Electronic Mail Links with Malang, East Java

Six week lesson plan
for Middle Primary aged children
studying Indonesia

Studies of Society and the Environment

Strand

Organiser

Outcome

Activities Associated with Indonesian Studies

Time, Continuity and ChangeInterpretation and Perspective

Understanding the Past2.3 Identifies aspects of environments and family ways that have endured or lasted.

2.1 The students shall identify similarities and differences in the lives of different generations and cultures.. Compare aspects of ways of life in a Javanese and Australian households that have endured change.
. Brings objects, toys, utensils to school that the student is able to accurately label.
. Describe from photographs, supplied by children in Malang and Hobart, personal accounts relating to their environment.

. Display and label objects brought to school by children that can be easily identified as object with a purely Australian identity. Ask the children in Malang Indonesia to list objects from their own local community that they identify as Indonesian.
. Compare clothing styles between Indonesians and Tasmanian children and adults.
. Ask children to send email to Malang children with rules for a typical Australian playground game eg skipping rhymes
. Record different foods/diets between East Javanese and Tasmanians.

Place and SpacePeople and PlacesCare of Places

Features of Places2.5 Describe choices people make in their use of places.2.6 Identifies how different communities cooperate to care for places in a community such as Malang and Hobart

2.4 Use symbols to describe the location of both Malang and Hobart relative to each other.. Describe the different styles of housing in both Malang and Hobart
. Describe how climatic conditions dictate teh styles of the houses in both cities.
. Look at how girls and boys, women and men use facilities in different ways. Look in particular at religious buildings and how importantthe mosque is to the followers of Islam..
. Explain to children in Malang the Landcare programme and how children in Australia work to protect and rehabilitate the environment.
. Share how children work within their own families to help around the house.
. Compare use of natural resources such as water.

. Children should be able to recognise symbols of their own natural and built environments.
. Have students draw a simple plan of their houses adn describe how the location of the roomos is related to other members of the family. (These pictures are to be exchanged by children in Malang and Hobart)
. Identify on a map of Tasmania that distinguish places of interest both natural and man made.
. Identify the islands of Java and Tasmania on a globve of the earth . Use alpha-numeric references (such as A3) to locate places on maps of Java and Tasmania

CulturePersonal, group and cultural identity.ResourcesPeople and WorkManagement and enterpriseNatural and Social SystemsPolitical and Legal SystemsEconomic SystemsInvestigation, Communication and ParticipationCommunicationParticipation

Cultural Cohesian and Diversity2.9 Describes rules and responsibilities of memebers of families and schoolsUse of Resources2.11 The student identifies the ways in which people cooperate with and depend on one another in their work.2.12 The student is able to suggest ways to manage individual and group resources.Natural Systems2.14 The children should be able to identify why groups and communities have rules2.15 The children should be able to describe ways people obtain goods and services in their local communityInvestigation2.17. The students are able to express a personal view of the meaning of data gathered.2.18 At this level the student should be able to explore a variety of group work strategies.

