Contributions of Ancient Greece and their Influence on the...

Contributions of Ancient Greece and their Influence

on the Present World

Grade 3-‐SOL 3.1

Erin Luhmann and Lindsey Broskie

TEDU 414

Due Date: 12/03/14

Length: 5 lesson days, 6th day assessment

Introduction: The importance of this unit lies in understanding the contributions made by Ancient Greece. The concentration of this unit focuses on how those contributions have influenced our present world in terms of architecture, government and sports. Objectives: General Unit Objectives

1. The knowledge and understanding to be acquired throughout this unit is understanding what the word contribution means, and then applying that meaning to understanding that Ancient Greece made significant contributions to our present world with their innovative architecture, ideas on government, and olympic games.

2. Throughout this unit, the students will gather, classify and interpret information on Ancient Greece given by the teacher (through print and non-‐print sources). The students will also hone in on pre existing skills and knowledge to compare and contrast contributions made by Ancient Greece and how those contributions have shaped today's society.

3. During this unit, great appreciation should be shown toward the influence Ancient Greece has had on our present day form of government, the way we design buildings and how we carry out tradition, such as the historic Olympic games. Its influences and contributions prove how worthy they are to still learn about, and during this unit the students should walk away with a positive attitude and understanding on those contributions and influences.

Specific Objectives Day 1; -‐Given a handout, the students will complete a written pre-‐test at the beginning of day one to assess their already existing knowledge on Ancient Greece. Day 2; -‐Given a brief youtube video for background information, a lecture on the topic of Greece’s architecture and it’s influence on today’s society, along with an art activity involving a student’s own creation, the student will be able to grasp a proper understanding of the differences between the three columns involved in the Ancient Greek culture as well as determine the differences between the various buildings constructed during this time period with 80% accuracy. -‐The student will also be able to understand the major influences that the architecture constructed during this ancient period has had on our present culture and buildings today to their best knowledge ability. Day 3; -‐Using their own materials, the students will draw and fill in a venn diagram comparing and contrasting direct and representative democracy with 100% accuracy. -‐In the middle of their venn diagram, given the definition of the word contribution, students will write at least one similarity identifying principals of government from Ancient Greece that are part of the United States government today.

Day 4; -‐Given the two YouTube videos explaining background knowledge regarding the topic, a read aloud from the book Hour of the Olympics, participation in imitation Olympic games, and a math charting activity, the students will be able to gain an understanding of the history of the Olympic games and how it has contributed to the current ones present today. The students will actively participate and complete the data recording of the olympic game to fully complete and receive 70% accuracy on the mini quiz given at the end. Day 5; -‐Given 15 minutes on a computer, the students will watch a 10 minute video on Ancient Greece in its entirety. -‐Given the writing prompt, “What is the best thing you’ve learned about Greece and why?”, the students will write a paragraph with a minimum of five complete sentences responding to the prompt and staying on the main topic of Ancient Greece. Standards of Learning (SOL’s) Day 1; History 3.1 (Main SOL) The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. 3.4 Geography The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.

Day 2; History SOL 3.1 (Main SOL) The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Visual Communication and Production (Supporting) 3.4 The student will use imaginative and expressive strategies to create works of art. 3.7 The student will use the following in works of art: 1. Color—intermediate, warm, cool Art History and Cultural Context (Supporting)

3.11 The student will identify how works of art and craft reflect times, places, and cultures. 3.16 The student will compare and contrast art and architecture from other cultures. Day 3; History SOL 3.1 (Main SOL) The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Day 4; History SOL 3.1 (Main SOL) The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Physical Education Responsible Behaviors 3.4 The student will demonstrate an understanding of the purpose for rules, procedures, etiquette, and respectful behaviors while in various physical activity settings. a) Demonstrate independence and good use of time while engaging in physical activity. c) Work cooperatively with peers.

