Brunson-Dargan Elementary - Hartsville Middle School Download

Transcript
Hartsville Middle School
Social Studies Lesson Plan Format
Teacher’s Name/Grade: Raegan Smothers
Week of: Sept.24-28
Standard: 6-1: The student will demonstrate an understanding of the development of the cradles of civilization as people
moved from a nomadic existence to a settled life.
Indicators Addressed:
6-1.2: Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and
animals, the impact of irrigation techniques, and subsequent food surpluses.
6-1.3: Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the Indus (India), and the
Huang He (China), including the evolution of written language, government, trade systems, architecture, and forms of social order.
Daily Routine:
*Foxes Focus – Class reads and answers spiral review questions and teacher uses popsicle sticks to get answers from students
*Agenda – Teacher informs class of what today’s lesson will encounter
*Homework – tell & give students time to copy down
*MSC (Making Student Connection) – Teacher relates “Life Experience” in order to make connections from the past to present
*Objective – Read It, Read It Together, Discuss It: Have students to look at important words in the Obj./ EQ/Focus Statement
Daily Resources:
Daily Assessment:
*Docu-Cam
*CFU
*Computer
*Teacher Observation
*Internet
*Class Participation
* PowerPoint Notes
* Foxes Focus
Early Finishers:
*Work One/Pick One
*Read Book from Classroom Library
Indicator(s)
Essential Question/
Focus Statement
(Objective)
Additional
Resources
Monday
6-1.2 & 6-1.3
How did written
language, government,
trade, architecture, and
social order evolve in the
river valley of
Mesopotamia?
Tuesday
6-1.2 & 6-1.3
What have I learned
about Mesopotamia’s
evolution of written
language, government,
trade, architecture, and
social order?
*Vocabulary Words
*Graphic Organizer
*Mesopotamia
Assessment
Wednesday
6-1.2 & 6-1.3
The people of Egypt
settled near the Nile
River and formed a
civilization centered
around flooding.
**Today’s lesson gives
background information
pertinent to students
learning new information.
*Graphic Organizer
*United Streaming: Land
Thursday
6-1.2 & 6-1.3
What did Egypt’s
architecture and social
order reveal about its
religious beliefs?
Friday
6-1.2 & 6-1.3
Without government,
Egypt would not have
been such a successful
early river valley
civilization.
*Graphic Organizer
comparing
*Foxes Focus Quiz
*Video Questions
*Fertile Crescent Article
Student Relevance
Have students reflect on
some of the
Mesopotamian
achievements and discuss
how our lives would be
had they not developed
these things (written
language, coined money,
wheel, etc.)
Connections
Prior Learning
Remind students that
today is a review day for
them to share the
knowledge they’ve
learned about
Mesopotamia as they
prepare for tomorrow’s
test.
Academic Vocabulary
Instructional
Methods/Strategies
Differentiating
Instruction/
Modifications
*United Streaming Video
to introduce new river
valley civilization
Learning about the
Mesopotamians helps us
to gain an appreciation
for these early river
valleys and certainly
appreciate all we have
today. Do your best to
show what you’ve
learned to earn a good
test grade today 
NA
of Abundance/ with
Questions
Mesopotamian &
Egyptian architecture
Have students share their
favorite type of weather..
rainy, sunny, snow, etc.
With the good,
sometimes comes the
bad..ex: snow may bring
no snow, but days may be
made up during Spring
Break. The Nile River
was so important in
Egypt & also provided
positives and negatives
for this early river valley,
like weather does for us
today.
Like the Tigris and
Euphrates Rivers’
flooding provided
Mesopotamia with fertile
soil, so did the Nile River
to Egypt.
Ask how many students
enjoyed playing with
Legos as a child or
building models of things
or sketching out designs.
Explain to them that they
may be interested in
architecture… the design
of a building.
Imagine the shape our
country would be in
without a strong
democratic government.
Allow students to share
their thoughts on how our
government helps us in
being a strong nation.
Even though the Egyptians
were not a democracy,
their government created
order and help them
succeed.
We already know that the Have students share what
architecture in
they learned about the
Mesopotamia taught us
Mesopotamian
that the people were
government and predict
polytheistic because of
what kind of government
the ziggurats… today
the Egyptians had.
we’ll learn about
Egyptian architecture and
how it relates to its
religious beliefs as well.
Hieroglyphics, Calligraphy, Cuneiform, Sanskrit, Scribe, Hierarchy, Caravan, Monarchy, Surplus, City-state, Ziggurat, Barter, Middleman,
Caste, Agriculture, Polytheism, Domesticate, Irrigation, Architecture , Economy
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
Graphic Organizer:
*Mesopotamia section of *Egypt KWL Chart
*Venn Diagram
*Chart with illustrations
NA
4 River Valley
comparing Nile to
and purpose to compare
Civilizations Comparison
Tigris/Euphrates
Mesopotamia and
Chart
Egyptian architecture
Tigris/Euphrates
Nile
Mesopotamia Egyptian
Illustration
Purpose
Text Feature:
*Inferring &
Understanding
*Article on the Fertile
Crescent
Text Feature:
Understanding
Text Feature:
Comparing,
Understanding
Text Feature:
Understanding,
Comparing
Text Feature:
Understanding
Inferring
Teacher Modeling (I do)
*Teacher will use article
on the Fertile Crescent
to review making
inferences through
informational texts
*Teacher will model #1
*Teacher will begin
completing the
Mesopotamia section of
the 4 River Valleys
Chart and model the
“Written Language” and
“Government” sections
using think-alouds, etc.
