KTIP Pilot Project Lesson
Plan Format
Name:
Bethany Richter ________ Date:_2/5/07______________ Age/Grade Level: _7th_______
#
of Students:
____25_ # of IEP Students: 2______
# of GSSP Students: __1__ # of LEP Students: _1_____
Subject: _Social Studies___________ Major Content: __Ancient World Cultures Lesson Length: 5 days_______
Unit
Title: __Ancient
Context
§
This
lesson plan on ancient
§
My
goals for teaching this topic is that students will understand more about the
Greek culture and how its influence and ideas still shape much of the modern
world today
§
Students
will learn about the Greeks the way they have learned about ancient
Objectives
§
Students
will be able to identify many aspects of Greek culture and explore how this
particular culture continues to affect world cultures today.
§
Students
will learn and report about a specific god or goddess of ancient
Connections
SS-07-2.1.1
Students will explain how elements of culture (e.g., language, the
arts, customs, beliefs, literature) defined specific groups in the early
civilizations prior to 1500 A.D. and resulted in unique perspectives
Resources, media, and
technology
§
I
will need at least one computer connected to either a screen projector or TV
for the movies, and access to the computer lab for the Virtual Field Trip the
students will complete.
§
Discovery
Channel movie resource- http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=5850C387-8DFE-4FBD-80E2-07EB4C5DAF8F
§
Brainpop
movie on Greek religion- http://www.brainpop.com/socialstudies/worldhistory/greekgods/
§
Virtual
Field Trip created by me. I used these resources:
http://www.loggia.com/myth/athena1.html
http://en.wikipedia.org/wiki/Image:Athena_type_Velletri.jpg
http://www.htansw.asn.au/teach/Web%20Lessons/yr7greecefiles/greece_map.bmp
http://www.athensguide.com/acropolis.html
http://www.friendlyplanet.com/images/parthenon-night-big.jpg
http://traumwerk.stanford.edu:3455/Archaeopaedia/184
http://lastra.net/pages/greece2005/parthenon/theaterofdionysus.jpg
http://www.socialstudiesforkids.com/articles/worldhistory/statueofzeus.htm
http://en.wikipedia.org/wiki/Ancient_Olympic_Games
http://www.historyforkids.org/learn/greeks/clothing/index.htm
http://www.historyforkids.org/learn/greeks/food/greekfood.htm
http://depthome.brooklyn.cuny.edu/classics/dunkle/athnlife/index.htm
http://www.siue.edu/COSTUMES/images/PLATE5AX.JPG
§
Discovery Channel movie resource: http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=FF98EA7C-A89F-475D-BC90-15A7B6A01851
§
Rubric for project created on http://www.rubistar.4teachers.org
§
Review game format done by Mark E. Damon, as found on a link on
Dr. Lancaster’s course agenda: http://208.183.128.3/tutorials/PPT-games/
Procedures
§
Monday-
First, I will introduce the
unit plan on Ancient Greece by watching a 35 minute movie segment on
unitedstreaming.com. To do this, I will log in, paste in the URL for the movie,
and click to watch the full length video. The movie covers important places in
ancient
§
Tuesday- The
topic of the day will be learning about Greek mythology and gods and goddesses.
To introduce the content, we will watch a Brainpop
movie. Together as a class, we will take
the pop quiz as a way to assess what the students have learned so far. Each
student will get participation points for this. I will then pass out copies of
the Greek god project
rubric ( see below) to each student. In addition to
the requirements listed on the rubric, I will mention that the students must
include write the name of the god or goddess they are making the brochure on. I
will have examples to look at and a list of Greek deities to choose from. Only
2 students may report on the same god or goddess.
§
Wednesday- Students will learning how life
was for the ancient Greeks in the ancient city of
§
Thursday- The topic of the day will be Greek
philosophy. We will discuss that philosophy was so important to the Greek way
of life and focus on 3 major philosophers: Socrates, Plato, and Aristotle.
Students will also watch a movie movie
covering
these philosophers. To do this, I will play the introductory video segment as
well as play the mini-segments on each of the 3 men.
§
Friday- The brochures on the Greek gods and goddesses are due. We
will take about 30 minutes to present some of the brochures to the rest of the
class. Then I will lead the class in a review of the unit by playing a review
game.
Assessment Plan
Students
will be making a brochure on a god or goddess due on Friday of the Greek week.
They will include the god or goddess’s family tree on one side of the brochure
since many of the ancient Greek deities were related in some way to each other.
On another section of the brochure, students must include a brief myth
involving their particular god or goddess. Students must also hand-draw an
illustration of their god or goddess and under it, they must label their god
and their domain. For example, Zeus and that he’s the King of the Olympian Gods
and ruler of the sky and earth. Lastly, students must include at least three
sources of where they got their information for the family tree and myth.
Brochures must also be very neat, organized, and colorful without any smudges
or tears.
|
|
CATEGORY |
A |
B |
C |
D |
|
Include information about the god/goddess' family lineage (10
pts) |
All
information presented on the brochure is accurate |
Almost
all information presented on the brochure is accurate |
Some
of the information on the brochure is accurate. |
Less
than 80% of the information on the brochure is accurate. |
|
Include a brief myth about the god or godess (20 pts) |
All
facts in the brochure are accurate. |
99-90%
of the facts in the brochure are accurate. |
89-80%
of the facts in the brochure are accurate. |
Fewer
than 80% of the facts in the brochure are accurate. |
|
Illustration of the god/goddess (10 pts) |
Graphics
go well with the text and there is a good mix of text and graphics. |
Graphics
go well with the text, but there are so many that they distract from the
text. |
Graphics
go well with the text, but there are too few and the brochure seems
"text-heavy". |
Graphics
do not go with the accompanying text or appear to be randomly chosen. |
|
Neat and colorful appearance ( 5pts) |
The
brochure has exceptionally attractive formatting and well-organized
information. |
The
brochure has attractive formatting and well-organized information. |
The
brochure has well-organized information. |
The
brochure's formatting and organization of material are confusing to the
reader. |
|
Three sources listed (5 pts) |
Careful
and accurate records are kept to document the source of 95-100% of the facts
and graphics in the brochure. |
Careful
and accurate records are kept to document the source of 94-85% of the facts
and graphics in the brochure. |
Careful
and accurate records are kept to document the source of 84-75% of the facts
and graphics in the brochure. |
Sources
are not documented accurately or are not kept on many facts and graphics. |
