or names of traditional foods/ Prepare or arrange Vietnamese meals
(week 10). Research information about chopsticks and learn how to use them.
Date Evaluation
Learning Sequence 7: Tourist Industry Locate a number of Vietnamese travel brochures /List the main tourist attractions. Discuss the role played by the tourist industry in maintaining and highlighting
traditional Vietnamese culture. Have students (in groups,) examine tourist brochures to identify how traditional Vietnamese culture is presented in advertising/promotions/tours, noting aspects that are not featured. They could then compare this with the way the Australian culture is portrayed in similar brochures.
Completing the following statement: ‘Traditional Vietnamese culture is promoted by:
Date Evaluation
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 10
Learning Sequence 8: Cultural Change – How and Why Is Traditional Vietnamese Culture Changing?
Interview people who are familiar with Vietnam. Research (eg using websites, factual texts and tourist guides), how people live in
Vietnam today. Answer: Are all people still living traditional village lifestyles? What traditions continue
today? Why do they continue (for what purpose/s)? What aspects of traditional lifestyle have changed (eg dress, music, food, employment, technology, housing, land care)? What has caused these changes (new industries, tourism)? Have these changes occurred amongst all people in Vietnam? Have the changes occurred slowly or rapidly?
Students complete a chart of the changes.
Date Evaluation
Learning Sequence 9 Reflection
Have students reflect on ways in which Vietnamese culture has changed and is continuing to change. Discuss positive/negative effects of these changes for the Vietnamese people. Add information to a retrieval chart.
Have students develop consequence charts so that they explore value positions based on some current issues, eg environmental, religious or political issues, confronting the Vietnamese people and tourists, eg land sales for the development of golf courses, the use of religious symbols on holiday T-shirts, wealth disparities, pollution.
Have students design a travel brochure for Vietnam including features identified during the unit. Encourage the use of design/publishing software.
Date Evaluation
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 11
Culmination Prepare traditional Vietnamese meals. Set the table with a menu with artwork. Taste samples of different variations of Vietnamese food. Discuss like and dislikes
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 12
Mapping Skills
Colour
Country
Red Vietnam
L Green Cambodia
Yellow Thailand
Orange Myanmar
Purple China
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006
BRAINSTORMINGI think
therefore I am
What a great idea!
TOPIC:
Name:_ ________ Class:________
13
D Green Philippines
Pink Taiwan
Brown Indonesia
L Blue Japan
Black Laos
Locate and label the following:
* South China Sea * Bay of Bengal * East China Sea * Equator
* Pacific Ocean * Indian Ocean. * Tropic of Cancer * Sea of Japan
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 14
VIETNAM - ATLAS ACTIVITY Symbols on a map
1.Vietnam has many cities mark these important ones with a red dot
a. Hanoi
b. Ho Chi Minh City
c. _________________
d. _________________
2.An important river is the Mekong draw a blue line.
3.The highest mountain is Fan Si Pan draw a green triangle in it’s
location.
4.Vietnam is in the South China Sea draw blue waves to mark it.
5. Draw a compass.
6. Record Vietnam’s land area.
7.Colour the Flag .
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 15
SIGNS OF VIETNAMWhat is the significance of this symbol?______________________________________________________
Vietnamese and Chinese New YearVietnamese people celebrate the Chinese Zodiac. The Chinese Zodiac represents each year with an animal. What is your animal?
According to the Chinese calendar, the year you were born may determine your personality. Every year is represented by an animal, and legend has it that people born under that animal have certain personality traits. So just for fun, find your birth year and that year's animal, and see what the Chinese Zodiac says about you. Write down the aspects and what you agree with and what you do not agree with.
These are the aspects of my animal I agree or my comments
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006
Depart AustraliaArrive at Noi Bai Airport.
Welcome by your guide and transfer to your selected hotel
in Hanoi.
Day at leisure in Hanoi. Tour the markets and meet the local
people. Evening: enjoy dinner and water-puppet show, Overnight in
Hanoi.After breakfast, Hanoi city tour which includes: Ho Chi Minh Mausoleum, One-Pillar Pagoda, Temple of Literature, Hoan Kiem Lake, Ngoc Son Temple. After lunch, transfer to Ha Long Bay via Hai Phong Port. Sightseeing: Du Hang
Pagoda, Hang Kenh Temple. Arrive in Ha Long and check-in at your hotel. Dinner and overnight in Ha Long.
Vietnam at a Glance
17
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006
After breakfast, board your boat for a 6-hour cruise on Ha Long Bay: visit Thien Cung and Bo Nau Grottoes. Stop for swimming
if weather permits. Seafood lunch on board.
After breakfast, transfer to the airport for morning flight to Hue. Transfer to your Hotel. Then take a boat cruise on the Perfume River. Stop at Thien Mu Pagoda and Emperor Minh
Mang Tomb. Lunch. Afternoon, visit the Imperial Citadel and Emperor Khai Dinh Tomb. Dinner
and overnight in Hue.After breakfast, early departure from Hue for drive to Da Nang via the Hai Van Pass. Stop at the local fishing village and Lang Co Beach. Arrive in Da Nang and visit the Cham Museum and the Marble Mountain. Lunch en route. Continue to the Ancient Town of Hoi An, visit the Japanese Bridge, Phuc Kien Pagoda, Phung Hung Old Merchant House, and Quang Dong Assembly
House. Dinner and overnight in Hoi An.After an early breakfast, transfer to Da Nang Airport for morning flight to Ho Chi Minh City. Welcome at Tan Son Nhat Airport and transfer to your selected hotel in Ho Chi Minh City. On
the same morning, visit the Old Colonial Residential Quarter and Vinh Nghiem Pagoda.
Lunch. After lunch, visit the War Remnants Museum, China town, Ben Thanh Market,
Reunification Palace and Notre-Dame Cathedral. Dinner and Overnight in Ho Chi Minh
City.
After breakfast, transfer by coach to My Tho. Board a sampan for cruise on the Mekong River and canals. Visit Thoi Son Islet,
Qui Islet. Return to Ho Chi Minh City. Free at leisure and shopping. Dinner and overnight in Ho Chi Minh City.
Ho Chi Minh City and departureFree until transfer to Tan Son Nhat Airport for departure to Australia
18
English to Vietnamesehttp://www.griessersoftware.com/vietanhw/index.htm
Downloaded website Vietnamese first 1000The closest matching word will appear in the highlighted line in the dictionary. Any words in parentheses are optional and simply help to clarify the meaning of the dictionary entry.
Locate these words and write the Vietnamese word Try some on your own
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006
English VietnameseAustraliaboyBuscatdogfathergirlMondaymotherschool
English Vietnamese
19
CLOTHING OF VIETNAM
Tet Celebrationhttp://www.thingsasian.com/goto_article/article.844.html
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 21
http://vnca.org.au/sa/Arts_Culture/tet2004.htm
Draw your own Tet Envelope using red brenex paper and a gold pen
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 22
Vietnam- A Cultural Study (Stage3)Name: __________ School ___________
Please spend a few minutes filling out this evaluation, so that we can continue to improve this unit over time. Please email your evaluation to TESS. [email protected]
The areas which worked the best:
The areas which need to be improved:
I would like to see more:
Teachers Educational Software Solutions Pty. Ltd. 2003 - 2006 23