Mathematics Probability and Statistics Focus: Applications of Data and Chance 3.17 The student will: a) collect and organize data, using observations, measurements, surveys, or experiments; b) construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. Day 5; History SOL 3.1 (Main SOL) The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Writing SOL 3.9 The student will write for a variety of purposes. a) Identify the intended audience.

b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information. Writing SOL 3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete sentences. b) Use transition words to vary sentence structure. c) Use the word I in compound subjects. d) Use past and present verb tense. e) Use singular possessives. f) Use commas in a simple series. g) Use simple abbreviations. h) Use apostrophes in contractions with pronouns and in possessives. i) Use the articles a, an, and the correctly. Basic Operations and Concepts C/T 3-‐5.1 Demonstrate an operational knowledge of various technologies. A. Use various types of technology devices to perform learning tasks. Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. Demonstrate the ability to perform a wide variety of basic tasks using technology, including saving, editing, printing, viewing, and graphing. B. Communicate about technology with appropriate terminology. Use basic technology vocabulary in daily practice.

Erin Luhmann Lindsey Broskie

Day 1: Introduction to Greece

Purpose: Today is one in a series of five lessons that deal with building a stronger knowledge base on Ancient Greece, specifically the contributions that Greece has made on our present world. Today’s lesson will focus on a basic introduction to the country of Greece and it’s relative location on the map, a read aloud and discussion regarding Greece, in addition to a pretest to assess the student’s previous knowledge.

3.1 (Main SOL) History The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. 3.4 Geography The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. Objective: Given a handout, the students will complete a written pre-‐test at the beginning of day one to assess where their knowledge on ancient Greece stands. Procedure: Introduction; The teacher will ask students to put away all materials except for a pencil, and then explain to them that in order for her to understand more about their knowledge on Ancient Greece, they will be taking a pre-‐test. *Make sure students know that the pre-‐test will not count against them, it is for their teacher to have a better understanding of what they know*

Development; -‐After each of the students is completely finished with their pretest, all of the students will then join their teacher on the carpet so they locate Greece on a map as a group. -‐Using the computer to display on the screen in the front of the classroom, the teacher will pull up Google Maps to displaying all seven continents. (visual) -‐After looking at all seven continents together, the teacher will then focus the students’ attention on the small continent of Europe. (This will help the students understand that Greece is located on a separate continent than we are) (visual)

-‐Furthering more into the exact location, we will pull up a map of the continent of Europe and focus our attention to where Greece specifically stands in relation to the whole continent. (visual) -‐In order for students to understand the significance of Ancient Greece and why we teach it, after the pretest and locating (as a group) Greece on a map, the teacher will begin a discussion on “contributions”; what that means and what Ancient Greece has contributed to today’s society. (auditory)

“Ancient Greece was a country so important that is had lasting impacts and contributions on our present society today.” “Ancient Greece contributed to our current society in various ways such as with architecture, government policies, in addition to sports.” “As we read the story This Is Greece, I would like you guys to keep an eye out to the different aspects of Greece that may have had contributions on our current society. -‐Keeping in mind architecture, government and sports!”

-‐After discussion, the teacher will read This is Greece by Miroslav Sasek to give concrete examples of their contributions to todays society. (auditory, visual)

What kind of buildings, structures or types of architecture did you notice throughout the story? What new interesting information did you learn about the country?

*For Advanced Students-‐ The teacher will encourage students to share what they already know about Ancient Greece. *For the strugglers-‐ The teacher will

Summary: -‐After the lesson is through, we will have the students go back to their seats for an informal class discussion for a review about what was discussed on day 1 (contributions as far as architecture, government and sports) (auditory) -‐The students will be told to remain quiet for this portion so all students’ ideas are being heard. -‐We will ask the students if they enjoyed the book. -‐We will review the major ideas from the book and our discussion such as:

○ -‐What is an interesting fact you learned about Ancient Greece from this book?

○ -‐Did you observe anything different about Ancient Greece compared to current day America

○ In what ways did you see how Ancient Greece has contributed to our current society?

○ -‐What other kind of things are you interested to learn about Ancient Greece?

-‐We will go over the answers to the pretest (specifically pointing out, once again, where Greece is at on the map) Materials:

● Computer to locate Greece on map (Google Maps) ● Read aloud book-‐ This is Greece by Miroslav Sasek (teacher will provide) ● Pre assessment test (see sheet provided)

Evaluation Part A: -‐To assess the new knowledge being taught, during a class discussion looking for active participation and listening for comprehension of the basic information being introduced during the reading of the book. -‐The teacher will be paying attention to each student actively participating in the book discussion. -‐During this first lesson, no material will be graded for correction (right or wrong), the teacher should be walking around looking for completion. -‐The teacher will evaluate the pre-‐test once everyone has finished to get a better understanding of the existing knowledge he or she can build on.

