Ancient China Unit Plan
Second Grade
Five days, Three days of Assessment
Courtney Ashley, Chelsey Collins
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Ancient China Unit Plan
2nd Grade
Courtney Ashley, Chelsey Collins
Teaching Timeframe: Five days plus three assessment days
1. Introduction: This unit plan is important because its main focus is to educate and
reinforce the contributions of Ancient China through the implementation of math, art,
movement, technology, language arts and geography. Because this unit comes from
the SOL S.S. 2.1, which covers Ancient China and Egypt, the best way to approach
this lesson is to split up Egypt and China and create a unit from each one. With this
in mind Ancient China is the first unit before Egypt introducing key terms such as
architecture, contribution, and ancient.
2. Objectives:
a. General Unit Objectives: Through this unit plan students will gain these
general objectives through the Standards of Learning, while learning about
the contributions of Ancient China-2nd grade social studies.
i.
Knowledge and understandings: Contributions of Ancient China.
Main Key terms. Counting Money. Different Cultures
ii.
Skills: Research, Sorting, Cooperation/group work, Art construction
skills, Coin Counting, Compare and Contrasting
iii.
Attitudes/appreciation: Students will appreciate the benefits of a
different culture and the contributions, Enjoy the benefit of group work
and cooperation.
b. Specific Objectives:
.
The students will be able to recognize the key terms (contributions, architecture, and
ancient), contributions (written language, inventions (kite, silk, compass, fireworks),
architecture) and geography of China given a map, manipulatives, and definitions with a
80% accuracy.
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Given baggies containing coins whose value is $2.00 or less, with each baggie
containing a different total value, the students should be able to count and compare
money with 80% accuracy.
ii.
Given background knowledge and materials, the students will be able to
construct a model of the Great Wall of China with 90% accuracy.
iii.
First the students will be able to research facts about Ancient China given
nonfiction books from the library with 100% accuracy. After researching Ancient China
the students will be able to code and decode their messages with a chart of Chinese
symbols and characters with 80% accuracy.
iv.
Given previous knowledge from the days before, the students will be able to
answer questions about Ancient China through movement with 80% of the class being
able to answer the question correctly.
c.
Standards of Learning (SOLs)
Main Core SOL:
S.S. 2.1
The student will explain how the contributions of ancient China and
Egypt have influenced the present world in terms of architecture, inventions, the
calendar, and written language.
i.
Supporting Core SOLs:
Math 2.10
The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters
whose total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
S.S. 2.4
The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of
ancient China and Egypt;
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United
States maps;
d) understanding the relationship between the environment and the culture of the
Powhatan, Lakota, and Pueblo Indians.
L.A. 2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful
expression.
L.A. 2.10 The student will demonstrate comprehension of information in reference
materials. a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
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d) Use online resources.
Fine Arts (Create three-dimensional works):
Art History and Cultural Context 2.12 The student will identify works of art and
elements of architecture of other cultures
Art History and Cultural Context 2.10 The student will create three-dimensional
works of art, using a variety of materials to include clay
PE/Health
2.1 The student will demonstrate approaching (at least two critical elements) and
mature form (all correct critical elements) of locomotor, non-locomotor, and
manipulative skills.
a)
Demonstrate individually and with a partner the mature forms of manipulative
skills for underhand throwing, catching underhand tossed or thrown ball,
kicking/passing stationary ball to a partner or to a target, foot dribble with control
while walking, striking, consecutive upward volleying with hand(s), and stationary
hand dribbling.
b)
Demonstrate a simple educational gymnastic sequence, including balance, roll,
transfer of weight from feet to hands, and flight.
c)
Demonstrate moving to a rhythm by performing basic dance sequences
(teacher- or student-led dances).
d)
Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide.
e)
Demonstrate and differentiate between jogging and running.
f)
Demonstrate manipulative skills using increased force (hard) and decreased
force (soft) with control.
g)
Demonstrate mature form for jumping forward with self-turn rope and jumping
with long rope (student turn).
h)
Demonstrate approaching mature form (at least two critical elements) for
overhand throw, dribbling with dominant/preferred hand while walking, kicking
moving ball, striking ball/object with short-handled implement upward and forward,
striking/batting ball off tee, and jumping backward with self-turn rope.
