Katy Hummel
Caitlin Mewborn
Unit Plan
Ancient Greece
3rd Grade
Time Required: 5 Days
Katy Hummel
Caitlin Mewborn
Katy Hummel
Caitlin Mewborn
Unit Introduction:
In third grade, the students learn about Ancient Greece and Rome. It is important
for the the students to learn about these two countries, since they have many contributions
to offer to the world such as the forms of government, architecture, sports (Olympics), and
art. They have influenced many countries to adopt their practices and their legacies still
live on today.
Learning about Greece and Rome will take about two weeks. In the first week, the
students will learn about Rome and its contributions to the world. The second week, the
students will learn about Greece, which is where our unit plan begins. The last day of the
second week, the students will compare Greek, Roman, and U.S. government and review all
of Greece’s contributions. At the end of each week there will be a quiz to assess the
students. After the assessment of Greece, the students will have one reveiw day in which
they will compare both Greece and Roman contributions. Afterwards, the students will take
a comprehensive test on both of the countries.
a. General Unit Objectives:
-The student will learn about the contributions of Ancient Greece in the areas of art,
government, architecture, and sports.
-The student will gain an appreciation for Ancient Greek art and practice using a
technique used in Ancient Greece (either mosaic or painting).
-The student will compare and contrast aspects of Ancient Greek life and society to
ours in the United States today, focusing on sports and the Olympic games and the
forms of government.
b. Specific Objectives:
- The student will be able to locate Greece on a world map with 100% accuracy.
- The student will be able to match the three different column styles when given
pictures and the names with 75% accuracy.
- The student will be able to list and describe the contributions of ancient Greece in
art forms including mosaic, sculpture, and painting with 100% accuracy, when given
paper and pencil.
- Provided art materials, the student will be able to produce a work of art
incorporating a technique used in ancient Greece, either a painting or mosaic 1/1
time.
- The student will be able to write 3-5 sentences about the story behind their work
of art. with 100% accuracy.
- The student will be able to use a computer to find a piece of artwork from
ancient Greece, print the artwork out, and use it as inspiration for their own art
1/1 times.
- Given paper and pencil, the student will be able to write about how the
Olympic games of Ancient Greece are similar and different to the Olympic games
of today with 80% accuracy.
- Given a ruler and meter stick, the student will be able to measure distances from
the olympic activities (long jump, sprint, discus throw) with 80% accuracy.
Katy Hummel
Caitlin Mewborn
- The student will attempt to throw a discus, perform a long jump, and run (20 yard
dash) 100% of the time.
- Given paper and pencil or talking with their peers, the student will be able to
explain what a direct democracy is and how Greece is the birthplace of democracy
with 80% accuracy.
-The students will be able to write the definition of the root word “demo”
with
100% accuracy.
-The student will be able to explain one difference between direct democracy
and representative democracy and use those terms to identify the governments
of Ancient Greece, Ancient Rome, and the United States with 100% accuracy when
given a venn diagram.
-The student will be able to list the contributions of Ancient Greece and
explain why they are important with 80% accuracy.
c. Standards of Learning:
Core SOL: Social Studies 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
Math 3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest ½ -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter
Language Arts
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies
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.
Katy Hummel
Caitlin Mewborn
3.4 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the glossary, dictionary, and
thesaurus.
Fine Arts 3.2
The student will use various art processes and techniques to produce works
of art that demonstrate craftsmanship.
Technology 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.
Physical Education 3.1
The student will apply locomotor, non-locomotor, and manipulative skills in
increasingly complex movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of the
whole skill or movement) for manipulative skills (e.g., throw and catch a
variety of objects, kick to stationary and moving partners/objects, dribble
with dominant hand/foot, pass a ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform
manipulative tasks while dodging and moving in different pathways; catch a
rolled ball while moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic
sequences with balance, transfer of weight, travel, and change of direction
Katy Hummel
Caitlin Mewborn
Resources:
- Computer
-Google Earth with points of interest selected
-Ancient Greece map handout
- Architecture powerpoint
- Memory cards cut up
-multiple pages of different colored construction paper (either cut or ripped into
small pieces)
- large plain construction paper
- paint
- pencils
- glue
-paint brushes
-easels
-paints
- computers
- printer paper
- Ancient Greek art powerpoint
- list of approved websites
-vase worksheet
- ”Welcome to the Ancient Olympics” by Jane Bingham
- blank Venn Diagram
- worksheet for students to write results
- paper plates
- hula hoop
- 3 cones
- 2 stopwatches
- ruler
- meter stick
- Bar graphs created on chart paper for graphing results
-sticky notes
- Brainpop Video “Democracy”
(http://www.brainpop.com/socialstudies/worldhistory/democracy/previe
w.weml)
- Social Studies notebooks
- highlighters
- Dictionary
-List of current classroom rules (or “laws”)
-ballot box
-slips of scratch paper
-pencils
-smart board (with venn diagram)
-summary checklist chart
-Ancient Greek Contribution Summary Assignment Menu
Katy Hummel
Caitlin Mewborn
Ancient Greece
Day 1: We will introduce Ancient Greece by viewing it in google earth, coloring it on a map,
and use the tour to segue into the architecture. The students will then learn about the
architecture of Ancient Greece through exploring the different column styles and
examining the structure of the Parthenon.