Evaluation Part B: Did the students meet the objectives? How can you tell? Did our lesson accommodate/ address the needs of all learners?

What were the strengths of the lesson? What were the weaknesses? How would you change the lesson to improve is used again in the future?

Name______________________________

Introduction to Greece- Pretest

1. Circle the continent that Greece is located on.

2. What kinds of sports did Greek people play in the past?

3. What kind of buildings did ancient Greece build?

4. What type of government did they believe in?


Day 2: Architecture of Ancient Greece

Purpose: Today is the second in a series of lessons that deals with the building of students’ knowledge on Ancient Greece. Today’s focus is specifically on the architecture that was present in Ancient Greece during this time, and includes various examples of buildings and different column types created by the Ancient Greeks. Todays purpose is also to highlight the contributions and influences their architecture has made on America. Today’s lesson will also include an art activity that deals with students’ ability to properly produce a creation showing their understanding of a column or building located in Ancient Greece, they will them compare it to one present in our world today while using water color. VA Sols-‐ History 3.1 The student will explain how the contributions of Ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy) and sports. Visual Communication and Production 3.4 The student will use imaginative and expressive strategies to create works of art. 3.7 The student will use the following in works of art:

1. Color—intermediate, warm, cool Art History and Cultural Context 3.11 The student will identify how works of art and craft reflect times, places, and cultures. 3.16 The student will compare and contrast art and architecture from other cultures. Objective: -‐Given a brief youtube video for background information, a lecture on the topic of Greece’s architecture and it’s influence on today’s society, and an art activity involving a student’s own creation, the student will be able to grasp a proper understanding of the differences between the three columns involved in the Ancient Greece culture as well as determine the differences between the various buildings constructed during this time period with 80% accuracy.

Procedure: Introduction -‐To introduce the topic of architecture during this ancient time period, we will begin with a YouTube slideshow of buildings and columns that can still be seen in Greece today. -‐The students will stay seated at their desks during this time with all materials put away besides supplies needed if they would like to take notes. -‐Remind students that information presented throughout the slideshow may be included on their unit test! -‐Play the video for students. (Visual + Auditory) (link to online powerpoint: http://www.youtube.com/watch?v=Nfn65NMXFPA) -‐During this time it is expected that all students are intently watching the video while paying close attention to the various buildings and how they have influenced American architecture today. -‐After the video is finished ask the students:

1. What kind of buildings did they notice throughout the video, did any look similar to ones we can see in America today?

2. How many types of columns did the Greeks create? 3. Have you ever noticed American buildings having those columns?

Development -‐”We will now have a lecture to learn about the different columns designed in Ancient Greece during this time that led to the creation of many architectural buildings which influenced our construction in America today.” -‐Pull up powerpoint for this lesson (attached at the end) (powerpoint should last approximately 20 minutes) -‐Emphasis should be put on the different buildings especially: (Visual + Auditory)

1. Acropolis 2. Parthenon 3. Olympia

-‐Emphasis on the specific columns: 1. Doric 2. Corinthian 3. Ionic

-‐After lecture is concluded you will now review as a group discussion the different types of columns and buildings present during Ancient Greece. (Auditory)

Ask the students-‐

1. What building held the first Olympics? 2. What is the name of the collection of many different monumental buildings? 3. What kind of column has snail-‐like edges? 4. What kind of column has intricate designs and details? 5. What was the most well known temple in Ancient Greece? 6. What column is plain and geometrical?

-‐Have a slide of a close up picture of each of the different types of columns so the students can refer to them for the art project. (attached on powerpoint, last page) (Visual) “We are now going to do an art project that involves drawing and painting of a chosen column of your choice.“ (Tactile) “In addition you are to a current a work of art displaying a building located in America today that has similar features.” -‐Students are to choose any column and building they would like to create that correctly displays the characteristics learned in today’s lecture. -‐They are to use watercolors consisting of warm, intermediate or cool colors. -‐Remind them that: (tactile) warm-‐ reds and yellow, tan and brown intermediate-‐ yellow, orange, blue, purple, green cool-‐ blues, greens, greys -‐After the students are finished with their art creations, they are to share them with the class their finished piece and explain why they chose the column they did and what characteristics it has. -‐They will also explain the building that they chose to recreate that is present in American society today and how it is similar to ones in Ancient Greece. (Auditory) *For the strugglers: The teacher will provide visual examples up on the projector.

