Lesson Plans
South Lawrence East Middle School Lesson Plan
Teacher: Ienello Subject: Social Studies (New Groups) Date: 9/22-26
Content Objective: Students will understand the vocabulary for and concepts of the basic archaeology process and why it is important to the study of Ancient Civilizations.
Language Objective: Students will use, in written and spoken form, vocabulary of archaeology . Key Vocabulary: Archaeology, Archaeologist Dig(n.), artifact, grid, grid map, skree, strata, absolute location, sediment, sedimentary strata, excavate
Standards/ ELO:
Use geographic terms correctly (G)
Explain how the five factors of geography have influence the settlement and economics of the major countries of Africa, Asia, South America, and Europe. (G,H,E)
Materials: Video: Forensic Detectives, Photos of Sedimentary Strata, whiteboard, markers, student whiteboards, markers and erasers
Key Vocabulary: Archaeology, Archaeologist, Dig(n.), artifact, grid, grid map, skree, strata, absolute location, sediment, sedimentary strata, excavate
Lesson Sequence:
Big Question: How did we discover information about Early Man?
Do Now: on projector screen: Key vocabulary matching game. Students match 5 vocabulary terms with definitions. (5-7 min)
Active Instruction: Preview vocabulary. Model how investigation lead to study of archaeology. Illustrate process of artifact search. Review discussion questions [on board] and procedure for keeping records of discussions (15 min)
Discussion Questions: Do you think archaeology is useful? important? Explain you reasoning.
Why are artifacts so important to the study of Ancient Civilizations? Explain your reasoning.
Where do think is the best place to start an archaeological dig? Why?
Group/ Independent Work: Introduce video. Promote discussion
Reflection & Homework: Groups reflect on the discussion questions and share with class. Pass out Social Studies folders with invitations to Dig.
Methods of Assessment:
Higher-Order Thinking Questions: Analyze the information from lecture and video and be able describe the 4 major steps in an archaeological dig.. Describe where you think archaeological digs should be done and of what importance are these digs. Do you believe that we would know about Early Man without the help of archaeologists? Why?
Formative Assessment: Students will write definitions of a few vocabulary terms and a few will be reviewed, students group work and focus will be observed and discussed with each group.
Summative Assessment: Students will participate in an investigative activity and be able to show their understanding of the Dig process and "excavate" artifacts from RM. 312
Meeting the Needs of Diverse Learners:
Special Education Students: video, personal whiteboards & markers, hands on activity
English Language Learners: Spanish-English, Word to word dictionaries, Human Heritage Text, vocabulary word wall, computer translation for vocabulary, peer partnering for activity
High Achievers: Computer scavenger hunt for info on "Lucy and the Leakeys'"
Week of March 1, 2012
Day A
Do Now:
Ch 6 Sec 1
Explain why the adoption of the Phoenician alphabet was important to civilization.
ELO:
3. Describe the important achievements of the River civilizations
· Recognize the Phoenician civilization and describe its’ early writing system
6. Discuss the hierarchy and achievements of the Ancient Israelite civilization.
· Discuss the Israelite' s religious beliefs and trace their migration from Mesopotamia.
Language Objective:
Students will learn and understand the specific vocabulary to the section and be able to use it correctly in verbal and written forms.
Content Objective:
Students will understand the vocabulary and key concepts of the migration of the Israelites to Canaan and the start of monotheistic religion. Vocabulary to include nomadic, artisan, descendants, covenant, Canaan, Judah, and Judaism.
Active Instruction:
Beginnings of the Hebrew religion
Students will: recognize Canaan and Judah (in relation to Phoenicia and Egypt) on map
Compare with migration of Phoenicians
Begin list of important Hebrew founding members on foldable
Big Question: Why did the Hebrews leave Mesopotamia?
Guided Practice:
Students will make a 3 part foldable for study guide of 3 major field of importance; religion, people and prophets, daily life. Students will work in groups on 1 section at a time. Start with People. Students will find information about Abraham.
Independent Practice:
Students work in small groups to manufacture foldable and to find information from text on the 12 tribes, and the founding leaders of the Israelites to add to the foldable.
Share:
Numbered heads by group for share out what they have learned and what their answer is to the big question.
Day B
Do Now:
Where did the Hebrews trade? What did they trade?
ELO:
6. Discuss the hierarchy and achievements of the Ancient Israelite civilization.
· Discuss the Israelites religious beliefs and trace their migration from Mesopotamia.
Language Objective:
Students will learn and understand the specific vocabulary to the section and be able to use it correctly in verbal and written forms.
Content Objective:
Students will understand the vocabulary and key concepts of the migration of the Israelites to Canaan and the start of monotheistic religion. Vocabulary to include nomadic, artisan, descendants, covenant, Canaan, Judah, and Judaism.
Big Question: How was the Hebrew belief in one god important for civilization?
Active Instruction:
The 12 Tribes of Israel and the Exodus
Students will: understand the reason for the Hebrew flight to Egypt.
Understand the 600 yrs of enslavement and the Exodus.
Add names to the list of important Hebrew leaders
Guided Practice:
Students will add important names of Hebrew leaders to the foldables. Moses’ contribution and the leadership of Joshua, then the tribal elders council shows change in political org.
Independent Practice:
Students work in small groups to add to foldable and to find information from text on the political organization and leaders of the Israelites. (Discussion should focus on leadership prior to Kings of Israel.)
Share:
Numbered heads by group for share out what they have learned and what their answer is to the big question.
