team+16

Team 16

**Design Studio Unit Plan** **5th Grade Social Studies** **Pre-Columbian Civilizations**

**Instructors: Maura Lizek & Kathy Reilly** **(mlizek) lunenburgonline.com** 1. What was daily life like for people who lived in the Mayan, Aztec and Incan civilizations? 2. How did the arrival of European explorers affect the daily lives of people in these civilizations?
 * Essential Questions**

1. Participate appropriately in online and face to face discussions 2. Synthesize information on a given topic 3. Effectively communicate ideas through writing 4. Make connections between their own learning and the learning of others
 * BIG IDEA**

The students need an understanding of what life in the Americas in different time periods. They need to understand how the arrival of Europeans influenced not only ancient civilizations by changing their way of life and how these changes helped to shape the Americas we know today. By having students work in small groups (both teacher and student led) students will learn to work cooperatively both in person and online. Students will also demonstrate their understanding of the content vocabulary through the writing of daily journals. **Instruction Goals**: Students will be able to 1. Take the point of view of a person living in the ancient civilization 2. Discuss different aspects of daily life 3. Write informal diary entries from the point of view of a member of the community 4. Compare and contrast the three different Pre-Columbian civilizations 5. Time Permitting: Compare each civilization before and after European Exploration **Performance Objectives**: Students will be able to: 1a. Read a grade level text and find the Main Idea and details to support the given concept (school, work, daily life, etc...) 1b. Use the voice of a member of the given civilization 2. Participate appropriately (based on previously agreed upon rules) in a discussion (in person or in a wiki) of the various aspects of daily life for each civilizations 3. Writing diary entries in a Wiki in the voice of a member of a given civilization using appropriate spelling and grammar according to the rubric 4. Compare and contrast their civilization to the other two civilizations by posting comments on the wiki using appropriate netiquitte 5. Discuss the influence European exploration on each civilization (in person and/or in a Wiki) **Lesson Content** * Read about the following topics for one of the three Pre-Columbian civilizations - Food and Farming - Religion - Government - Architecture - Clothing - Social Roles/Hierarchy -End of civilization * Learn appropriate netiquitte * Learn how to use discussion boards in Wikis * Voice in Writing * English Conventions * Content Specific Vocabulary * Use reference materials to define vocabulary * Compare and Contrast three Pre-Columbian civilizations * Compare and Contrast pre and post European arrival, making connections between civilizations * Collaborate with peers to create an Animoto * Use the Internet and assess sources *Use the internet to find pictures, and videos to use * Decide upon and follow discussion rules * Use Internet tools to assist with reading as appropriate
 * Rationale**

**Materials** -grade level books on each civilization -maps and timelines -rubrics -Brainpop and other videos on the Pre-Columbian Civilizations -computer lab **Websites** -Wikispaces -Animoto

**This will be a two week unit.** **Instructional Procedures** a. //Focusing Event:// A Brain Pop video will be shown to introduce the Pre-Columbian civilizations. b. //Teaching method: Class will be divided into 3 heterogeneous grouping and assigned a Pre-Columbian civilization.// Teacher will model how to read the non-fiction texts and the first journal entry will be written together as a group. Each subsequent entry will be independent. c. //Formative Checks//: Teacher will read and score the daily journal entries to check in for understanding of the material using the taught rubric. During the teacher led discussion groups, the teacher will be looking for content understanding as well as appropriate participation. d. //Student Participation//: students will reflect on their face to face discussions by filling out a rubric. Students will be expected to write a daily journal entry as well as respond to two posts that their peers have written. e. //closure:// The summative assessment will involve the students using their daily journal entries to collaborate to make an Animoto video about their civilization. //How to differentiate:// -use of digital recorders so students can record their thoughts before they type -support for typing, if needed -graphic organizers to help students organize their ideas before typing -text will be read in groups, but can be reread with an adult, as appropriate -an online reading tool, such as natural reader can be employed to help some students easily access the writing of their peers and information from various websites -an extension activity will be MyFakeWall, in which the student can take their daily posts and create the character and the “Friends” that character would have by posting and responding in their “friends’” voices.

