Ancient Egypt - WordPress.com · 3 !! Ancient’Egypt’Interdisciplinary’Unit’! Unit Description & Rationale This is a two-week interdisciplinary unit on Ancient Egypt civilization

Angient1 Ancient Egypt

Ancient Egypt Interdisciplinary Unit

EFRT 449 (Spring 2012)

Andy Hertwig Danielle LaFrance

Guy Eastep Kayla Litscher Nicole Edgar

7th Grade Middle School

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Table of Contents

Introduction Description and Rationale ...................................................................................3 Letter to Parents .................................................................................................4

Curriculum Unit Calendar......................................................................................................5 Interdisciplinary Unit Goals .................................................................................6 Health.................................................................................................................6 Marketplace Day ............................................................................................................ 9 Math .................................................................................................................10 Physical Education............................................................................................15 Reading ............................................................................................................20 Science .............................................................................................................23

Miscellaneous Data Analysis ......................................................................................................2 IEP’s...................................................................................................................5

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Unit Description & Rationale

This is a two-week interdisciplinary unit on Ancient Egypt civilization that

focuses on math, science, health, and reading content areas. Students will learn about the history of Ancient Egyptians through role-playing, experiments, and hands-on activities. They will be able to make connections between Ancient Egypt and today’s civilization, and understand the contributions that Egyptians made towards modern life. The unit will also fulfill standards within the four content areas, and will culminate in an all-day market in which the students will create, sell, and trade goods just as the Ancient Egyptians did.

Students will develop skills in creativity and innovation by making an ancient Egyptian artifact to trade or sell in the market. These skills are important for students to cultivate, and are essential as they move on to college and the work force. Throughout the unit and in participating in the market day, students will learn and improve their social skills and understand the value of commodities. They will learn how to negotiate and communicate with others in a group setting.

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Dear Parents, I am excited to tell you about your middle school student’s upcoming Ancient Egypt unit. This unit is an interdisciplinary unit that your child will participate in during each of their classes. For the next two weeks, your child will be actively learning about Ancient Egypt and how the Ancient Egyptian civilization has impacted our lives and beliefs. Your child will participate in numerous activities in each of their classes to further their understanding of the Ancient Egypt culture and history. The regular education teachers and I have collaborated to create this unit for your child. All regular education teachers are aware of the needs of all of their students and I will work closely with them to ensure your child is actively involved in the unit. I am aware of every activity and assignment that your child will be responsible for so I can prepare and assist them. I will provide written notes for students and assign paraprofessional assistance to those who need it. I will remind students of assignments and projects and send that information to you as well. The regular education teachers and I are collaborating to make sure your child learns, explores, and succeeds during this unit! Help your child at home!

Ask your child what they have learned!

Help your child review notes and study for assessments.

Remind your child of homework assignments and projects.

Check your child’s assignment notebook to check for teacher notes and to help you stay updated on what your child is learning during the unit.

If you have any questions or concerns about this Ancient Egypt interdisciplinary unit or your child’s involvement in it, please feel free to contact me. This is an excellent opportunity for your child to learn about Ancient Egypt, develop important 21st Century skills, and work with their peers. I thank you for your support and I encourage you to learn about Ancient Egypt with your child! Sincerely, Kayla Litscher [email protected] 507.459.9645

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INTERDISCIPLINARY UNIT CURRICULUM STAGE 1 – DESIRED RESULTS What is your question? Or Big Idea?

• Why is ancient Egyptian civilization still important to us? Unit Title: Ancient Egypt Established Goals:

• Understand how ancient Egyptian technology affects us today. • Compare and contrast Egyptian life with life today.

Essential Questions:

• How did ancient Egyptians contribute to today’s society? • What new discoveries or innovations did Egyptians make? • How did Egyptians live and work in their environment? • How did Egyptians use tools and technology in their daily lives?

HEALTH CURRICULUM STAGE 1 – DESIRED RESULTS Standards:

1. (1) Students will comprehend concepts related to health promotion and disease prevention to enhance health.

2. (7) Students will demonstrate the ability to practice health-enhancing behaviors and avoid health risks.

3. (8) Students will demonstrate the ability to advocate for personal, family, and community health.