Teacher: Ienello Subject: Social Studies (New Groups) Date: 9/22-26
Content Objective: Students will understand the vocabulary for and concepts of the basic archaeology process and why it is important to the study of Ancient Civilizations.
Language Objective: Students will use, in written and spoken form, vocabulary of archaeology . Key Vocabulary: Archaeology, Archaeologist Dig(n.), artifact, grid, grid map, skree, strata, absolute location, sediment, sedimentary strata, excavate
Standards/ ELO:
Use geographic terms correctly (G)
Explain how the five factors of geography have influence the settlement and economics of the major countries of Africa, Asia, South America, and Europe. (G,H,E)
Materials: Video: Forensic Detectives, Photos of Sedimentary Strata, whiteboard, markers, student whiteboards, markers and erasers
Key Vocabulary: Archaeology, Archaeologist, Dig(n.), artifact, grid, grid map, skree, strata, absolute location, sediment, sedimentary strata, excavate
Lesson Sequence:
Big Question: How did we discover information about Early Man?
Do Now: on projector screen: Key vocabulary matching game. Students match 5 vocabulary terms with definitions. (5-7 min)
Active Instruction: Preview vocabulary. Model how investigation lead to study of archaeology. Illustrate process of artifact search. Review discussion questions [on board] and procedure for keeping records of discussions (15 min)
Discussion Questions: Do you think archaeology is useful? important? Explain you reasoning.
Why are artifacts so important to the study of Ancient Civilizations? Explain your reasoning.
Where do think is the best place to start an archaeological dig? Why?
Group/ Independent Work: Introduce video. Promote discussion
Reflection & Homework: Groups reflect on the discussion questions and share with class. Pass out Social Studies folders with invitations to Dig.
Methods of Assessment:
Higher-Order Thinking Questions: Analyze the information from lecture and video and be able describe the 4 major steps in an archaeological dig.. Describe where you think archaeological digs should be done and of what importance are these digs. Do you believe that we would know about Early Man without the help of archaeologists? Why?
Formative Assessment: Students will write definitions of a few vocabulary terms and a few will be reviewed, students group work and focus will be observed and discussed with each group.
Summative Assessment: Students will participate in an investigative activity and be able to show their understanding of the Dig process and "excavate" artifacts from RM. 312
Meeting the Needs of Diverse Learners:
Special Education Students: video, personal whiteboards & markers, hands on activity
English Language Learners: Spanish-English, Word to word dictionaries, Human Heritage Text, vocabulary word wall, computer translation for vocabulary, peer partnering for activity
High Achievers: Computer scavenger hunt for info on "Lucy and the Leakeys'"
Week of March 1, 2012
Day A
Do Now:
Ch 6 Sec 1
Explain why the adoption of the Phoenician alphabet was important to civilization.
ELO:
3. Describe the important achievements of the River civilizations
· Recognize the Phoenician civilization and describe its’ early writing system
6. Discuss the hierarchy and achievements of the Ancient Israelite civilization.
· Discuss the Israelite' s religious beliefs and trace their migration from Mesopotamia.
Language Objective:
Students will learn and understand the specific vocabulary to the section and be able to use it correctly in verbal and written forms.
Content Objective:
Students will understand the vocabulary and key concepts of the migration of the Israelites to Canaan and the start of monotheistic religion. Vocabulary to include nomadic, artisan, descendants, covenant, Canaan, Judah, and Judaism.
Active Instruction:
Beginnings of the Hebrew religion
Students will: recognize Canaan and Judah (in relation to Phoenicia and Egypt) on map
Compare with migration of Phoenicians
Begin list of important Hebrew founding members on foldable
Big Question: Why did the Hebrews leave Mesopotamia?
Guided Practice:
Students will make a 3 part foldable for study guide of 3 major field of importance; religion, people and prophets, daily life. Students will work in groups on 1 section at a time. Start with People. Students will find information about Abraham.
Independent Practice:
Students work in small groups to manufacture foldable and to find information from text on the 12 tribes, and the founding leaders of the Israelites to add to the foldable.
Share:
Numbered heads by group for share out what they have learned and what their answer is to the big question.
Day B
Do Now:
Where did the Hebrews trade? What did they trade?
ELO:
6. Discuss the hierarchy and achievements of the Ancient Israelite civilization.
· Discuss the Israelites religious beliefs and trace their migration from Mesopotamia.
Language Objective:
Students will learn and understand the specific vocabulary to the section and be able to use it correctly in verbal and written forms.
Content Objective:
Students will understand the vocabulary and key concepts of the migration of the Israelites to Canaan and the start of monotheistic religion. Vocabulary to include nomadic, artisan, descendants, covenant, Canaan, Judah, and Judaism.
Big Question: How was the Hebrew belief in one god important for civilization?
Active Instruction:
The 12 Tribes of Israel and the Exodus
Students will: understand the reason for the Hebrew flight to Egypt.
Understand the 600 yrs of enslavement and the Exodus.
Add names to the list of important Hebrew leaders
Guided Practice:
Students will add important names of Hebrew leaders to the foldables. Moses’ contribution and the leadership of Joshua, then the tribal elders council shows change in political org.
Independent Practice:
Students work in small groups to add to foldable and to find information from text on the political organization and leaders of the Israelites. (Discussion should focus on leadership prior to Kings of Israel.)
Share:
Numbered heads by group for share out what they have learned and what their answer is to the big question.