Day 2: The students will learn about the different art forms used by the Grecians including
mosaics, sculptures, and paintings from a powerpoint presentation and books. The
students will choose between creating a mosaic or a painting and incorporating themes or
techniques from Ancient Greece. The students will research on the computer about a piece
of art and use it as inspiration to create their own artwork. They will also briefly write
about the story behind the art they created in class.
Day 3: We will be learning about the sports of Ancient Greece by participating in various
Olympic events (long jump, javelin, discus, and sprinting) that were performed both back
then and in today’s games. We will incorporate math by having the students measure
various distances and they will determine the appropriate unit of length needed.
Day 4: The students will learn about the direct democracy formed in Ancient Greece. They
will synthesize the information in a KWL chart as a class. The root word “demo” will be
examined and discussed as well.
Day 5: The students will form a direct democracy (made up of all the students in the class),
choose representatives, and vote on a revision of the classroom rules. We will also compare
and contrast the three governments studied during the past two weeks. We will end this
lesson with a culminating discussion about the contributions of Ancient Greece.
SOLs:
Core Sol: Social Studies 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
Math 3.9
The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest ½ -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter
Language Arts 3.9
Katy Hummel
Caitlin Mewborn
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.
Fine Arts 3.2
The student will use various art processes and techniques to produce works of art that
demonstrate craftsmanship.
Technology 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.
Physical Education 3.1
The student will apply locomotor, non-locomotor, and manipulative skills in increasingly
complex
movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of the whole skill
or
movement) for manipulative skills (e.g., throw and catch a variety of objects, kick to
stationary and moving partners/objects, dribble with dominant hand/foot, pass a
ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform manipulative
tasks while dodging and moving in different pathways; catch a rolled ball while
moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in various
formations, develop and refine a creative educational dance sequence).
d) Refine individual gymnastics skills, and perform educational gymnastic
sequences with balance, transfer of weight, travel, and change of direction
Katy Hummel
Caitlin Mewborn
Ancient Greece Architecture
Lesson 1
Purpose: This lesson teaches the students where Greece is located. The students will be
learning throughout the week about the specific contributions Greece has given to the
United States. Contributions will be the common theme and emphasis in all of the lessons
(learning the term contribution and learning about what the Greeks contributed to society).
Specifically today, the students will learn about the columns of Ancient Greece and how
they styles are still used today. The teacher will get a general sense of the background
knowledge that the students have about Ancient Greece and he/she will introduce the
topic. The student will learn about specific features of Ancient Grecian structures such as
the Parthenon and be able to identify columns.
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
SOL 3.4 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:
- The student will be able to locate Greece on a world map with 100% accuracy.
- The student will be able to match the three different column styles when given
pictures and the names with 75% accuracy.
Procedure:
Introduction:
-The teacher will tell the students they will be studying Ancient Greece this week and its
contributions to the world.
- Who can tell me what a contribution is? The teacher will call on students and then explain
that a contribution is something a person or country gives or does that benefits or
influences other people.
-The teacher will show the video clip “I’m a Greek Part I & II” by Horrible Histories (2:24
min) http://www.youtube.com/watch?v=uxOANJsSu0&feature=share&list=PL81F6B724AB8DF90D (it is a song listing many contributions
and inventions of the Greek)
-The teacher will bring up google earth on her computer and hand out the map.
- She will show the students the following views and ask the following discussion questions
listed below, activating any prior knowledge they may have: (visual, auditory)
Katy Hummel
Caitlin Mewborn
Google Earth
Tour
Discussion Questions
Start at the
elementary
school
In what state is our school located? What city?
Zoom out to view
of the United
States
This is our country, we will be flying over to Greece, another country across the
atlantic ocean
North America
This is the continent our country is on. What is it called?
Europe
(continent)
Greece
This is the country of Greece (point out the border). What do you notice about the
land? (lots of hills, small country, lots of coastline). Color Greece on the map now.
Athens
This was (and still is) the capital of Greece.
Parthenon
Does anyone know what this building is? (The Parthenon) Do you know what it
might have been used for? (Place to keep the statue of one of their Gods safe and to
store the treasures of this God) Next, we’re going to take a closer look at Greece’s
architectural contributions.
-Show a 3-D view of the Parthenon
(http://www.pbs.org/empires/thegreeks/acropolis/v3d.html)
- While the presentation is going on, the students will color Greece in
Development:
- After the presentation the teacher will pull up the powerpoint on the architecture of
Greece. (visual, auditory)
- The teacher will review the part on the map where Greece is that the students were
supposed to color.
- The teacher will then show the students pictures of the different types of columns. She
will explain to the students the different features each of them have.
- Ionic: What does this look like to you? To me this column looks like it has two
cinnamon buns on top.
- Doric: this column is very plain with no details
- Corinthian: This column looks like it has leaves coming out of it. It is very ornate
(another word for fancy) decorative.
-The students will be given a picture of each column to past in their social studies
notebook.
They will draw a picture of each and label them. They will use this for reference as
needed. (tactile, visual, kinesthetic)
Katy Hummel
Caitlin Mewborn
- The teacher will then have the students do an activity involving the different types of
columns. (tactile, visual)
1. The students will break up into teams of partners.
2. The students will be given index cards that have two pictures of each
column and two of each column name.
3. the students will play the game of memory and try to match the name of
the column with the picture associated with it. There are two pictures for every
type of column.
- Struggling Students: The words for the memory game will be face up while the pictures
are faced down.
-Advanced Students: After completing the game once, they can time themselves on how fast
they can play the game.
Summary:
- The students will look back at the Parthenon (on the powerpoint) and decide
what type of columns were used in its construction.
-The students will look at other pictures of buildings and decide what column types were
used (3 final pictures in the powerpoint)
-Ask student if they have seen any columns in our community and decide what type they
are.
Materials:
-Computer
-Google Earth with points of interest selected
-Ancient Greece map handout
- Architecture powerpoint
- Memory cards cut up
Evaluation Part A:
-The students will be assessed by their ability to transfer what they learned about
the columns in the powerpoint and matching game to new/different images.
-Have a list of the students on who understand the material versus who does
not.
-Was the matching game appropriately challenging for students? Did they enjoy it?
Evaluation Part B:
-Did the students meet the objectives? How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Katy Hummel
Caitlin Mewborn
Ionic
Ionic
Doric
Doric
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Caitlin Mewborn
Corinthi
an
Corinthi
an
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Caitlin Mewborn
Art: Mosaics, Sculptures, and Paintings
Lesson 2
Purpose:
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
Fine Arts: SOL 3.2
The student will use various art processes and techniques to produce works of art
that demonstrate craftsmanship.
Technology 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.
Language Arts 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.
Katy Hummel
Caitlin Mewborn
Objectives:
-The student will be able to list and describe the contributions of Ancient Greece in
art forms including mosaic, sculpture, and painting with 100% accuracy, when given paper
and pencil.
-Provided art materials, the student will be able to produce a work of art
incorporating a technique used in Ancient Greece, either a painting or mosaic 1/1 time.
-The student will be able to write 3-5 sentences, elaborating the main idea, about
the story behind their work of art when given paper and pencil, with 80% accuracy.
-The student will be able to use a computer to find a piece of artwork from Ancient
Greece, print the artwork out, and use it as inspiration for their own art 1/1 times when
given a list of websites to look at.
Procedure:
Introduction:
- The teacher will introduce the topic of Ancient Greek art by showing the powerpoint
displaying
examples of paintings, sculpture, pottery, and mosaics. The teacher will ask the class
the following questions during the powerpoint presentation:
- Mosaics (slide 2): What is a mosaic? What materials can you use to create a mosaic?
- Paintings (slides 3-5): There are not many paintings left from Ancient Greece, why do you
think
that might be?
- Sculpture (slides 6-7): What do you notice about these sculptures?
- Pottery (slides 8-9): What was the purpose of these pots (decorative or functional)?
- The teacher will say: What subjects did you see in the different pieces of art (people, war,
animals)? Has anyone seen pieces of Ancient Greek art in a museum? Do we still use
these art forms today? Today we’re going to create our own works of art using some
of the same art methods and techniques the Greeks used. First, we will all use the
computers to research Greek Art and find a piece to use as inspiration. Second, you
will create either a painting or a mosaic. Afterwards, you will write 3-5 sentences
telling a story about the artwork you created.
-The teacher will explain the directions for all parts of the activity before they begin so
students will have more freedom to work at their own pace (within the limits set).
Development:
Researching on Computers:
-The students will use individual laptops for this activity (or go to the computer lab)
-The teacher will explain that the students are to browse through the list of websites
provided.
-The teacher will model how to open the list of websites (posted on Blackboard) and model
how
to print an image (Click “File” in the top menu bar and then select “print”)
-The students will have about 15 minutes to choose a piece of Ancient Greek art and print it
Websites for Art:
Katy Hummel
Caitlin Mewborn
http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html
- click on the topics to the left of the pictures to view different pots and pictures
http://www.schoolsliaison.org.uk/kids/access/greek/artefacts_greece.htm
http://www2.ocn.ne.jp/~greekart/eng.html
-click on vases or sculpture
http://www.vmfa.state.va.us/Collections/Ancient/
-click on the art pieces that are labeled “Greek”
Creating Artwork:
-The student will choose to create either a mosaic or a painting using inspiration from the
work of
art they selected and printed from a website. (visual, tactile, kinesthetic)
-Mosaic: The student will collect one sheet of construction paper (they may cut it into a
shape if they want), a small handful of little colored construction paper, glue, and a pencil.
First, they need to write their name on the back. Next, they will plan out what design or
image they will create by drawing it with a pencil on the large piece of construction paper.
Then, they will glue the small colored pieces to make the design (The teacher will model
how to appropriately use the glue).
-Painting: The student will collect one large sheet of construction paper and a pencil. First,
they need to write their name on the back. Next, they will plan out what design or image
they will create by drawing it with a pencil on the large piece of construction paper. Then,
they will go to the painting station (easel, if available, or tables equipped with paint and
brushes) to create their work of art.
Writing:
-The final step of this activity is the writing portion. The student will describe his or her
work of art and the story behind it in a minimum of 3-5 sentences. They could also include
why they chose that subject and talk about what inspired them from the piece of Ancient
Greek art they researched.
- For Strugglers: If a student is unable to paint or make a mosaic he or she may instead
complete the Vase Worksheet that provides more scaffolding.
- For Advanced Learners: The teacher will encourage these students to add more detail and
depth to their story about their work of art and to add more detail to the art as well. Early
finishers will also be given the option to complete the Vase Worksheet.
Summary:
-The teacher will close this lesson by asking a few students to share their art piece
and/or story and to talk about what they learned about Ancient Greek art. The teacher will
call on various students to list the forms of art used in Ancient Greece (painting, sculpture,
and mosaic).
Materials:
-multiple pages of different colored construction paper (either cut or ripped into
small pieces)
Katy Hummel
Caitlin Mewborn
- large plain construction paper
- paint
- pencils
- glue
-paint brushes
-easels
-paints
- computers
- printer paper
- Ancient Greek art powerpoint
- list of approved websites
-vase worksheet
Evaluation Part A:
-The teacher will take anecdotal notes on students’ ability to list and describe the
forms of Greek art (mosaic, sculpture, and painting) during the discussion and activities.
-The students will be assessed on their ability to produce a piece of art (either
mosaic, painting, or the vase worksheet) based on completion.
-The students will be assessed on their ability to write 3-5 cohesive sentences about
the story behind their work of art, focusing on elaboration of one main idea.
-The teacher will monitor students’ ability to use the list of websites to find and
print a work of art and he or she will take note of any student that is not able to complete
this task independently.
Evaluation Part B:
-Did the students meet the objectives? How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Katy Hummel
Caitlin Mewborn
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Katy Hummel
Caitlin Mewborn
Sports: Olympics in Greece
Day 3
Purpose:
This lesson is being taught to the students so they can learn about how the Olympics
that we see today are modeled after the games from Ancient Greece. The students will
learn about the different sports and will have an opportunity to participate in certain
games that were in the both in ancient times Olympics and today’s Olympics. This lesson
will also include the students measuring certain distances for the events they are playing
which will teach the students about how to measure to the foot or and meter using various
tools for measurement.
SOL 3.1 The student will explain how the contributions of Ancient Greece and Rome
Katy Hummel
Caitlin Mewborn
have influenced the present world in terms of architecture, government
(direct and representative democracy), and sports
Math 3.9 The student will estimate and use U.S. Customary and metric units to
measure
a) length to the nearest ½ -inch, inch, foot, yard, centimeter, and meter;
b) liquid volume in cups, pints, quarts, gallons, and liters;
c) weight/mass in ounces, pounds, grams, and kilograms; and
d) area and perimeter
Physical Education 3.1 The student will apply locomotor, non-locomotor, and
manipulative skills in increasingly complex movement activities.
a) Demonstrate most of the critical elements (small, isolated parts of
the whole skill or movement) for manipulative skills (e.g., throw and catch a
variety of objects, kick to stationary and moving partners/objects, dribble
with dominant hand/foot, pass a ball to a moving partner).
b) Use manipulative skills in movement combinations (e.g., perform
manipulative tasks while dodging and moving in different pathways; catch a
rolled ball while moving, and throw it back to a partner).
c) Demonstrate moving to a rhythm (e.g., perform simple dances in
various formations, develop and refine a creative educational dance
sequence).
d) Refine individual gymnastics skills, and perform educational
gymnastic sequences with balance, transfer of weight, travel, and change of
direction
Objective:
Given paper and pencil, the student will be able to write about how the Olympic
games of Ancient Greece are similar and different to the Olympic games of today with 80%
accuracy.
Given a ruler and meter stick, the student will be able to measure distances from the
olympic activities (long jump, sprint, discus throw) with 80% accuracy.
The student will attempt to throw a discus, perform a long jump, and run (20 yard
dash) 100% of the time.
Procedure:
Introduction:
- The teacher will explain to the students they will be learning about the Olympics of
Ancient
Greece. They will ask the students what they know about the Olympics (ask, where
do they take place? What sports does it include? Do you know how it started?). The
teacher will tell the students (or reiterate if they already knew) that the Olympics
are a series of sporting events in which different countries compete against each
other. (auditory)
- The teacher will hand out a Venn Diagram to the students and tell them they will be
reading a
Katy Hummel
Caitlin Mewborn
book about the Ancient Greece and comparing it to the Olympics of today. (auditory,
visual)
- The teacher will read the book Welcome to the Ancient Olympics by Jane Bingham
- Since the story is very long, the teacher will pick certain elements from the story such as
the
ones listed below to share with the students and ask the students to decide where
they will go in the Venn Diagram.
-The teacher will ask the students to get out their Social Studies notebook. The teacher will
instruct the students to glue the Venn Diagram into the next blank page.
Ancient Olympics
Similarities
Todays Olympics
Opening Ceremonies
Took place in Athens
Chariot Races
Each time takes place in different city
Running races/ Marathon
Many events added (winter olympics,
swimming, etc.)
Athletes from different places
boxing/ wrestling
5 Days
2 weeks
Development:
-After completion of the Venn Diagram, the teacher will tell the students they are going
outside to
participate in some of the activities the Ancient Olympians participated in. If it is
raining, the teacher will ask earlier in the day when the gym will be available for use.
- The teacher will explain the rules to the students and tell them that after they perform the
distance, they are to measure their results. The teacher will then split the class up
into three teams and have them select a team name.(auditory)
- The class will then go to the designated area to perform the activity (gym or outside).
- The teacher will tell explain to the students that for further distances we use a meter stick
and for shorter distances we measure in feet or even in inches or centimeters.
- As the teacher is setting up, he/she will explain how each event is performed and will
demonstrate to the students how they are to do each event. He/she will tell the
students they are to do the event until a bell or whistle is blown to signal moving to
the next event. (tactile, kinesthetic)
- Discus Throw: The students will throw a paper plate. They will stand in a
hula hoop and toss the paper plate like a frisbee. The student will use the
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Caitlin Mewborn
meter stick to measure how many feet they have thrown the paper
plate. They will record their findings on the given worksheet.
- Long Jump: The students will start from behind a cone and jump as far as
they can. They will stand in place while another member of their team will measure
how far they jump with the ruler and measure the length in feet. The student who
jumped is to record the measurement on the given worksheet.
- Sprint: The students will start behind one cone. The students are to run as
fast as they can to another cone about 20 meters away. One of their team members
will have a stopwatch and the student will run will record their time.
- After each member of the team has performed the event, the teacher will signal to
the students with a bell or whistle to move to the next station.
- When all of the students complete each event they will return to the classroom.
-For Strugglers: These students can work with a partner to help them measure the
distances.
-For Advanced Learners: These students can use feet and inches to measure the
longer distances such as the discus throw.
Summary
- The teacher and students will graph the results of the class. (visual)
- The teacher will ask how many students threw the discus 0-2 meters, 3-4 meters, 4-5
meters
or 5 or more meters. The teacher will create a bar graph according to the results.
- The teacher will then graph how far the students jumped 1 foot, 2 feet, 3 feet, 4 feet, 5 feet.
- The teacher will also graph how fast the students ran: 0-5 seconds, 10-15 seconds, 15-20
seconds, 20-25 seconds, 25 seconds or more.
Materials:
- ”Welcome to the Ancient Olympics” by Jane Bingham
- blank Venn Diagram
- worksheet for students to write results
- paper plates
- hula hoop
- 3 cones
- 2 stopwatches
- ruler
- meter stick
- Bar graphs created on chart paper for graphing results
Evaluation Part A:
- The students will be assessed on the accurateness of the venn diagram and their
ability to compare the Ancient Greek Olympics with today’s Olympics.
- The students will be assessed on their ability to measure distances of the discus
they threw and how far they jumped. The teacher will monitor the students measuring to
see who is able to do so correctly and who is not. He/She will make note of this.
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Caitlin Mewborn
- The students will need to be able to demonstrate their ability to perform the
Olympic game tasks (throwing a discus, sprinting, long jump).
Evaluation Part B:
-Did the students meet the objectives? How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Olympic Events Recording Sheet
Event:
Long Jump
Discus Throw
Sprint
Measurement:
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Caitlin Mewborn
Greek Government: Direct Democracy
Katy Hummel
Caitlin Mewborn
Day 4
Purpose: This lesson will teach the students about direct democracy. The students will
learn that Greece is the birthplace of democracy which is important since the government
of the United States is also a democracy. This lesson will be taught taught on this day
because the next day, the students will compare the Greek and Roman (learned previously)
governments.
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
Language Arts 3.4 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the glossary, dictionary, and
thesaurus.
Objectives:
-Given paper and pencil or talking with their peers, the student will be able to
explain what a direct democracy is and how Greece is the birthplace of democracy with
80% accuracy.
-The students will be able to write the definition of the root word demo with 100%
accuracy.
Procedure:
Introduction:
- The teacher will create a KWL chart on the board. He/She will give each student two
sticky notes and ask them to write what they know about Greece’s form of government on
one sticky note and On the sticky note, they will ask the student to write a question that
they have about the government. (visual, kinesthetic)
- The teacher will then call the students in groups to put the sticky notes on the board
under the proper heading (Know, or Want to know)
- The teacher will read the sticky notes to the class of what they already know and some of
the questions they have. (auditory)
- The teacher will tell the students that Greece had a direct democracy which means that
every person voted on all issues regarding laws that the citizens had to follow. (auditory)
- The teacher will show the students the Brain Pop video titled “Democracy.”
(http://www.brainpop.com/socialstudies/worldhistory/democracy/preview.weml
) (visual, auditory)
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Caitlin Mewborn
This video explains to the students the meaning of the word democracy, how it worked in
Ancient Greece, some problems associated with a democracy, and the difference between a
direct democracy and a republic democracy (Roman form of government).
Development:
- The teacher will explain to the students that Greece was the “birthplace of
democracy” and the United States has this type of government. She will then ask the
students to explain to him/her what they think this means (auditory)
-Greece was the first country to have this form of government. It is one of the
contributions they have given to the world.
- The teacher will tell the students go get out their Social Studies notebooks and
turn to the next blank page.
- The teacher will ask the student to fold their paper in half. One the left hand side
the students will write the following words: contribution, democracy, and direct
democracy. (visual, kinesthetic)
- The teacher will ask the students to raise their hands and as a class they will
come up with definitions for each of these words. On the right hand side of the page,
the teacher will ask the students to write the definition of the word. (auditory)
- As the students are volunteering their definitions of the word, the teacher will
listen to all of them and write a definition on the board, adding anything as needed.
The students should be able to recall the definitions of contribution and democracy
since they learned them the previous week when going over Rome. (visual)
- Contribution: The act of giving or doing somthing
- democracy: Ruled by the people
- direct democracy: a government in which all people vote to make their own
rules and laws.
- The teacher will then go over root word demo- with the children. Demo means
“people.” The students will write this word along with the definition in their Social
Studies notebook under the other definitions. The students will then highlight the
root word in both democracy and direct democracy. (auditory, visual, kinesthetic)
-The teacher will break into groups of 4 and have the students create a list of
words that start with demo. They can come up with definitions of the word using
the word “people” in it. (visual)
- For Advanced Students: Write sentences with the words created by the class
containing the word demo.
- For Struggling Students: Use a dictionary to help come up with words starting
with demo.
Summary:
- The teacher will pass out one more sticky to each student. They will have the student
write what they learned about the term democracy or they type of government that Greece
had.
- The teacher will read these sticky notes out loud to the students to review what they
learned previously.
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Caitlin Mewborn
Materials:
-sticky notes
- computer
- Brainpop Video “Democracy”
- Social Studies notebooks
- highlighters
- Dictionary
Evaluation Part A:
- The students will be assessed on how well they comprehend the word democracy
and direct democracy. The teacher will write a list of the students who comprehend the
definition of the words versus those who do not. The teacher can evaluate this based on
observations during the discussion and their ability to write the correct definition.
-The students will also be assessed on how well they understand the definition of
the root word demo and be able to use it in definitions of other words.
Evaluation Part B:
-Did the students meet the objectives? How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
- How would you change the lesson if you could teach it again?
Comparing Governments: Greece, Rome, and the United States
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Caitlin Mewborn
and Reviewing Greek Contributions
Day 5
Purpose:
This lesson will serve as a culmination of Ancient Greece as well as summarize the
three government systems. The students will use knowledge they gained last week about
Rome, what they know about the United States, and what they learned yesterday about
Greece. The students will get the opportunity to actively participate in a mock republican
government.
Core 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.
Language Arts, Oral Language SOL 3.1 The student will use effective communication
skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking
questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies
Objectives:
-The student will be able to explain one difference between direct democracy and
representative democracy and use those terms to identify the governments of Ancient
Greece, Ancient Rome, and the United States with 80% accuracy when given a venn
diagram.
-The student will be able to list the contributions of Ancient Greece and explain why
they are important with 80% accuracy.
Procedure:
Introduction:
-The teacher will initiate a class discussion to review what they learned about Ancient
Rome’s representative democracy. Ask the students to list words or phrases that describe
Ancient Rome’s government (republican, representative, electing someone to vote for you).
Explain that they will get the opportunity to turn the class into a representative democracy
during Social Studies today! After the activity the class will compile all of their knowledge
about the governments of Ancient Rome, Ancient Greece, and the United States to compare
and contrast.
Development:
-Discuss the importance of voting and selecting the best representative. Ask the students:
Who
do we vote for? Why do we choose those people? How do we get information to help
us make a decision? What do the people who we vote for do/what is their job? Talk
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Caitlin Mewborn
about the meaning of the word “represent”. The goal is to choose someone who will
reflect your ideas and values. Relate it to students lives and talk about how they
represent their school or maybe a sports team. Your actions reflect on the group.
-The teacher will divide the class into city states, preferably by table group. Each group will
elect a representative to speak for them in the upcoming ‘meeting of representatives’. Give
the groups about three minutes to choose a representative.
-The teacher will call the representatives to a meeting which will convene at a separate
table (or in the hallway). The teacher will announce that the representatives will revise the
classroom rules. At this time each group will discuss their feelings about the classroom
rules (the teacher may refer to them as the “laws” during this activity). They may think
about taking a rule away, adding one, or changing an existing rule. The table groups may
record their opinions, but the teacher will explain that only the group of representatives
has the ability to make the decision. (auditory)
-When the representatives have somewhat reached a consensus or narrowed the options
down to 2-3, they may vote using the ballot box. (tactile)
-The teacher may continue this process, depending on the time available, and give the
‘constituents’ the opportunity to address their representatives with concerns and ideas.
The representatives may reconvene and vote again.
-After the representatives have made a final decision (or when the allotted time is up) the
teacher will call everyone back together as a class to discuss the activity. Ask the students:
What did you like about how the decision was made? What didn’t you like? Ask the
representatives: Was is hard to decide for your group? What did you think about when you
were making the decision? Was your group happy with what you chose? Ask the
constituents: Would you have picked that revision to the rules if you decided on your own?
Use these questions to guide students to talk about the pros and cons of a representative
democracy. They have some choice (who they vote for and giving representatives input),
but ultimately the final choice isn’t theirs and they may not be happy with it. It is difficult to
please a majority!