Technology:
C/T K-2.1 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. • Use appropriate buttons, gestures, menu choices, and commands to
manipulate the computer when completing learning tasks.
B. Communicate about technology with appropriate terminology.
• Use basic technology vocabulary as needed.
3.) Daily Lesson Plans: refer to following pages (5-23) for lesson plans:
 Introductory lesson- Day 1: Lesson 1 (pg. 5-8)
 Developmental lessons- Day 2: Lesson 2 (pg. 9-12); Day 3: Lesson 3 (pg. 13-16);
Day 4: Lesson 4 (pg. 17-19)
 Culminating lesson- Day 5: Lesson 5 (pg. 20-26)
4.) Unit Evaluation (pg. 27-29): After the unit lessons have been taught the students will
work on a unit project to assess what they have learned. It will consist of three days working
in class, and any remaining work will be done at home. The project’s goal is to make sure
that an individual student does research on a specific contribution and makes a visual
representation to share with the class. Because the project only covers a portion of the
SOL, and only has a student focused on one contribution, there will be a formal assessment
and test conducted at the end of the Egypt unit a week from presentations. That test will
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ensure that students have grasped all of the contributions from both Egypt and Ancient
China and will determine whether they can decipher between the two.
5.) Resources:
 Suitcase full of artifacts
o silk
o kite
o picture of the great wall
o map of china
o compass
o picture of fireworks
o Story about China
o Written language
 symbols and characters
 Smart Board Sort:
o Key Terms
o contributions
 Investigative notebooks
 pencils
 scissors
 extra paper for flaps in investigative notebook
 Ancient China Book:
o Ancient China by: Louis Sabin
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Silk coin purse
Coins (enough for each student to have $2.00)
Price tags
Cash register
Sugarcubes
Glue
cardboard sheet to put the wall on and transport it
Map of china
Smartboard
toothpicks (optional)
popsicle sticks (optional)
http://www.confessionsofahomeschooler.com/blog/2010/09/china-craft-greatwall.html (example)
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Decoding sheet with character and symbols
http://a1.phobos.apple.com/us/r1000/012/Purple/24/5c/fc/mzl.mmcfyyvc.320x480-75.jpg
 Ancient China books (in the library)
 Envelopes
 powerpoint with questions
 signs to label the four corners
o A, B, C, and D
 smartboard
 projector
 computer
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Title: Day 1-Lesson 1: 2nd Grade, SOL S.S. 2.1 and 2.4
Purpose: Todays activity is day one of many lessons introducing Ancient China and the
contributions that have influenced the present world. Today we will focus on terms to know
(contributions, ancient, and architecture) and the contributions that include written language,
inventions, and architecture. We will do this by incorporating technology by using the
smartboard. Lastly we will use the geography of China to help students visualize the
location. This is important because this knowledge is going to be scaffolding into our other
lessons in the unit.
S.S. 2.1
The student will explain how the contributions of ancient China and Egypt
have influenced the present world in terms of architecture, inventions, the calendar, and
written language.
S.S. 2.4
The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient
China and Egypt;
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States
maps;
d) understanding the relationship between the environment and the culture of the
Powhatan, Lakota, and Pueblo Indians.
C/T K-2.1 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. • Use
appropriate buttons, gestures, menu choices, and commands to manipulate the computer
when completing learning tasks.
B. Communicate about technology with appropriate terminology.
• Use basic technology vocabulary as needed.
Objective: The students will be able to recognize the key terms (contributions, architecture,
and ancient), contributions (written language, inventions (kite, silk, compass, fireworks),
architecture) and geography of China given a map, manipulatives, and definitions with a
80% accuracy.
Procedure:
Introduction
 Have the students sit at their desks
 (POP) The teacher will come in wearing clothing from china and a suitcase full of
different contributions (Visual)
 The teacher will discuss what the students already know about china before opening
the suitcase and sharing (Auditory)
o What do you know about China?
o Do you know any artifacts that China has given us?
o Does anyone know where china is located?
 The class will then look at the contributions that are in the suitcase and the teacher
will tell the students that we will be working with these things over the next week.