2.8 Children at this level should be able to describe practices customs and traditions of their local community... Compare roles of males and females in traditional Indonesian tales (eg The Blooming Flower of Flores and Putri and the Snake
. Look at the role of political leaders (or local community leaders) in their daily lives.
. How have the roles of children changed over the years in both communities. Has there been any changes?
2.10 The student identifies that goods and services are made by combining a variety of resources. Comparison of different skills, abilities and talents of children and adults in Java. eg Batik making, wood carving.
. Look at different types of work in both countries. How do peoples in both countries rely on paid and unpaid workers. eg community helpers.
. The students are able to discuss why it is necessary to conserve resources.
. The students will be asked to prepare questions for guest speakers from local Indonesian community in Hobart and students in Malang about the way resources are managed in Indonesia.
. Help plan and run an Indonesian meal in the classroom. Invite Indonesian visitor to assist in cooking a meal of nasi goreng.
2.13 The student is able to describe ways in which elements of natural systems form communities.. Compare school rules at SNDP Malang and at Fahan school.
. Share particular rules with children in both school communities.
. Show an appreciation for the different rules in both countries.
. Ask children to compare items bought for everyday use at local shops. List items and uses.
. Compare goods and services in both communities. eg transport.
. Describe a shopping experience in both countries. Look at supermarkets. Compare prices for similar products in both countries.
What factors make some items more expensive in one country?2.16 The students are able to select, compare and categorise relevant informtion.. Interpret data supplied by children in Malang on heights, interests, favourite, food and favourite colours. Place data in a graph
. Develop a shadow puppet play on Putri and the Snake or another traditional Indonesian tale.
. Come to an understanding of the differences and similarities of children in both East Java and Tasmania.
. Interpret information supplied by children in Malang and send relevant information using electronic mail with children in Malang
. The student sshould be aable to use teh multimedia resources in classroom to learn more about Indonesia.
Children should also be able to contribute to projects already commenced by previous class groups.
. Use software programmes to create a multimedia story on Putri and the Snake.

. Ask children to compare places of important cultural or religious identity (comparative study of Islam and Christianity)
. Compare and particiapte in dances both Indonesian and Australian (eg the Bush dance - The Haymakers Jig)
. Compare important dates on the calendar (Christmas, Hindu and Muslim holy days, Idonesian Independence day and Australia day)
. look at the different types of naturalresources in both Java and Malang. (eg timber and minerals) . Identify the different sues of different types of resources from natural state to consumer. (make a meal of nasi goreng in classroom). Use of rice as compared to what products.
. Ask students to draw a cartoon strip that demonstrates the making of a traditional Indonesian meal.
. Look at the way people in Indonesian communities work together for their community.
. Discuss how communities in a farming district or at a fishing village depend on their environment for their livelihood.
. Ask the girls to searvh for information on Indonesianfrom a range of sources...State and school libraries, CD ROMS and the internet.
Prepare information and share with class with eventual aim of publiscation on internet.