Teacher Modeling (I do)
*Teacher will remind
students of test taking
expectations and skills
*Teacher will show video
as a tool to introduce
our next mini unit on
Egypt
*Teacher will do a thinkaloud on what she know
about Egypt and have
students share what
they’d like to know
about Egypt
Teacher Modeling (I do)
*Teacher will talk
students through notes,
explaining new terms
and ideas, modeling
think-a-louds, etc.
*PowerPoint Notes &
Discussion:
*Nile River
*Calendar & Flooding
*Teacher will begin Venn
diagram by filling in a
characteristic for each
section of graphic
organizer
Teacher Modeling (I do)
*Teacher will talk
students through notes,
explaining new terms and
ideas, modeling think a
louds, etc.
*PowerPoint Notes &
Discussion:
*Architecture
*Source of Religion
*Hierarchy
*Teacher will begin
comparison chart of
architecture in
Mesopotamia and
Egypt by modeling
the illustration for
Mesopotamia
Teacher Modeling (I do)
*Teacher will give
* Foxes Focus Quiz
*Teacher will talk students
through notes,
explaining new terms
and ideas, modeling
think a louds, etc.
*PowerPoint Notes &
Discussion:
*Government
*Teacher will remind
students of video
expectations and model
question #1 for class
Guided Practice (we do)
*Foxes Focus
*Teacher will have
students to work in
groups to complete #2
on the Fertile Crescent
*Teacher will allow
students to work with
their shoulder partner to
complete the “Trade
Systems” and
“Architecture” portions
of the Mesopotamia
Guided Practice (we do)
* Foxes Focus
*Students as a class will
fill in what they want to
learn about Egypt
*Teacher and students
will work on inference
questions while viewing
video
*Teacher will CFU
through inference
questions during the
video and after video
Guided Practice (we do)
*Foxes Focus
*Students will participate
in note discussion and
underline key words and
information in their
notes
*CFU activities between
Notes by either using
white boards, partner
share, etc discussion
*Class will add in 2 extra
characteristics in each
Guided Practice (we do)
*Foxes Focus
*Students will participate
in note discussion and
underline key words and
information in their
notes
*CFU activities between
Notes by either using
white boards, partner
share, etc discussion
*Class will complete
Mesopotamia’s purpose
Guided Practice (we do)
*Foxes Focus Quiz
*Students will participate
in note discussion and
underline key words and
information in their
notes
*CFU activities between
Notes by either using
white boards, partner
share, etc discussion
*Students will view
United Streaming video
Closure
Independent
Practice
(Any IP not finished in
class will added as
homework)
Additional
Assessment
Homework
section of River Valley
graphic organizer
*Teacher will CFU
throughout by
circulating through
classroom and asking
questions and giving
suggestions
through discussion
*United Streaming
Video: Into the Past
TOD: Tell how one of the
major components
evolved in Mesopotamia
(written language,
government, trade,
architecture, social
classes)
TOD: Have students list 4
facts they’ll remember
about Mesopotamia,
relating them to its
written language,
government, trade,
architecture, and social
order
*Complete Inference
questions on United
Streaming video
*Mesopotamia
Assessment
*Students will
independently answer
#3 on the Fertile
Crescent
*Have students to
independently complete
the “Social Order”
portion of Mesopotamia
graphic organizer
*Fertile Crescent
answers
*Mesopotamia section of
chart
*Study Foxes Focus
*Study for tomorrow’s
test!!
*Mesopotamia
Assessment
*KWL Chart
*Inference Questions
*Study Foxes Focus
section of Venn diagram
*Teacher will CFU
through inference
questions during the
video and after video
through discussion
*United Streaming
Video: Land of
Abundance
TOD: List 2 reasons that
Egyptians wanted to
settle near the Nile and 1
reason that they were
hesitant to do so.
in the comparison chart
*Fill in remaining
characteristics of Venn
diagram and complete
video questions
*Students will
independently complete
the Egyptian illustration
and purpose on the
comparison chart
*Students will
independently complete
question #4
*Venn diagram
*Video questions
*Graphic Organizer
*Foxes Focus Quiz
*Video questioning
*Study Foxes Focus
*Study Class notes and
make study cards
*Study Foxes Focus
*Study Class notes and
make study cards
*Study Class notes and
make study cards
TOD: Tell how Egyptian
architecture or social
order revealed they were
a polytheistic civilization.
and work on questions
throughout
TOD: List 2 positive
outcomes that came from
the evolvement of Egypt’s
government.