Ancient China Unit Plan Second Grade

Five days, Three days of Assessment Courtney Ashley, Chelsey Collins

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Ancient China Unit Plan2nd GradeCourtney Ashley, Chelsey CollinsTeaching 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:i. 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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ii. 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.

iii. Given background knowledge and materials, the students will be able to construct a model of the Great Wall of China with 90% accuracy.

iv. 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.

v. 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.

Supporting Core SOLs:Math 2.10        The student willa)    count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; andb)    correctly use the cent symbol (¢), dollar symbol ($), and decimal point (.).S.S. 2.4          The student will develop map skills bya)   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.

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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.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 culturesArt History and Cultural Context 2.10 The student will create three-dimensional works of art, using a variety of materials to include clayPE/Health2.1   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

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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 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 artifactso silko kiteo picture of the great wallo map of chinao compasso picture of fireworks  o Story about Chinao Written language

symbols and characters Smart Board Sort:

o Key Termso contributions

Investigative notebooks pencils scissors extra paper for flaps in investigative notebook Ancient China Book:

o Ancient China by: Louis Sabin

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

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Map of china Smartboard toothpicks (optional) popsicle sticks (optional) http://www.confessionsofahomeschooler.com/blog/2010/09/china-craft-great-

wall.html (example) 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 bya)   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?

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 buildingso contributions - the act of giving or doing somethingo 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)

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o Should be labeled “Key Terms”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 wallo map of china

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o compasso picture of fireworks  o Story about China o Written language

symbols and characters Smart Board sorts:

o Key Termso 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! :) 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?

How do you know?

Did your lesson accommodate/address the needs of all your learners?

What were the weaknesses?

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 $2.00 or less; andb)    correctly use the cent symbol (¢), dollar symbol ($), 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 wallo map of china o compasso 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! :) 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?

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?

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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 bya) locating the United States, China, and Egypt on world mapsb) understanding the relationship between the environment and the culture of ancient China and Egyptc) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States mapsd) 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)

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

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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 wallo glue the sugar cubes to each other to build up the wallo 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-great-

wall.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 bya)   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 willa)    count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00 or less; andb)    correctly use the cent symbol (¢), dollar symbol ($), 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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o 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

notebookso during the game these students can read the questions and call out a

movemento 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 facto 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

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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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