Studies of Society and the Environment
Strand	Organiser	Outcome	Activities Associated with Indonesian Studies
Time, Continuity and ChangeInterpretation and Perspective	Understanding the Past2.3 Identifies aspects of environments and family ways that have endured or lasted.	2.1 The students shall identify similarities and differences in the lives of different generations and cultures.. Compare aspects of ways of life in a Javanese and Australian households that have endured change. . Brings objects, toys, utensils to school that the student is able to accurately label. . Describe from photographs, supplied by children in Malang and Hobart, personal accounts relating to their environment.	. Display and label objects brought to school by children that can be easily identified as object with a purely Australian identity. Ask the children in Malang Indonesia to list objects from their own local community that they identify as Indonesian. . Compare clothing styles between Indonesians and Tasmanian children and adults. . Ask children to send email to Malang children with rules for a typical Australian playground game eg skipping rhymes . Record different foods/diets between East Javanese and Tasmanians.
Place and SpacePeople and PlacesCare of Places	Features of Places2.5 Describe choices people make in their use of places.2.6 Identifies how different communities cooperate to care for places in a community such as Malang and Hobart	2.4 Use symbols to describe the location of both Malang and Hobart relative to each other.. Describe the different styles of housing in both Malang and Hobart . Describe how climatic conditions dictate teh styles of the houses in both cities. . Look at how girls and boys, women and men use facilities in different ways. Look in particular at religious buildings and how importantthe mosque is to the followers of Islam.. . Explain to children in Malang the Landcare programme and how children in Australia work to protect and rehabilitate the environment. . Share how children work within their own families to help around the house. . Compare use of natural resources such as water.	. Children should be able to recognise symbols of their own natural and built environments. . Have students draw a simple plan of their houses adn describe how the location of the roomos is related to other members of the family. (These pictures are to be exchanged by children in Malang and Hobart) . Identify on a map of Tasmania that distinguish places of interest both natural and man made. . Identify the islands of Java and Tasmania on a globve of the earth . Use alpha-numeric references (such as A3) to locate places on maps of Java and Tasmania
CulturePersonal, group and cultural identity.ResourcesPeople and WorkManagement and enterpriseNatural and Social SystemsPolitical and Legal SystemsEconomic SystemsInvestigation, Communication and ParticipationCommunicationParticipation	Cultural Cohesian and Diversity2.9 Describes rules and responsibilities of memebers of families and schoolsUse of Resources2.11 The student identifies the ways in which people cooperate with and depend on one another in their work.2.12 The student is able to suggest ways to manage individual and group resources.Natural Systems2.14 The children should be able to identify why groups and communities have rules2.15 The children should be able to describe ways people obtain goods and services in their local communityInvestigation2.17. The students are able to express a personal view of the meaning of data gathered.2.18 At this level the student should be able to explore a variety of group work strategies.	2.8 Children at this level should be able to describe practices customs and traditions of their local community... Compare roles of males and females in traditional Indonesian tales (eg The Blooming Flower of Flores and Putri and the Snake . Look at the role of political leaders (or local community leaders) in their daily lives. . How have the roles of children changed over the years in both communities. Has there been any changes? 2.10 The student identifies that goods and services are made by combining a variety of resources. Comparison of different skills, abilities and talents of children and adults in Java. eg Batik making, wood carving. . Look at different types of work in both countries. How do peoples in both countries rely on paid and unpaid workers. eg community helpers. . The students are able to discuss why it is necessary to conserve resources. . The students will be asked to prepare questions for guest speakers from local Indonesian community in Hobart and students in Malang about the way resources are managed in Indonesia. . Help plan and run an Indonesian meal in the classroom. Invite Indonesian visitor to assist in cooking a meal of nasi goreng. 2.13 The student is able to describe ways in which elements of natural systems form communities.. Compare school rules at SNDP Malang and at Fahan school. . Share particular rules with children in both school communities. . Show an appreciation for the different rules in both countries. . Ask children to compare items bought for everyday use at local shops. List items and uses. . Compare goods and services in both communities. eg transport. . Describe a shopping experience in both countries. Look at supermarkets. Compare prices for similar products in both countries. What factors make some items more expensive in one country?2.16 The students are able to select, compare and categorise relevant informtion.. Interpret data supplied by children in Malang on heights, interests, favourite, food and favourite colours. Place data in a graph . Develop a shadow puppet play on Putri and the Snake or another traditional Indonesian tale. . Come to an understanding of the differences and similarities of children in both East Java and Tasmania. . Interpret information supplied by children in Malang and send relevant information using electronic mail with children in Malang . The student sshould be aable to use teh multimedia resources in classroom to learn more about Indonesia. Children should also be able to contribute to projects already commenced by previous class groups. . Use software programmes to create a multimedia story on Putri and the Snake.	. Ask children to compare places of important cultural or religious identity (comparative study of Islam and Christianity) . Compare and particiapte in dances both Indonesian and Australian (eg the Bush dance - The Haymakers Jig) . Compare important dates on the calendar (Christmas, Hindu and Muslim holy days, Idonesian Independence day and Australia day) . look at the different types of naturalresources in both Java and Malang. (eg timber and minerals) . Identify the different sues of different types of resources from natural state to consumer. (make a meal of nasi goreng in classroom). Use of rice as compared to what products. . Ask students to draw a cartoon strip that demonstrates the making of a traditional Indonesian meal. . Look at the way people in Indonesian communities work together for their community. . Discuss how communities in a farming district or at a fishing village depend on their environment for their livelihood. . Ask the girls to searvh for information on Indonesianfrom a range of sources...State and school libraries, CD ROMS and the internet. Prepare information and share with class with eventual aim of publiscation on internet.