Today we spent the period working on our post card project that is due on Monday.
AIM: I will create a rough draft of my postcard and check the assignment sheet for 100% accuracy.
Standard: Knowing what the question is asking and following multi-step directions for projects.
Do Now: We added up our Do Now grades and submitted them for our participation grade.
Lesson Steps:
Once all Do Nows were graded we went over some awards from yesterday and then continued with working on our post card projects. Students worked the remainder of the period and we ended the class with a new tradition. We will be closing class with a round of compliments. This is an attempt to recognize the great students we work with on a regular basis.
Homework: Post Card Project is due on Monday see handouts from Wednesday for details.
Friday, February 6, 2009
Thursday, February 5, 2009
Secret Mission Continued
Today we continued to learn about the important mission that students have to complete for Captain Kronos.
AIM: I will have 100% of my timeline answer sheet correct and I will identify my mission by using my timeline.
Standard: Plotting dates on time lines
Do Now: Today we did an estimation activity that connected to our Paul is SMART strategy of the week which is "Estimation and Reasonableness."
Lesson Steps:
We continued our activities from yesterday. We reviewed our time lines and reviewed the comprehension questions related to interpreting the information on each timeline. We then had another visit today in some classes by Captain Kronos who explained a very important mission with which she needed help. Students are now to visit one of these civilizations and send a post card with important information that happened during their assigned date and civilization. We went over what we understood about the project and some classes had time to start working on the project.
Homework: Post Card Project is Due on Monday (See handouts that were posted yesterday)
AIM: I will have 100% of my timeline answer sheet correct and I will identify my mission by using my timeline.
Standard: Plotting dates on time lines
Do Now: Today we did an estimation activity that connected to our Paul is SMART strategy of the week which is "Estimation and Reasonableness."
Lesson Steps:
We continued our activities from yesterday. We reviewed our time lines and reviewed the comprehension questions related to interpreting the information on each timeline. We then had another visit today in some classes by Captain Kronos who explained a very important mission with which she needed help. Students are now to visit one of these civilizations and send a post card with important information that happened during their assigned date and civilization. We went over what we understood about the project and some classes had time to start working on the project.
Homework: Post Card Project is Due on Monday (See handouts that were posted yesterday)
Wednesday, February 4, 2009
Traveling Through Time
Today we continued our work on time lines and some classes were assigned the post card project.
AIM: I will plot major events of 4 different civilizations on timeline with 100% accuracy.
Standard: Plotting dates on time lines
Lesson Steps: We continued to work on the time line activity in class today and also spent more time writing about major accomplishments that happened in our four civilizations. Some classes also had a guest time traveler who gave them a mission to complete. Classes that did not get visited by Captain Kronos are to complete questions 1-8 on the back of yesterday's handout. Otherwise, if they were visited by Captain Kronos they should start their post card project tonight.
Homework Handout: This handout is for students who were visited by Captain Kronos today.
Kaptain Kronos Handout
AIM: I will plot major events of 4 different civilizations on timeline with 100% accuracy.
Standard: Plotting dates on time lines
Lesson Steps: We continued to work on the time line activity in class today and also spent more time writing about major accomplishments that happened in our four civilizations. Some classes also had a guest time traveler who gave them a mission to complete. Classes that did not get visited by Captain Kronos are to complete questions 1-8 on the back of yesterday's handout. Otherwise, if they were visited by Captain Kronos they should start their post card project tonight.
Homework Handout: This handout is for students who were visited by Captain Kronos today.
Kaptain Kronos Handout
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Tuesday, February 3, 2009
Ancient Civilization Timelines
Today we put our new classmates into perspective and learned their ages.
AIM: I will plot major events on 4 time lines with 100% accuracy.
Standard: Plotting dates on time lines
Do Now:
1) Vocabulary Term: To run quickly and lightly.
2) Vocabulary Term: “To become an expert in one thing.”
3) Vocabulary Term: “To pick and collect food at the end of a growing season.”
4) How many years ago was 983 BCE?
Lesson Steps: We reviewed the previous lesson relating to the modern-day locations of all our civilizations and then speculated about the relative ages of each of our new students. We then looked at four different time lines in our textbook and plotted major points on a universal timeline of Mesopotamia, Nile River Valley, Indus Valley and Huang He Valley civilizations. Students are to use this information to complete questions for homework.
Homework: Complete questions on the back of this handout (using information that you recorded in class)
Today's Handout:
Handouts for Feb 3
AIM: I will plot major events on 4 time lines with 100% accuracy.
Standard: Plotting dates on time lines
Do Now:
1) Vocabulary Term: To run quickly and lightly.
2) Vocabulary Term: “To become an expert in one thing.”
3) Vocabulary Term: “To pick and collect food at the end of a growing season.”
4) How many years ago was 983 BCE?
Lesson Steps: We reviewed the previous lesson relating to the modern-day locations of all our civilizations and then speculated about the relative ages of each of our new students. We then looked at four different time lines in our textbook and plotted major points on a universal timeline of Mesopotamia, Nile River Valley, Indus Valley and Huang He Valley civilizations. Students are to use this information to complete questions for homework.
Homework: Complete questions on the back of this handout (using information that you recorded in class)
Today's Handout:
Handouts for Feb 3
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Monday, February 2, 2009
Choosing the Best Place to Live
Today we focused on determining the best place to live in different ancient civilizations.
AIM: I will map four ancient civilizations and determine the origin of our new students.
Standard: Determining settlement patterns of civilizations.
Do Now:
1) Vocabulary Term: The path the Earth takes to go around the sun.
2) What theory explains how earthquakes and volcanoes happen?
3) Vocabulary Term: “To go upwards.”
4) How many years ago was 1350 CE?
Lesson Steps:
Today we reviewed the homework from Thursday and made sure everyone understood how the longitude and latitude determined where specific cities were located. We followed up with a discussion of why American cities are located so close to bodies of water. We then went into today's activity in which students had to look at maps of the ancient civilizations and decide which city would be the best to live in based on their knowledge of the surrounding environment. Students worked in groups to complete this and they also had the help of one of the new students to our class.
Homework: Complete the back of this handout by figuring out which modern-day countries are located in the same area as the ancient civilizations.
Handout:
Handout for February 2
AIM: I will map four ancient civilizations and determine the origin of our new students.
Standard: Determining settlement patterns of civilizations.
Do Now:
1) Vocabulary Term: The path the Earth takes to go around the sun.
2) What theory explains how earthquakes and volcanoes happen?
3) Vocabulary Term: “To go upwards.”
4) How many years ago was 1350 CE?
Lesson Steps:
Today we reviewed the homework from Thursday and made sure everyone understood how the longitude and latitude determined where specific cities were located. We followed up with a discussion of why American cities are located so close to bodies of water. We then went into today's activity in which students had to look at maps of the ancient civilizations and decide which city would be the best to live in based on their knowledge of the surrounding environment. Students worked in groups to complete this and they also had the help of one of the new students to our class.
Homework: Complete the back of this handout by figuring out which modern-day countries are located in the same area as the ancient civilizations.
Handout:
Handout for February 2
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