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o
The teacher will also pass out the contributions so that the students can
investigate further. (Auditory,Visual,Kinesthetic)
 As the teacher is sharing each item they will share facts or tell a story about each
item.
o silk (made from silk worms)
o kite (Used to send messages)
o picture of the great wall (The great wall was meant to be built around china as
a form of protection)
o map of china
o compass ( used for navigation like it is today)
o picture of fireworks
o Story about China (Ancient China by Louis Sabin)
o Written language
 symbols and characters
 After the teacher is sharing what is in the suitcase, discussion is going to be
encouraged by asking the students:
o Have any of you seen any of these items in the store?
o How do any of these contributions apply to today’s world?
 Today we are going to look at some key terms, contributions, and the geography of
Ancient China
Development
 Have the students come to the story carpet
 Read Ancient China by Louis Sabin that was in the suitcase. While reading ask
these questions: (visual, auditory)
o What do you notice about the chinese culture?
o What contributions do you see in the illustrations?
o Do you notice the clothing that they are wearing? How is does it differ from
what you are wearing?
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After the story the students will go to the smartboard
The teacher will model the key terms to know for ancient china on the smart board
with a smartboard sort.: (visual, auditory)
o architecture-design of buildings
o contributions - the act of giving or doing something
o ancient- long, or long ago
The students will then come up and practice matching the key terms with the
definitions (kinesthetic, visual)
The students will then go to their tables and create flip notes for their investigative
notebook (visual)
o Should be labeled “Key Terms”
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o
Three flaps labeled:
 architecture
 contributions
 ancient
o On the inside should be the definition and one example (depending on the
advancement of the students they will either write it themselves or there will
be a hand out with it typed out)
 After they have completed their flip books they will come back to the smartboard
 We will then do a sort with each artifact that was in the suitcase on the smartboard.
(visual, kinesthetic)
o Headings should include:
 Contributions
 Architecture
 Written language
 Have students sort the pictures on the smartboard under the correct heading
 The teacher will then pull up a map of Ancient China and go over the geography
(visual, auditory)
 Discuss with students the important places in Ancient China (auditory)
o Do you know any places in China? Do you know where they are located?
 For advanced:
o Have students do a decoding worksheet to practice decoding messages in
chinese
o Allow student to write a story about what they have learned about Ancient
China using the key terms (put in their interactive notebook).
 For struggling:
o Spend extra time going over key terms to be sure they understand what each
mean by having them do an individual sort so that the teacher can see that
they are grasping the subject ( have them glue envelopes with the sort into
their interactive notebooks).
Summary
 Have students to return to their tables
 Pass out all different artifacts from the suitcase to each table and have them
determine which category each go into then pass them along until they have seen
them all (visual, kinesthetic)
 Have the students write a journal entry titled “First Days of Ancient China” (This
should come over the flip notes of the key terms) (visual)
o What did you learn today about Ancient China?
o What was your favorite part of the activities today?
o Which activities were most helpful?
o What was your favorite contribution that we went over today?
Materials:
 Suitcase full of artifacts
o silk
o kite
o picture of the great wall
o map of china
o compass
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o
o
o
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picture of fireworks
Story about China
Written language
 symbols and characters
Smart Board sorts:
o Key Terms
o contributions
Investigative notebooks
pencils
scissors
extra paper for flaps in investigative notebook
Ancient China Book:
o Ancient China by: Louis Sabin
Evaluation Part A:
 Note where the students are in their development- got it!, developing, and struggling
 Based off of their interactive notebooks, which the teacher will check periodically
during seat work.
Got It! :)
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Working on it
Struggling
By the end of the lesson the 80% of the students should be able to accurately recall
where China is located on the map, and identify which contributions are from ancient
china.
Because this is an introduction to the unit the students should be able to understand
this to move forward in the lesson.
If it is under 80% the teacher should do a thorough review towards the students who
are struggling before moving on.
Evaluation Part B:
 Did the students meet your objective?
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How do you know?
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Did your lesson accommodate/address the needs of all your learners?
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What were the weaknesses?
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How would you change the lesson if you could teach it again?
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Title: Day 2-Lesson 2: 2nd Grade, SOL Math 2.10
Purpose: Today is day two of five integrating Ancient China. Today we will focus on
counting money up to $2.00 through partner work, centers and shopping for
contributions from Ancient China. This relates to past lessons because we are
incorporating contributions (silk for the purse, and items in the store) that were taught on
day one.
Math 2.10
The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters
whose total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
Objective: Given baggies containing coins whose value is $2.00 or less, with each
baggie containing a different total value, the students should be able to count and
compare money with 80% accuracy.
Procedure:
Introduction (pop) The teacher is going to pass out silk coin purses filled with coins whose
total value is $2.00 or less. The teacher will instruct the students to not open the
purse until instructed to do so. (Auditory and kinesthetic)
o Ask the students do they remember the contributions that we went over in
the suitcase? Do you know which one we are using for our purses today?
 Chinese symbols, kite, silk cloth, compass, fireworks, great wall
 We are using the silk cloth for the purse
 The teacher will then pass out a small notebook and instruct the students that
they are investigative shoppers, and this is their investigative notebook.
Development As a class the students will empty the contents of their coin purse at this time,
and create rubbings of their coin collection on the first page of their interactive
notebook. (this will be used later for assessment) (visual and kinesthetic)
o Discuss the names of the coins that are in the bag
 Quarter, Dime, Nickel, Penny
o Be sure to model a rubbing of a coin on paper before the students begin
so that they understand what they need to do
 Then on the next page the students are going to practice writing their total
amounts. (visual)
o Give an example by counting the coins in the teacher coin purse and
writing down the value on the whiteboard
 Then the teacher will pair students up and half the students are going to “go
shopping” in a China store filled with the artifacts from the first day of the Ancient
China Unit. The artifacts are going to be priced ranging from $0.15 to $2.00.
(Visual, Kinesthetic, auditory)
o Ask for one volunteer to help model an example of the store for the
students
 Teacher be the cashier, student be the customer
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Student should pick out items and write them down and teacher will
check work
The partners will then practice being shoppers and cashiers. One friend will go
shopping and write down the prices and the artifacts they can afford with the
amount of money they were given, and the cashier will check their work,
determining whether they can afford it or not. If they can’t the shopper must try
again. Then after they get it correct, the partners switch. (Visual, Kinesthetic,
auditory)
o Pair strong math students with struggling to help balance and learn from
one another.
While half the class is going shopping the other half is working with their partner
comparing and contrasting the value of coins in their partners bag. First they will
determine the value of their partner’s coin and record it, and then they must use
terms such as greater than, less than and equal to to compare. (Visual, auditory)
o Model this to the students by asking for a volunteer and compare and
contrast the coins in each bag
 be sure to use the key terms (greater than, less than, equal to) so
that the students know they must use them
o If students finish early: have a copy of the artifacts and the prices on the
smartboard so that students can start thinking about the type of items they
would like to buy and can afford.
Once both groups are started and got the hang of the activities be sure to walk
around to be sure that students are staying on task.
o listen for key terms
 greater than
 less than
 equal to
o listen to be sure they are using the names of the artifacts
 symbols
 kite
 silk cloth
 compass
 fireworks
 great wall
When both halves of the class are finished they will switch and one will “go
shopping” and the other will compare and contrast
For Advanced:
o The students who are more advanced are going to be given more coins to
count and compare.
o They can also be given a silk purse with chinese coins to see if they can
count and practice counting different forms of money.
o Or have students practice making change by stating how much money
would they get back if they bought an artifact given the set of coins.
For Struggling:
o Have students practice counting by twenty-fives. Allow them to clap their
hands, stomp their feet, or march around the beat while repeating.
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o
Give students a sorting map to help them with their counting.
Summary At the very end of the activity the teacher will give the students questions to
record in their investigative journal. (visual)
o What artifact did you purchase?
o What was the most expensive item you could purchase?
o How does your coin amount compare to your partners? (using less than,
greater than, and equal to vocabulary)
 Then they will write an extension journal talking about the experience. (visual)
o If you and your partner combine all of your coins together, and you wanted
to know the total value. Describe how you would figure this out. Would
your new amount of money allow you to buy any artifact that you could not
buy before?
 They should be able to answer these questions if they did the other
part of the assignment and recorded it in their journals.
 If they forgot allow the partners to talk and remember to allow
pictures of all of the artifacts and their prices on the smart board so
the students can reference it, instead of getting up and going back
to the “store”.
 When the students have finished up on their journals be sure to discuss some of
the questions that the students have written about and how these activities relate
to past lessons about Ancient China.
o What was one artifact that you purchased?
 go around room and have each student share only one
o How does your coin amount compare to your partners?
 have one of the partners share their findings
o How do these activities relate to past lessons we have done on Ancient
China?
 Examples:
 The great wall artifact in the store relates to the building of
the great wall out of sugar cubes
 All of the artifacts were on the sort on the first day
 The silk purse was in the suitcase on the first day
Materials
 Silk coin purse
 Coins (enough for each student to have $2.00)
 notebook
 Pencils
 Artifacts for the store
o silk
o kite
o picture of the great wall
o map of china
o compass
o picture of fireworks
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Price tags
Cash register
Evaluation Part A
 At the end of the day look as the students journals and look to make sure that
they are understanding the concepts
o counting the money
o coin tracing
o summary journal entry
 Also, while the students are working walk around and mark down where students
are in their development:
Got It! :)
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Working on it
Struggling
Be sure that students are counting and comparing money with an 80% accuracy
If the students are not be sure to go back and review the material that the
students are struggling with so that they have a better understanding
Evaluation Part B
 Did the students meet your objective?
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How do you know?
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Did your lesson accommodate/address the needs of all your learners?
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What were the strengths of the lesson?
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What were the weaknesses?
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How would you change the lesson if you could teach it again?
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Title: Day 3- Lesson 3: 2nd grade, SOL Art history and Cultural Context 2.10 and 2.12,
Social Studies 2.4
Purpose:Today is day three of five for the Ancient China lesson. We will be focusing on the
architecture of the Great Wall of China by constructing a model using sugar cubes. This is
related to the the contributions suitcase on the first day which contained a photo of the
Great Wall. We will also be focusing on the geography of Ancient China using the
smartboard to review what we worked on day one by locating different places in China.
While going over the map we will be sure to share with students where the Great Wall is
located.
Art History and Cultural Context 2.12 The student will identify works of art and elements of
architecture of other cultures
Art History and Cultural Context 2.10 The student will create three-dimensional works of art,
using a variety of materials to include clay
S.S 2.4 The student will develop map skills by
a) locating the United States, China, and Egypt on world maps
b) understanding the relationship between the environment and the culture of ancient China
and Egypt
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps
d) understanding the relationship between the environment and the culture of the
Powhatan, Lakota, and Pueblo Indians.
C/T K-2.1 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. • Use
appropriate buttons, gestures, menu choices, and commands to manipulate the computer
when completing learning tasks.
B. Communicate about technology with appropriate terminology.
• Use basic technology vocabulary as needed.
Objectives:Given background knowledge and materials, the students will be able to
construct a model of the Great Wall of China with 90% accuracy.
Procedure:
Introduction
 The students will come to the carpet
 Ask the students what they know about the Great Wall of China (Auditory)
 The teacher will go over the significance of the Great Wall of China (auditory)
o When was it built?
 Over 2,000 years ago (221 B.C.)
o What is the material used to build the Great Wall?
 Bricks, Rammed Earth, Stone, and Wood
o Where is the Great Wall located? (trick question)
 not located in any given city
 The teacher will show pictures of the Great Wall so that the students have an idea of
what it looks like and get different ideas for what they want their own model to look
like (visual)
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o
Be sure to hang the pictures up on the wall so that the students can go back
and look at them when they are working
 There will be an example of a Great Wall made from sugar cubes that had been
made in the past for another example for the students (visual)
o Keep this where the students can see it for reference
 Lastly, the teacher will show the map of China and show the students where the
Great Wall is located in China (visual)
o Tell the students they will be seeing the map again later today so make sure
that they are paying attention to the different places in China
Development
 Have the students sketch out what they want their Great Wall to look like before
giving them the materials for the model (visual, kinesthetic)
o Do a demonstration of a drawing for the students so that they have an
example
o Be sure to walk around to be sure that the students are getting the idea of
what it should look like
 Once the students have finished their drawings be sure to ask them if there are any
questions about what they are doing for the model of the Great Wall so that there is
no confusion before materials are passed out (auditory)
 Pass out the material bins to the students (ask for a few volunteers to help)
(auditory, kinesthetic)
o Be sure that there is enough in each bin for the table so that there is limited
amount of movement around the room
 Before the students begin to work be sure to model how to construct the great wall
o glue the sugar cubes to each other to build up the wall
o remind them to not use too much glue so that their Great Wall won’t be sticky
 show the correct amount of glue
 Tell the students that they may start working on their Great Wall (visual, kinesthetic)
o Walk around to be sure that students are staying on task and that they have
enough materials
 Have the students keep their Great Walls at their desks to dry
 For advanced:
o Have the students write a sentence about what they have learned so far
about Ancient China and what is their favorite part so far.
o Write a sentence about their model and explain their procedure for what they
built.