*For the advanced: The teacher will encourage these students to accompany their art project with a paragraph about what they painted and why.

Summary: -‐To conclude this lesson students will stay at their seat. -‐We will then have a group discussion of what was learned throughout the days lesson. -‐We will re-‐ask the following questions:

What building held the first Olympics? What is the name of the collection of many different monumental buildings? What kind of column has snail-‐like edges? What kind of column has intricate designs and details? What was the most well known temple in Ancient Greece? What column is plain and geometrical? What contributions did Greece have on America’s architecture?

-‐The artwork created during the activity will then be turned in for evaluation. Materials Computer/overhead screen for slideshows and lecture YouTube slideshow (http://www.youtube.com/watch?v=Nfn65NMXFPA) Personal PowerPoint creation (attached at end) Watercolors Pencils Paintbrushes Construction/Printing paper Evaluation Part A: Have the student complete the following questions with 80% accuracy: (attached)

1. Which type of column was designed plainly with geometrical edges? 2. Which type of column was intricately decorated? 3. Which type of column had snail like edges? 4. What was the location of the first Olympic games? 5. What was the name of the town-‐like collection of Ancient Greek buildings?

KEY: Doric Olympia Corinthian Acropolis Ionic

Evaluation Part B:

1. Did students meet our objectives? 2. What were the strengths of this lesson? 3. What were the weaknesses? 4. What could be improved if this lesson was used in the future? 5. Did this lesson accommodate the needs of all learners?

Check-‐In Quiz: GREEK COLUMNS AND BUILDINGS

1. Which type of column was designed plainly with geometrical edges?

2. Which type of column was intricately decorated?

3. What were the weaknesses?

4. What was the location of the first Olympic games?

5. Did this lesson accommodate the needs of all learners? KEY: Doric Olympia Corinthian Acropolis Ionic


Day 3: Government in Ancient Greece

Purpose: Today is day three in a series of five lessons about Ancient Greece. The purpose of this lesson is to introduce essential knowledge on how Ancient Greece developed ideas about government, and how those ideas influence the government of today in the United States. History SOL 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Objectives: The students will draw and fill in a venn diagram comparing and contrasting direct and representative democracy with 100% accuracy. (visual and tactile) Also in the diagram, the students will define the word contribution and write at least one similarity identifying principals of government from Ancient Greece that are part of the United States government. Procedure: Introduction-‐

To introduce government in Ancient Greece, the teacher will read Government in the Ancient World by Hazel Richardson. The teacher will pause before, during, and after to discuss the text and its content. (auditory)

Before ?’s; By looking at the cover and reading the title, what do you guys predict this book is about? (visual) Do you all know anything about Ancient Greece and its government?

What do you all know about our government? During ?’s; Is the book making sense so far? What can you all tell me about Ancient Greece’s government, now? Have you guys heard some of these terms before, or are the words you are hearing in the book new to you? After ?’s; Can anyone give me some terms they remember from the book? What do those terms mean? Are there any similarities between the way Greece ran their government and the way we do here in the United States? What are those similarities?

Do you guys think Ancient Greece had any influence on the way we run our government today?

Development-‐

Students will return to their seats to work on a group assignment. Using what they learned from the book, Government in the Ancient World, the students will be put into groups and instructed to create a hand drawn venn diagram comparing and contrasting direct and representative democracy, noting in the center of the diagram which principals from Ancient Greece are part of our government today (which we have in common). (visual) The teacher will allow free talk and questions during work time, the students are expected to have questions and will be allowed to fill in the rest of their venn diagram at the end when we discuss the similarities and differences of direct and representative democracy whole class. (auditory)

• For strugglers; the teacher will present an example of a venn diagram on the board.

• For the advanced; the teacher will encourage them to lead discussion during our whole group review on comparing and contrasting. The teacher can also ask these students to give specific examples of how the two are different or the same.