4. (4) Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Prerequisite Understanding:

- General understanding of healthy foods/nutrition - Common medicines used to treat infections - Spiritual health related to the ancient Egyptians

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Students will know (Objective; ABCD): • Health factors and ways the Egyptians are similar to us.

Students will be able to (Objective; ABCD): • Create an ancient Egyptian menu of foods

6 Levels of Understanding (Bloom’s Taxonomy; Higher Order Thinking Skills):

• Remembering: Students will remember how Egyptians lived and their lifestyles • Understanding: Students will be able to understand how Health in ancient Egyptian

times were related to other subjects • Applying: Students will be able to apply their new knowledge and cross understanding

to their daily lives. • Analyzing: Students will analyze Health and how it relates to other subjects • Evaluating: Students will be evaluated on how much they have done within the

interdisciplinary unit • Creating: Students will create different assignments and projects to help them

understand how health was implemented in ancient Egyptian times. • Explain, interpret, apply, have perspective, empathize, have self-knowledge

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks (2 Parts): • Part 1: Marketplace presentation • Part 2: assessment on lifestyles

Other Evidence: • 1 formative- observe students discussions • 1 summative quiz or exam at end of unit

Key Criteria:

- Understanding of lifestyles of ancient Egyptians - Critical thinking for spiritual health - Creativity in marketplace presentation

STAGE 3 – LEARNING PLAN Day 1: Medicine (Lead) Activity: students will research on a medical resource database all the advanced medical treatments used today when treating basic illness or injury. Students will then research medical treatments of ancient Egyptians and how they treated persons with illness or injury. They will

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then create a Venn diagram to show the differences and similarities between the two. Students will be in groups of two or three and make a colorful poster. Differentiation/Enrichment of Instruction: in order to have the gifted and talented students be challenged, I would have them work with the students with IEPs. This way they are engaged helping other students and can learn more from teaching or showing the students how to do the activity. Modification/Adaptation (IEP): The students with IEPs will have the more advanced students helping them with the activity. If they are still having trouble, the classroom teacher will be walking around to make sure everyone understands the task at hand and is staying focused. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st Century Skills Building: Students will be reading the information they find on the medical databases and writing down what they learn and find out about medical treatments today and back in ancient Egyptian times. Learning how to successfully use medical databases and Google Scholar is important for technology learning and the engagement of 21st century skills. Evidence of Multiple Intelligences: Students will be using their interpersonal skills in their groups to research and make a Venn diagram on medical treatments. Also using their linguistic skills while reading and writing down the information they obtain. Day 2: Spiritual Health (supplementary) Activity: Students will research at least 4 Egyptian Gods and make a PowerPoint presentation. I will list all the ancient Egyptian gods on the board so they know which ones they can pick from. Students will first introduce the role or function of the God, then a brief explanation of how the ancient Egyptian people prayed and revered the god. Students will then present their PowerPoint to the class. Students will be in groups of 3 or 4. Have students split up what god they will research and each will make at least one slide about their assigned god. The PowerPoint must be visually attractive and have reliable information/sources. Differentiation/Enrichment of Instruction: Have students add videos to the PowerPoint presentation. Group some of the advanced students with students who have an IEP so that they understand the topic and how to effectively use the PowerPoint application. Modification/Adaptation (IEP): Students with an IEP will have other students helping them staying on task and showing them how to research on the Internet about a certain Egyptian god. 21st Century Skills Building: Students will be reading and composing information onto PowerPoint, which engages students in 21st century skills. Evidence of Multiple Intelligences: Students will be using their interpersonal skills, working with each other to put together a presentation to flow as one. They will be utilizing their prior knowledge of technology when researching on the Internet.