 For struggling:
o Be sure to give them extra help when needed and watch what they are
sketching before they begin to construct the model to be sure that they get
the idea.
o Explain the significance of the Great Wall to them again so that they
understand the meaning of the project.
Summary
 Once they have finished have the students come to the carpet in front of the
smartboard
 Go over the map of Ancient China once before the students begin to review. Ask
students if they remember where the places are that we went over day one to see
what they remember (visual)
o Remind the students that Beijing is the capital
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Have the students place different places on a blank map of China to review
(including the Great Wall) (visual, kinesthetic)
Once they are finished with the map, tell the students that we will be walking around
the classroom to see each others models of the Great Wall (visual, auditory,
kinesthetic)
o be sure to remind them to not touch anyones art work
Discuss with the students what they learned about Ancient China today. Be sure to
tell them that the Great Wall of China is a huge architectural piece still standing
today.
o What are some things that you learned about the Great Wall?
 It was built over 2,000 years ago
 Does not have a specific location
 One of the contributions
 It was built out of brick, stone, rammed earth, and wood
 Still standing today
o What are some important places in Ancient China that you put on the map?
 Beijing (capital)
 Lhasa
 Guilin
 Shenyang
 Tianjin
Materials:
 Sugarcubes
 Glue
 cardboard sheet to put the wall on and transport it
 Map of china
 Smartboard
 toothpicks (optional)
 popsicle sticks (optional)
 http://www.confessionsofahomeschooler.com/blog/2010/09/china-craft-greatwall.html (example)
Evaluation Part A:
 While students are working on construction go around and make sure they
understand the build of the great wall.
o Mark any student who seems to be struggling on a sticky note.
 After the all of the students are finished with construction a final evaluation of
whether or not the students grasped the lesson will be conducted during the art tour.
o A final mark will be done on a sticky note, to keep in mind which students
need more help with the content.
 Because it is art, it does not have to be precise as long as there is a structure
resemblance of the Great Wall (this should be achieved with extra guidance if
needed).
Evaluation Part B:
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
Were the students able to construct the Great Wall of China?

Did your lesson accommodate/address the needs of all your learners?

What went well during the lesson?

What did not GO so well?

How would you change the lesson if you could teach it again?

Would you use this activity again?
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Title: Day 4- Lesson 4: 2nd grade, SOL Language arts 2.9 Comprehension, 2.10 and
Social Studies 2.1
Purpose: Today is day four of a five day unit for Ancient China. The students will use their
investigative notebooks from day one and two to do nonfiction research. We will be focusing
on researching fun facts about Ancient China and learning how to translate it in characters
and symbols for friends to decode. This is a fun new twist on a give one get one activity.
S.S. 2.1
The student will explain how the contributions of ancient China and Egypt
have influenced the present world in terms of architecture, inventions, the calendar, and
written language.
L.A. 2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
L.A. 2.10 The student will demonstrate comprehension of information in reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.
d) Use online resources.
Objective: First the students will be able to research facts about Ancient China given
nonfiction books from the library with 100% accuracy. After researching Ancient China the
students will be able to code and decode their messages with a chart of Chinese symbols
and characters with 80% accuracy.
Procedure:
Introduction
 The teacher will tell the students that they are going to be historical investigators
today (auditory)
 The student’s goal is to search the scrolls, or in this case books, in the library to find
a fact about china worth sharing with a close friend. (auditory)
 The students will take their investigative notebook’s with them to the library.
Development
 The time in the library is individual work time. The students may share books, but not
facts. They must be reminded to keep their facts secret, even from their friends.
(Visual, Kinesthetic)
o The teacher should model this to the students by finding her own fact and
keeping it secret.
o They will be using the facts later.
o Once they find an interesting fact they must write it in their notebooks.
 After the students find their facts, the teacher will hand each student a copy of a list
of symbols and characters used in Ancient China. (visual, kinesthetic)
o Be sure to show students an example of this by taking the teacher fact and
translating it into symbols for students to have a better understanding
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o
They must use this list to code their fact into Ancient China symbols and
characters.
o After they finish they must make sure they have a copy of the code in their
investigative notebook, and a copy to seal (fold) and share with a friend.
 When they finish sealing their hidden message away they must find one friend and
decode each others messages. They must decode it on the sealed (folded) copy.
(Kinesthetic, auditory, visual)
o If they get it correct they give each other a high five and sit down, if not they
must try again until they decode it.
o The students will save their friend’s message and glue it in their investigative
notebooks. (should have two separate facts).
 While the students are working the teacher should be walking around to be sure that
all students are staying on task and making sure that no one needs help
 For advanced:
o Have students research more than one fact and then chose their favorite to
code or translate.
o If translating into symbols and characters is done quickly then they can
translate another one.
o If decoding is done quickly students can pick another friend to translate.
 For strugglers:
o If they are having a hard time finding a fact use guided questions from
previous lessons such as…
 What is Ancient China? (Asia)
 How is silk made? (silk worms)
 What is your favorite contribution and why? (objective)
o If translating takes a while have them only translate a few key words in their
fact.
o Help them when needed.
Summary
 When the class has finished decoding and sharing their messages five students can
choose to share their own message or share a friend’s message (fact).(Auditory)
 As a closing piece the teacher should ask why Ancient China’s contribution of
symbols and characters was important? (auditory)
o The students should mention something along the lines of it being a form of
written language or communication to others.
Materials:
 Investigative notebooks
 pencils
 Decoding sheet with character and symbols
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http://a1.phobos.apple.com/us/r1000/012/Purple/24/5c/fc/mzl.mmcfyyvc.320x480-75.jpg
 Ancient China books (in the library)
 Envelopes
 Glue
Evaluation Part A:
 While the students are researching in the library and decoding the messages from
their friends be sure to note where they are in their development
Got It
Working on It
Struggling

Pay close attention while the students are in the library to be sure that they are
looking at the correct books (Ancient China). Also, look at the students investigative
notebooks when they are finished to be sure that they researched a fact about
Ancient China to meet the objective of 100% accuracy.
 Look at the students decoded messages in the interactive notebook as well to be
sure that they are meeting the objective of decoding the message with 80%
accuracy.
Evaluation Part B:
 Did the students meet the objective? Why or Why not?

What were some of the strengths of the lesson?

If the lesson were to be done again, what would I change about it next time?

How was my classroom management during the lesson?

Did your lesson accommodate/address the needs of all your learners?
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Title: Day 5- Lesson 5: 2nd Grade, SOL Physical Education 2.1, Social Studies 2.1 and
2.4, Math 2.10
Purpose: Today is the final day of the Ancient China unit. Through movement we will be
reviewing contributions of Ancient China in preparation for the final project. We will also be
reviewing other materials that were gone over during this unit such as the Great Wall,
geography of China, and the math portion (counting money). We will also be using our
investigative notebooks used during past lessons to write down information learned during
review to reference back to.
S.S. 2.1
The student will explain how the contributions of ancient China and Egypt
have influenced the present world in terms of architecture, inventions, the calendar, and
written language.
S.S. 2.4
The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient
China and Egypt;
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States
maps;
d) understanding the relationship between the environment and the culture of the
Powhatan, Lakota, and Pueblo Indians.
Math 2.10
The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters whose
total value is $2.00 or less; and
b) correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).
2.1 The student will demonstrate approaching (at least two critical elements) and mature
form (all correct critical elements) of locomotor, non-locomotor, and manipulative skills.
a)
Demonstrate individually and with a partner the mature forms of manipulative skills for
underhand throwing, catching underhand tossed or thrown ball, kicking/passing stationary
ball to a partner or to a target, foot dribble with control while walking, striking, consecutive
upward volleying with hand(s), and stationary hand dribbling.
b)
Demonstrate a simple educational gymnastic sequence, including balance, roll,
transfer of weight from feet to hands, and flight.
c)
Demonstrate moving to a rhythm by performing basic dance sequences (teacher- or
student-led dances).
d)
Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide.
e)
Demonstrate and differentiate between jogging and running.
f)
Demonstrate manipulative skills using increased force (hard) and decreased force
(soft) with control.
g)
Demonstrate mature form for jumping forward with self-turn rope and jumping with
long rope (student turn).
h)
Demonstrate approaching mature form (at least two critical elements) for overhand
throw, dribbling with dominant/preferred hand while walking, kicking moving ball, striking
ball/object with short-handled implement upward and forward, striking/batting ball off tee,
and jumping backward with self-turn rope.
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Objective: Given previous knowledge from the days before, the students will be able to
answer questions about Ancient China through movement with 80% of the class being
able to answer the question correctly.
Purpose:
Introduction
 The teacher will ask every student to think of one fact about Ancient China that
they have learned during this week (auditory)
o when the student has their fact have them raise their hands and keep it in
their bubble
 Once all of the students have their hands raised tell them put their hands down
and take out their investigative notebooks (auditory, visual, kinesthetic)
o Have the students write their fact and not tell anyone in the class because
we will be doing something with them after the activity
o Teacher should be monitoring to be sure that no one is talking or looking
at someone elses notebook to see what someone else wrote
 The teacher will then tell the students that we will be playing four corners today to
review the Ancient China material
Development
 Show the students where the four corners are located around the room (auditory,
visual)
o be sure that they are clearly labeled with the letters A,B,C, and D to
correspond with the answers to the review questions
 The teacher should then pull up the powerpoint of the questions for the students
to be able to reference when they are choosing in answer in case that they forget
what the question is (auditory, visual)
o Tell the students that you will be reading the question and the answers
one time and if they need to look at the question again it will be on the
smartboard.
 Go over the rules of the game with the students and be sure that everyone
understands what they are expected to do (auditory)
o no pushing anyone to get to a corner
o be sure to think about the question before picking a corner so that you
really understand the information
o listen for directions of which movement you should be doing to get to the
corner
 skipping
 hopping
 walking
 leaping
 sliding
o The teacher should model each movement for the students so that they
know what each are
 The teacher should then bring up the powerpoint (attached below) with the
questions on the smartboard and tell the students that we will begin playing
(auditory, visual, kinesthetic)
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before the students begin, the teacher should model how the game is
expected to be played
 ask the question
 call out a movement
 move to the corner with the correct answer doing the movement
 While the students are playing the teacher should be paying close attention to
the students who get the answer correct and those who are still struggling with
the information
 For advanced:
o they can think of more than one fact to write down in their investigative
notebooks
o during the game these students can read the questions and call out a
movement
o help other students during the game that they see may be having a hard
time by explaining to them what the question is and helping them figure
out the correct answer
 For struggling:
o help these students by explaining in more detail what the question is and
lead them in the right direction to what the answer is
o pull them aside and ask them what they are having trouble with and clear
up any misconceptions that they may be having
Summary
 When the class has gone through all of the questions tell the students to return to
their seats
 Discuss with the class what they have learned from the unit (auditory)
o What was your favorite part of the Ancient China unit?
o What have you learned about Ancient China?
 We will then discuss the facts that they wrote down in their investigative
notebooks (auditory)
o Have the students take out their notebooks and open up to their fact
o Ask students to share their fact about Ancient China. Be sure to ask these
questions to the students:
 Where did you find your fact?
 during a lesson?
 researching?
 already knew the fact before we began the unit?
 Was this your favorite part about Ancient China?
 Why did you find that fact interesting?
 What made you choose that fact about Ancient China?
Materials:
 powerpoint with questions
 signs to label the four corners
o A, B, C, and D
 investigative notebooks
 pencils
 smartboard
o
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Evaluation Part A
 As the students are playing four corners, note where they are in their
development
Struggling
Working on It
Struggling

Also, be sure to write on a post-it note how many students were able to answer
the questions correctly to be sure that the objective is being met of 80% accuracy
Evaluation Part B
 What were the strengths of the unit? What pieces would you continue to use in
the future?

Did the students meet the objectives during the review?

What were some weaknesses of the unit? What would you not use the next time
the unit is taught?
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