Summary-‐

• The teacher will end the lesson by leading a whole class review/discussion on their self constructed venn diagrams. (visual and auditory)

• This discussion will be student lead, but the teacher will be there for support and should jump in to ensure these three questions are asked and answered correctly;

• What is direct democracy?.... “a government in which people vote to make their own rules and laws”

• What is representative democracy?....”a government in which the people vote for (elect) a smaller group of citizens who make the rules and laws for everyone”

• What does contribution mean?...”the act of giving or doing something”... Can anyone give me an example of a contribution?

• Each group will turn in their venn diagram for a grade. Materials:

• Government in the Ancient World by Hazel Richardson (teacher will provide) • White construction paper (teacher will provide) • Pencil (student will provide)

*Definitions for direct democracy, representative democracy, and contribution found on the VDOE website under the 3rd grade Curriculum Framework for History and Social Studies SOL 3.1.

Evaluation Part A:

• During the read aloud, the teacher will be looking for attentiveness, and listening for “on topic” questions.

• The teacher will walk around the classroom during the construction of the venn diagrams and make sure students are putting definitions with the correct terms.

• The teacher will be listening for discussion on what a contribution is, the correct meaning, and examples of how Ancient Greece has made contributions to our government.

• The students will complete their venn diagram and turn them in. The teacher will be looking for accurate definitions, and a minimum of one example or similarity between the government of Ancient Greece, and our government today.

• The students will turn their venn diagrams in for a grade, but get them back to use as a study guide for their unit assessment at the end of the week.

Evaluation Part B:

• Did the students meet my objectives?

• Did this assignment work as a “group assignment”, or should it have been an individual assignment?

• How were materials? Did students have trouble drawing their own venn diagram?

• How was noise level in the classroom during work time? Were students on task?

• Did students have enough previous knowledge on todays government to accurately

compare and contrast?

• What went well? Not so well?


Day 4: Ancient Greece Olympic games

Purpose: Today is the fourth of a series of five lessons that deal with the building of students’ knowledge on Ancient Greece. Today’s lesson will focus mainly on the contributions that the Ancient Greek Olympic games had on present day Olympics. Today’s lesson will incorporate mathematics to further deepen the students’ understanding concerning this topic. VA SOLS-‐ History (Main) 3.1 The student will explain how the contributions of Ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy) and sports. Physical Education Responsible Behaviors 3.4 The student will demonstrate an understanding of the purpose for rules, procedures, etiquette, and respectful behaviors while in various physical activity settings. a) Demonstrate independence and good use of time while engaging in physical activity. c) Work cooperatively with peers. Mathematics Probability and Statistics Focus: Applications of Data and Chance 3.17 The student will: a) collect and organize data, using observations, measurements, surveys, or experiments; b) construct a line plot, a picture graph, or a bar graph to represent the data; and c) read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. Objectives: -‐Given the two YouTube videos explaining background knowledge regarding the topic, a read aloud from the book Hour of the Olympics, participation in imitation Olympic games, and a math charting activity, the students will be able to gain an understanding of the history of the Olympic games and how it has contributed to the current ones present today. The students will be able to actively participate and complete the data recording of the olympic game to full completion and receive 70% accuracy on the mini quiz given at the end. Procedure: Introduction: -‐To introduce this lesson, we will have the student stay seated during this time.

-‐We will explain that we are going to be watching two YouTube videos regarding the Ancient Greek Olympic sports. -‐We will then pull up the videos on YouTube and require the students to stay quiet and be attentive during this time. -‐Remind the students that this information is important and they should be taking notes about them. -‐Play videos.

1. https://www.youtube.com/watch?v=MthUbt6p1cg 2. https://www.youtube.com/watch?v=mPph6hwRNTg

-‐After videos are finished play, have a small discussion about what was seen throughout the videos.

1. Where were the first Olympics held? 2. Did you notice anything strange about the Ancient Greek olympics? 3. Did you notice anything similar to the Ancient olympics compared to our present day?