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Day 3&4: Nutrition (Lead/supplementary) Activity: Students will be in groups of 3 or 4 and research from their social studies books and resources in the library about what foods were important and popular in ancient Egypt. This first part will take up on class period. Have students thoroughly research foods and customs of the ancient Egyptians. The second-class period, students will then make a menu of ancient Egyptian meals and foods. The menu will include at least 3 main courses, 5 appetizers and 3 desserts. Students can than either make a brochure with the foods, explaining why they are important or a PowerPoint presentation on why the meals and/or food was important to the ancient Egyptians. Differentiation/Enrichment of Instruction: giving the option to hand make a brochure/menu rather than a PowerPoint will give the students who struggle more a chance to make something tangible to them, where the more advanced students will most likely go for the PowerPoint presentation. Modifications/Adaptation (IEP): Students with the IEP will be grouped up with their peers who understand the task at hand and help them focus. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st Century Skills Building: Students will be engaged in making menus which is writing and reading from reliable sources. Some students will be using technology to complete this task. Evidence of Multiple Intelligences: Students will be using their interpersonal skills when working in the groups and their intrapersonal skills when researching foods in the library. Also going back to social studies textbooks and using other resources in the library. Day 5: Marketplace Activity: This activity is a whole class presentation on different aspects of ancient Egypt. Students will set up their own tri-fold “marketplace” and present it to the rest of the class. This will be the comprehension final to the unit. Each student will have his or her own theme from ancient Egypt. They will have had time to work on this through out the unit. Differentiation/Enrichment of Instruction: Students will have the freedom of how they want to present their certain theme. Modifications/Adaptations (IEP): Students with IEP’s will have help from either the teacher or their Para when working on their theme. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st Century Skills Building: Students will be reading and writing down all the information necessary to their theme. Using resources from the Internet will incorporate technology and engagement of 21st century skills.

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Evidence of Multiple Intelligences: Students will be using self-regulation throughout the unit in order to get the final presentation done and prepared for today. Using all that they learned from each content area during the unit and putting it into one presentation.

MATH CURRICULUM STAGE 1 – DESIRED RESULTS Standards: 8.2.1.2, 8.3.1.1, 7.2.2.4 Prerequisite Understanding:

• Understanding of finding areas of quadrilaterals • Understanding of currency and money • Basic number sense (adding, subtracting, etc.)

Students will know (Objective; ABCD):

Audience: 7th grade students • Students will be able to define the

Pythagorean Theorem • Students will know how to add

fractions and numbers • Students will know how to use their

cumulative knowledge of math to problem solve

Students will be able to (Objective; ABCD):

• Estimate the distance traveled of an arrow • Make a marketing strategy (poster, chart,

etc.) • Add the amount of food consumed each

day and number of calories • Solve real world problems/obstacles

relevant to math skills


• Analyze: How much profit did you make and what you could have done to improve that profit or why your idea is the best.

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks (2 Parts): • Part 1: Market Place • Part 2: Create a Diet Plan

Other Evidence: • Comprehension Check/ Daily Reflection • Journal at the end of unit, describing what

was learned, etc.

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Key Criteria:

• Can the market make a profit? • Students don’t exceed the amount of calories/stay balanced • Do students understand volumes and areas of shapes?

STAGE 3 – LEARNING PLAN Irrigation

Intro: The Ancient Egyptians made significant contributions to the area of agriculture through irrigation systems. They used a combination of canals, dikes and a tool called the shaduf, which was roughly the shape of a cone, to irrigate their crops. A rough model of a shaduf will be displayed to show students how it would work. Activity Plan: Derive the theorem for the volume of a cone using paper/manipulatives and go through some basic examples. Introduce and go through some examples using the Egyptians (i.e. The field needs x amount of water. The shaduf has certain dimensions. How many fillings of the shaduf will the farmer need to irrigate his field for the day?). Assign homework, giving work time. Allow working in groups and guide students along if help is needed. Modifications/Adaptations: All instructions will be given orally. There is work time at the end in which all students who need help can have it. Enrichment: As an option, the student seeking to learn more could go in depth on the research of Egyptian irrigation and the use of the shaduf. The whole process of how the Egyptians manipulated the flow of water using different techniques is somewhat fascinating. The student could either look into specific structures, such as canals, or an overall view of how the whole system worked. Skill Building: Students will develop skills of critical thinking through the solving of word problems and also by deriving the cone volume formula. In addition, students will work on their communication skills by working within groups. Multiple Intelligences:

• Kinesthetic- Students can operate the shaduf, seeing how it would operate. Also, using the manipulatives to find the volume of a cone.