**Assessment**
 * Daily blog: journal writing with a rubric that is located on Wikispaces
 * Animoto,final project: students collaborate to create a short video on one civilization
 * Extension project: My Fake Wall: create a profile based on log entries (as a member of their particular civilization) using a rubric found on Wikispaces

**DAILY LIFE JOURNAL WIKI GRADING RUBRIC** Any errors don’t interfere with my ability to read your work || Your spelling and grammar need a little bit of work. At times I had trouble understanding what you were trying to say. || I had a lot of trouble understanding what you wanted to say because of errors in spelling and grammar. || **Final Project: Animoto Video** They don’t interfere with my ability to read your work || Your spelling and grammar need a little bit of work. At times I had trouble understanding what you were trying to say || I had a lot of trouble understanding what you wanted to say. || **Extension Project: My Fake Wall Rubric** They don’t interfere with my ability to read your work || Your spelling and grammar need a little bit of work. At times I had trouble understanding what you were trying to say || I had a lot of trouble understanding what you wanted to say. ||
 * || 4 Expert Pre-Columbian || 3 Qualified Pre-Columbian || 2 Amateur Pre-Columbian || 1 Novice Pre-Columbian ||
 * Content || I was brought back in time with the great details you used to describe not only yourself but what was going on around you || The details you used showed me that you really understood who YOU were in the civilization || Your details show that you understood parts of this, better or more examples would convince me more || You need more details and examples to prove that you are a member of the civilization ||
 * Voice || I REALLY believed you belonged in this civilization. || I believed you were a member of this civilization || You kind of sounded like a member of this civilization || I’m not convinced you belong in the civilization ||
 * Conventions || Your spelling and grammar exceed the fifth grade expectation. || Your spelling and grammar are right on track for fifth grade.
 * Discussion/Making Connections || You responded thoughtfully to AT LEAST the required number of posts using proper netiquiette and your comments moved our discussion in new directions. || You responded thoughtfully to the required number of posts and you used proper netiquiette || Some responses are lacking or some responses needed more thought. Proper netiqette may or may not have been followed. || Many responses are lacking or more thought needs to be put into your responses. Proper netiqette may or may not have been followed. ||
 * || 4 || 3 || 2 || 1 ||
 * Content-visual || The pictures, video used demonstrate a a deep understanding of the civilization || The pictures, videos demonstrate a good understanding of the civilization || The pictures, videos used showed a basic understanding of the civilization || More or better pictures, videos are needed to demonstrate your understanding of the civilization ||
 * Content-text || Title and text helps the viewer to better understand your civilization || Title and text helps the viewer to better understand your civilization || More or more appropriate text is needed to help the viewer understand your civilization || More or more appropriate text is needed to help the viewer understand your civilization ||
 * Conventions || Your spelling and grammar exceed the fifth grade expectation. || Your spelling and grammar are right on track for fifth grade.
 * || 4 || 3 || 2 || 1 ||
 * Content || The posts and comments showed a deep understanding of the civiliation || The posts and comments showed your understanding of the civiliation || The posts and comments showed a basic understanding of the civiliations || More insightful posts and comments would demonstrate a better understanding of ||
 * Voice || I REALLY believed you belonged in this civilization. || I believed you were a member of this civilization || You kind of sounded like a member of this civilization || I’m not convinced you belong in the civilization ||
 * Conventions || Your spelling and grammar exceed the fifth grade expectation. || Your spelling and grammar are right on track for fifth grade.
 * Requirements || You created AT LEAST the required number of posts and comments using proper netiquiette. || You created the required number of posts and comments using proper netiquiette || Some posts and comments are lacking or need more thought. Proper netiqette may or may not have been followed. || Many posts and comments may be missing or more thought need to be put into your posts. Proper netiqette may or may not have been followed. ||

** Standards ** **Social Studies** **//5.2//** : Identify the three major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, Inca) and their locations. Describe their political structures, religious practices, and use of slaves **Writing** **3**: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. **a**. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally **b**. Use narrative techniques, such as dialogue, description, and pacing to develop experiences and events or show the responses of characters to situations. **c**. Use a variety of transitional words, phrases, and clauses to manage the sequence of events **d**. Use concrete words and phrases and sensory details to convey experiences and events precisely. **e**. Provide a conclusion that follows from the narrated experiences or events **//4//**//:// Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience

**//6//**//:// With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. **//7//**//:// Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

**Speaking and Listening Standards** **//1//**: Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. b. Follow agreed upon rules for discussions and carry out assigned roles c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. **//4//**//:// Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. **//5//**//:// Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes **Reading Standards for Informational Text** **2.** Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. **3**. Explain the relationship between two or more individuals, events, ideas, or concepts in a historical text based on specific information in the text. **4**. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. **7**. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to quickly solve a problem efficiently. (?) **9**. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. **10**. By the end of the year, read and comprehend informational texts at the high end of the grades 4-5 text complexity band independently and proficiently. **Language Standards** **1**. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. b. Form and use the the perfect verb tenses c. Use verb tenses to convey various times, sequences, states, and conditions. **2**. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. **a**. Use punctuation to separate items in a series **b**. Use a comma to separate and introductory element from the rest of the sentence **c**. Use a comma to set off the words yes and no (e.g., Yes, thank you); to set of a tag question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate a direct address (e.g., Is that you, Steve?) **d**. Use underlining, quotation marks, or italics to indicate titles of works **e**. Spell grade-appropriate words correctly, consulting references as needed **3**. Use knowledge of language and its conventions when writing, speaking, reading or listening. **a**. Expand, combine, and reduce sent, reader/listener interest and style. **4**. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies. **c**. Consult the reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases **Websites and References** *the specific books and other materials are in our classrooms [|http][|://][|www][|.][|adishakti][|.][|org][|/][|mayan][|_][|end][|_][|times][|_][|prophecy][|_12-21-2012.][|htm] [|http][|://][|www][|.][|pbs][|.][|org][|/][|wgbh][|/][|nova][|/][|mayacode][|/][|map][|-][|nf][|.][|html] [|http][|://][|www][|.][|brainpop][|.][|com][|/][|socialstudies][|/][|worldhistory][|/][|mesoamerica][|/] [|http][|://][|www][|.][|brainpop][|.][|com][|/][|socialstudies][|/][|worldhistory][|/][|mayacivilization][|/] [|http][|://][|www][|.][|brainpop][|.][|com][|/][|socialstudies][|/][|worldhistory][|/][|incacivilization][|/] [|http][|://][|www][|.][|brainpop][|.][|com][|/][|socialstudies][|/][|worldhistory][|/][|azteccivilization][|/] [|http][|://][|player][|.][|discoveryeducation][|.][|com][|/][|index][|.][|cfm][|?][|guidAssetId][|=3][|E][|48][|B][|018-2929-460][|D][|-946][|B][|-4][|A][|35][|FC][|44][|C][|2][|E][|2&][|blnFromSearch][|=1&][|productcode][|=][|US] [|http][|://][|player][|.][|discoveryeducation][|.][|com][|/][|index][|.][|cfm][|?][|guidAssetId][|=][|B][|4][|F][|36384-][|A][|49][|E][|-44][|F][|1-][|B][|3][|C][|4-6][|F][|834026227][|C][|&][|blnFromSearch][|=1&][|productcode][|=][|US] [|http][|://][|player][|.][|discoveryeducation][|.][|com][|/][|index][|.][|cfm][|?][|guidAssetId][|=][|E][|5][|AE][|688][|E][|-3][|F][|60-4114-][|B][|4][|B][|4-][|B][|6][|C][|6][|BBDBB][|3][|E][|0&][|blnFromSearch][|=1&][|productcode][|=][|US]

Wiki - http://mrskreilly.pbworks.com/w/page/42515545/PreColumbian-Civilizations

Rubric - []

Self Assessment - []

Kathy Reilly - Mrskreilly(at)gmail.com