-The teacher will remind the students that they will be reviewing three different
governments, all of which they learned about already.
-The teacher will use the smart board for a whole group activity comparing the three
governments. The teacher will provide a list of words or phrases and the students will
come up to the board to place them in the correct section of the three circle venn diagram.
Ask students to justify their placement.
-Attributes for the venn diagram: Republican, Ruled by the People, Direct
Democracy, Representative Democracy, Representatives Vote, Everyone Votes,
Women Can Vote, Only Men Can Vote.
Katy Hummel
Caitlin Mewborn
Taken from readwritethink:
http://interactives.mped.org/view_interactive.aspx?id=28&title=
-The teacher will pass out the (blank) summary checklist chart for the students to fill out
independently during the discussion and completion of the class venn diagram. The
teacher will check their answers and then the students will place them into their
history notebooks.
-After the class completes the venn diagram, the teacher may ask the students if they have
anything else to add to it.
Summary:
-At the end of this lesson the students will review all of the contributions of Ancient Greece.
The teacher will encourage the students to name and describe the contributions with
minimal prompting, as necessary.
- Art: What are the different types of artwork the Greeks contributed to
society?
- Mosaics, sculptures, paintings
- Olympics: The teacher will ask the students what they remember about the
Olympic games.
-Today we have the Olympic games both in the summer and the winter.
Both of these games consisted of sporting events such as the discus, running
events, and discus throw that we participated earlier in the week. They each
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Caitlin Mewborn
had opening ceremonies and people from different places participate in the
events. However before the only place the Olympics occurred was in Athens,
Greece and now it occurs in different places. Before the games were only 5 days
long and today it is 2 weeks.
- Government: What does democracy mean? What does it mean that Greece
is the birthplace of democracy? What type of democracy does Greece have?
How has it influenced the US?
-Democracy is rule by the people. Greece came up with idea of
democracy where everyone has a vote. Greece has a direct democracy which
means that every person who is eligible has the right to vote on all issues
concerning the country. The United States also has a democracy where
everyone votes.
- Columns- What are the different types of columns? What structure in
Greece has columns?
- The different types of columns are Doric, Corinthian, and Ionic. The
Parthenon is a famous building in Greece that has columns.
-The teacher will then assign the students to do an assignment for homework that reviews
all of the contributions. They will pick from a menu where they have multiple choices for
the assignment. These will be reviewed with the class before they take their assessment.
- The students will bring their Social Studies notebook home to review for the assessment
at home.
Materials:
-List of current classroom rules (or “laws”)
-ballot box
-slips of scratch paper
-pencils
-smart board (with venn diagram)
-Summary Checklist Chart
-Contributions Assignment Menu
Evaluation Part A:
-The teacher will assess the students knowledge about the Ancient Roman
government during the informal discussions, taking note of and correcting any
misconceptions or confusions.
-The teacher will check the students summary chart for accuracy.
-The teacher will evaluate the students understanding of the Ancient Greek
contributions overall during the discussion and when reviewing the contribution
homework assignment.
Evaluation Part B:
-Did the students meet the objectives? How do you know?
- Did your lesson accommodate/address the needs of all your learners?
- What were the strengths of the lesson?
- What were the weaknesses?
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Caitlin Mewborn
- How would you change the lesson if you could teach it again?
Summary Checklist Answer Key:
Representative
Democracy
Ancient Greece
Direct Democracy
Ruled by the people
X
x
Women can vote
Ancient Rome
X
x
United States
X
x
x
Ruled by the people
Women can vote
Blank Checklist for Students:
Representative
Democracy
Ancient Greece
Ancient Rome
United States
Direct Democracy
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Caitlin Mewborn
Homework Contribution Review:
Write a short report
Create an artistic collage with
pictures of the contributions and
label them
Write a song
Ancient Greek Contribution
Summary Assignment Menu
Choreograph a dance about
or demonstrating the
contributions
Write and illustrate a poem
illustrate
Create a powerpoint or other
multimedia presentation
Write a brochure featuring the
contributions
Create a short quiz
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Caitlin Mewborn
Unit Evaluation
Core Sol: Social Studies 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
- To check the students understand for the unit on Greece, we will administer a quiz to the
students instead of a full test because we have not yet covered the whole SOL.
-This quiz will be comprised of mostly multiple choice questions with some matching and
fill in the blank questions.
- The teacher will then grade the students on the assessment to see which students
mastered the material and what needs to be reviewed before the SOL is complete.