-‐Explain to the students that because the Olympic games were so popular in Ancient Greece they eventually were adopted and revised to an American version so we could have fun too! -‐Further explain that we received many ideas from the Ancient Greeks such as games like the discus which is similar to our shotput, our current long jump is quite the same and we now use two legs instead of just one to race each other. -‐”We are now going to read a story called Hour of the Olympics.” -‐After the story was read have group discussion about what was learned

1. Although this story is fiction, was there anything included that taught you information about the Olympics?

2. Do you think the Olympics included in this story are similar to the ones that are still held today? Why or why not?

Development: -‐“For today’s lesson we will be partaking in a very own Olympic games!” -‐Although, as learned earlier today, we are going to ignore the fact that women were not allowed to partake in ancient Greece Olympics. -‐For this part of the lesson we will be located outside on the playground field if weather permits, if not we will be located in the gym. (permission has already been granted for this day.) -‐Before introduction of the games being played today, it is important to go over safety rules for the students to keep in mind. -‐Play fairly -‐Play nicely -‐Take turns -‐Be safe -‐We will then explain to the students that our version of Olympic games with be in center-‐like formation consisting of groups of approximately five children in each. (Kinesthetic) -‐There will be four different centers of Olympic like games (Excluding Wrestling!)

1. One Foot Racing-‐ Students will race in pairs against another student while only hopping on one foot like the Ancient Greeks did around half of the track one time.

2. Two Legged Race-‐ Students will race in pairs using both feet for a one lap long course like our version of the track and field event.

3. Students will be throwing a frisbee to reach the furthest distance (similar to the Greece game of discus)

4. Long Jump-‐ The students will take turns one by one jumping from the starting point to the furthest distance possible.

-‐Explain to the children that although this is an exciting lesson to take part in today, there is also a math component that they will need to be conducting during the olympic games. -‐The students are required to keep tally of the place each student received during the different games taking place. (The students are to be reminded that this is only for scoring purposes so we can observe at the end, and it is only for fun!!) (Tactile) -‐Each group of students are given a log sheet that they are to fill out together the individual places for each Olympic game and turn in at the end of the day (attached) -‐The students will also have to measurements of the time taken to complete both station one and two in addition to using a meter stick to measure the long jump in station four. -‐Each individual student is to take part in measuring and keep record on their own separate sheet of paper (attached) -‐Once all of the groups have finished tallying up their points we will return back to the classroom -‐Assign one group member to bring in the sheet of paper of the groups records in addition to the stop watches and meter sticks. -‐Once back in the classroom we will be using the Promethean Board to record our data together. -‐Pulling up the charting program, we will use the bar graph function to record the data that each group collected. -‐We will input each of the students name into the system and the number of each first, second, third, fourth and fifth place they received. -‐We will have the system calculate to show up which students received the most first place awards during the games. (That student is the winner!) -‐We will then move on to input the data collected regarding the time taken to complete the one legged race as well as the one lap dash in addition to the meters/feet the discus frisbee was thrown. -‐We will not make this a competition by including the names of the students we will just have the different times and distances so we can observe the class differences on the bar graph. -‐Conclude the lesson. Summary: -‐During this time all students will turn in all data they have at their tables. -‐We will have another group discussion to review that materials we learned during this lesson.

1. Where did the Olympics begin? 2. Where were they first held? 3. Were women allowed to perform in the first olympics?

4. How did the ancient Olympics influence our present day games? 5. What are similarities/differences between the ancient and present day olympics?

-‐”Do you have any questions for me about the Olympic games?”

Materials: Computer Overhead screen for viewing YouTube Videos -‐https://www.youtube.com/watch?v=MthUbt6p1cg -‐https://www.youtube.com/watch?v=mPph6hwRNTg Hour of the Olympic by Mary Pope Osborne Promethean Board for charting olympic results Frisbee Meter Stick Stop Watches Score Sheets (attached) Evaluation Part A: Have the students complete the mini 10 question quiz on the topic of Olympics. (attached) The student should receive 70% accuracy.

Evaluation Part B: 1. Did we meet every students’ academic needs during this lesson? 2. What were the strengths of this lesson? 3. What were the weaknesses? 4. What could be done differently if this lesson is used in the future?

OLYMPIC GAME LOG SHEET GROUP NAME: _____________________

Game One: One Foot Racing 1st Place-‐ 2nd Place-‐ 3rd Place-‐ 4th Place 5th Place-‐ Game Two: Two Legged Race 25 Meter Dash 1st Place-‐ 2nd Place-‐ 3rd Place-‐ 4th Place 5th Place-‐ Game Three: Discus Frisbee Throw 1st Place-‐ 2nd Place-‐ 3rd Place-‐ 4th Place 5th Place-‐ Game Four: Long Jump 1st Place-‐ 2nd Place-‐ 3rd Place-‐ 4th Place 5th Place-‐ AT THE TALLY UP EACH STUDENTS 1st, 2nd, 3rd, 4th, and 5th place record!

OLYMPIC GAME RECORDS

Game One: One Legged Race Student Name Time Taken(seconds) 1._________________ __________ 2._________________ __________ 3._________________ __________ 4._________________ __________ 5._________________ __________ Game Two: Two Legged Race Student Name Time Taken(seconds) 1._________________ __________ 2._________________ __________ 3._________________ __________ 4._________________ __________ 5._________________ __________ Game Four: Long Jump Student Name Distance Jumped (Feet/Meters) 1._________________ __________ 2._________________ __________ 3._________________ __________ 4._________________ __________ 5._________________ __________

OLYMPIC GAME-‐ MINI QUIZ 1. When was the first Olympics held? a. 776 BC b. 340 BC c. 290 AD d. 1912 AD e. 2012 AD 2. How often was the original Olympics held? a. Every 6 months b. Every year c. Every other year d. Every 4 years e. Every 6 years 3. Where were the first Olympics held? a. The United States b. France c. Olympia d. Germany 4. Which of the following was NOT a requirement of the athletes that participated in the Olympics? a. They must appear old and weak b. They must be men c. They had to speak Greek d. They must take a vow to Zeus that they had trained for 10 months 5. The Olympics was held in honor of which Greek god? a. Athena b. Hera c. Hermes d. Apollo e. Zeus 6. What type of event was the only event in the first Olympics? a. It was a one legged race b. It was a chariot race c. It was a 200 meter sprint d. It was a wrestling event e. It was a long jump event

7. What was the event in the first Olympics called? a. Stadion b. Marathon c. Greco wrestling d. Pentathlon e. Javelin 8. Which of the following was not part of the pentathlon event? a. Stadion b. Long jump c. Wrestling d. Boxing e. Discus throw 9. True or false: The athletes that won the Olympics were considered big heroes in Greece. a. TRUE b. FALSE 10. What is your favorite characteristic about the Ancient Olympic Games?


Day 5: Visiting Greece Purpose: Today is day five in a series of five lessons on Ancient Greece. The purpose of this lesson is to virtually “visit” ancient Greece and be able to visualize the place we have been studying. Today’s lesson will act as a review on the materials learned days one through four, and also gage their writing aptitudes by having them respond to a writing prompt. History SOL 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Writing SOL 3.9 The student will write for a variety of purposes. a) Identify the intended audience. b) Use a variety of prewriting strategies. c) Write a clear topic sentence focusing on the main idea. d) Write a paragraph on the same topic. e) Use strategies for organization of information and elaboration according to the type of writing. f) Include details that elaborate the main idea. g) Revise writing for clarity of content using specific vocabulary and information. Writing SOL 3.10 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete sentences. b) Use transition words to vary sentence structure. c) Use the word I in compound subjects. d) Use past and present verb tense. e) Use singular possessives. f) Use commas in a simple series. g) Use simple abbreviations. h) Use apostrophes in contractions with pronouns and in possessives. i) Use the articles a, an, and the correctly. j) Use correct spelling for frequently used sight words, including irregular plurals. Basic Operations and Concepts C/T 3-‐5.1 Demonstrate an operational knowledge of various technologies. A. Use various types of technology devices to perform learning tasks. • Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a computer. • Demonstrate the ability to perform a wide variety of basic tasks using

technology, including saving, editing, printing, viewing, and graphing. B. Communicate about technology with appropriate terminology. • Use basic technology vocabulary in daily practice. Objectives:

• Given 15 minutes on a computer, the students will watch a 10 minute video on Ancient Greece in its entirety. (visual, auditory)

• Given the writing prompt, “What is your favorite thing you have learned about Greece and why?”, the students will write a paragraph with a minimum of five complete sentences responding to the prompt and staying on the main topic of Ancient Greece. (tactile)

Procedure: Introduction -‐The teacher will explain to her class that today will be used to think about and review what they have learned about Ancient Greece thus far. -‐She will have five students log into a computer, and ask the rest of the class to be thinking about their favorite thing they learned that week. Development -‐Students on the computers will have the web browser opened and ready to go for them. They will type in and log into TeacherTube ( teacher will be close by for assistance and to monitor). -‐Once they are on TeacherTube, they will type “Ancient Greece” into the search bar. The very first video that comes up is the one they will click to watch, it is a video tour of Ancient Greece. *http://www.teachertube.com/video/ancient-‐greece-‐72283 (visual) The teacher will provide a note card at every computer with these written instructions.

• 1. go to www.teachertube.com • 2. in the search bar, type in “Ancient Greece” • 3.Click on the very first video; “Ancient Greece-‐TeacherTube” and watch it until

it is over (with headphones on, please). Students will rotate every 15 minutes so that everyone has the opportunity to watch the video on Ancient Greece, and also finish his or her writing prompt.

*For the strugglers: The teacher will ask her “computer helpers” to assist their struggling friends with getting started on the computer. Typing on the computer is something the teacher wants each student to practice, so the “helpers” will be encouraged to help, not do for them. If they are struggling to get started on their writing, the teacher will write some of the main points from the past week on the projector. *For the advanced: For the students who are skilled in using technology, I will have them be my “computer helpers” and ask them to guide those who struggle with typing etc. If they finish their writing prompt with time left over, the teacher will challenge them to write as many sentences as they can, and then if there is time, to include an illustration.

Summary Once everyone has completed their writing prompt and viewed the video on Ancient Greece, we will meet back on the carpet. The teacher will re-‐visit the book from day one; the teacher will read This is Greece by Miroslav Sasek and ask the following questions;

-‐Did you guys enjoy learning about Ancient Greece? -‐Does anyone want to share want they wrote about in their paragraph or what their favorite thing about Greece is? -‐What is something you learned this week that you did not know before we started talking about Greece? -‐Do you guys feel ready for your test? Is there anything you're still unsure about? -‐My favorite thing about Ancient Greece is…..

Materials-‐ Classroom computers (already in classroom) Headphones (classroom will provide) Writing prompt, “What is the best thing you’ve learned about Greece and why?” (teacher will provide) Paper/Pencil( student will provide) This is Greece by Miroslav Sasek (teacher will provide) Evaluation Part A-‐ The teacher will be looking for appropriate behavior and usable typing skills while students are on the computers, and the students will watch the video until it is over (09:46) The classroom should be on a level 0 with students on the computer and students writing, so the teacher should look listening and looking for no noise and on task behavior. While students are writing, the teacher should be walking around and checking for full and on topic sentences. The students will write a minimum of 5 complete sentences to have finished their prompt. Evaluation Part B-‐ Did the students meet the objectives? Were the expectations for the prompt too low/high? How did students do on the computers? Did they need much assistance? Did computers cooperate? What went well? Not so well? Do the students seem prepared for their unit assessment after this “review”?

Unit Assessment (Day 6) Contributions of Ancient Greece

NAME ________________________________________

DATE ______________________

Directions: Circle the correct answer for each question. 1. A _________ _______________ is a government in which people vote to make their own rules and laws. a. Representative democracy b. Direct democracy c. Successful democracy 2. The Parthenon is a famous building in _________________. a. Rome b. Egypt c. Greece 3. Olympic games today are modeled after those of ancient ________________________. a. Greece b. Rome c. Egypt 4. A _____________________ is the act of giving or doing something. a. Contribution b. Gift c. Present 5. The architects of ancient Greece used ______________________ and columns on many buildings. a. Arches b. Windows c. Paintings

6. __________________________ is the birthplace of democracy. a. Rome b. Egypt c. Greece 7. A famous building in Greece is the ______________________. a. Acropolis b. Coliseum c. White House 8. Greece is located in __________________________. a. Asia b. Europe c. Africa 9. The government in ___________________________________ is based on ideas from ancient Greece.

a. Egypt b. The United States c. China

10. A ____________________ ____________________ is a government in which the people vote for (elect) a smaller group of citizens makes the rules and laws for everyone. a. Direct democracy b. Representative democracy c. Successful democracy

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