• Logical/mathematical- Students derive and make use of the volume of a cone. • Interpersonal- Students have the opportunity to work in groups.

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Diet/Food and Fractions

Intro: The Ancient Egyptians were people of addition and multiplication. Very rarely was subtraction or division implemented into their business or life. In this lesson/activity, we will review the ideas of adding and multiplying fractions as well as use these skills to create a healthy and balanced eating/diet plan. Activity Plan: Review the ideas of adding and multiplying fractions through basic examples. Students will recall what they consumed today and yesterday and their estimated portions in terms of cups. Students will then add the amount of food together, getting the total amount of food consumed. Students can then use the Internet to find the amount of calories each food has and then find the total calories consumed. Miss LaFrance will go more into the specifics of nutrition. Modifications/Adaptations: All instructions will be given orally to accommodate those with reading disabilities. This activity is a very much “work at your own pace” activity. Students who need more time than what class allows can access the information needed from anywhere (that has Internet access) outside of class. Enrichment: Students who wish to go further can keep track of what they consume for a period of time (a week or even a month) and do the analysis after that period of time. Students could also go more into the specifics of the food they consume, such as how much vitamin C they are consuming and if they get the daily value of vitamin C. Skill Building: Students will use computers and the Internet to search for information regarding the food that they consume. Students will also become more health conscience and begin to think of how much food they are eating and calories consumed and how that is affecting them. Multiple Intelligences:

• Logical/mathematical- Students are adding fractions and whole numbers • Linguistic- Taking notes/review of concepts

Problem Solving General

Intro: The Ancient Egyptians had a concept of “recreational” math in which students/people would solve problems of varying difficulties simply to do it for fun or recreation. For today, we will split off into groups and get cracking on some great math problems! Activity Plan: After a short introduction of what we are accomplishing today, students will break off into small groups and be able to pick from a variety of problems that are either “easy,” “medium,” or “hard” in difficulty. Students will have the opportunity to switch groups and/or to a different difficulty of problems if they wish.

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Modifications/Adaptations: All instructions will be given orally. The goal of this activity is problem solving, but at the same time have fun. Students have the freedom to work at their own pace and there are no deadlines or expectations other than staying on task. Students will be working in groups, so reading the problems should not be a factor for students with reading disabilities. Enrichment: Students have the choice as to how much they want to challenge themselves with the 3 choices of difficulty, so the gifted students shouldn’t have a problem engaging themselves. Skill Building: This activity will build upon the skills of critical thinking and problem solving. Students will be presented with a wide range of difficulty and will find at least a few problems that will challenge them and they will use prior knowledge in order to work through and solve them. Multiple Intelligences:

• Logical/Mathematical: Students will be solving math problems. • Interpersonal: Students will work on the problems within groups. • Linguistic: Students will read through real-world problems.

Volume/Weight of Blocks

Intro: As we know, one of the greatest architectural achievements was the construction of the pyramids. It is still speculated on how they actually achieved this incredible feat. Part of this was the shear weight of the blocks themselves. In this activity, students will discover the volume of a rectangular prism and figure out facts about the pyramids. Activity Plan: Students will derive the formula for the volume of a rectangular prism (a standard block) by finding the dimensions of a small cement block given to them and using trial and error. After this, students will be given the weight of their block and the dimensions of a stone used to build the pyramids in Egypt. Using this information, students will need to find an estimated weight of the pyramid stone, given that the weight of the cement block and an equally sized piece of the pyramid stone would have the same weight. After finding the weight of the stone, students will then need to research any one of the pyramids of Egypt and find out how many stones compile the researched pyramid. With this, the students will then find the total weight of the entire pyramid. Modifications/Adaptations: After a period of time if students are having trouble finding the formula of the block, I will redirect the class and go through what the formula is and how it is derived. After this, students are given the rest of the class period to find the rest of the information to report the next day, allowing the ability to work at their own pace. As always, all instructions will be given orally. For students will reading disabilities, their research may be guided by a paraprofessional or a student researching the identical pyramid.

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Enrichment: If students complete the task speedily, they could then do further research into the pyramid that they chose, such as its purpose, when it was built, etc. if those facts are known. