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Gifted and Talented AIM Learning Outcomes Framework Grade: 1st and 2ND Nine Weeks: 1st Subject: Ancient China Big Ideas: (Topics/Concepts) The systems of Ancient China and the geography Enduring Understanding (What we want students to come to understand about the “big ideas.”) Ancient China and Geography: Geography of Ancient and Modern China, Time period of Ancient China’s existence, China’s operation as a closed system Math: Equivalences and Equations Essential Questions (Open ended to guide student inquiry and focus on “uncovering” “big ideas.”) What geographical features make China unique? When did the Ancient Chinese culture exist? What does a closed system look like? Students will know… Students will be able to… What key knowledge and skills will students acquire as a result of this unit? Six Facets of Understanding: Explanation, Interpretation, Application, Perspective, Empathy, Self-Knowledge Bloom’s: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating Learning Outcomes: Comprehend China’s location and its geography. Understand the time period of when Ancient China existed. Identify the closed system that operated in Ancient China. Priority TEK Support: 1.1 C 1.2 B 1.5 A 2.17 D Compare the similarities and differences among the lives and activities of historical figures Compare the observance of holidays and celebrations past and present Create and use maps to identify the location of places in the community and beyond 1.14 B Compare similarities and differences in ways families meet basic human needs. 2.4 A Compare the similarities and differences among the lives and activities of historical figures 1.17 B Obtain information about a topic using a variety of sources 2.8 C Identify consequences of human modifications of the physical environment such as the use of irrigation to improve crop yields. 1.17 C 2.2 A Sequence and categorize information Describe the order of events by using designations of time periods such as ancient times and modern times 2.16 B Explain how science and technology have changed the ways in which people meet basic needs 2.17 A 2.2 C Create and interpret timelines Obtain information about a topic using a variety of sources Sequence and categorize information Plan for Learning ~ Learning Options/Activities: Subject SOCIAL STUDIES/ ELA MATH CONTENT “What” PROCESS “How” PERFORMANCE “Do” Introduction to Systems pages 63-69 lesson #4 Aquarium System, parts of aquarium, vocabulary, create own system using diagram p. 69. Focus on understanding the concepts of a system. Make aquarium (p. 67) or use construction paper and index cards to represent each part of a system (input, output, etc.) or use an example of a system that relates to Ancient China (Political, Economic, or Social) Introduction to Unit pages 19-35 lesson #1 Read Yeh Shen Cinderella as an introduction to Ancient Chinese. Through a Venn Diagram comparing characters, discuss what was learned about Ancient China from the story, compare to life today Create Venn Diagram to compare/contrast stories Where in the World and When? pages 37-51 lesson #2 (p.37) Look at globe, map, locate China, review vocabulary, compare U.S. timeline to China timeline Use string to measure life span and create a metric-based time line going back to Ancient China. Introduction to Civilizations pages 53-57. How Old is Old lesson from internet: www.dia.org/education/egyptteachers/socstud/herman/activity.htm Have students reflect on the problems they encountered and how they solved them. Do “Shipwrecked” scenario on pg. 58-61 Relate the scenario to the development of a community or civilization Mathematical concepts Logical thinking, equation awareness/ building, and problem solving activities Make salt map - Create a miniature Ancient China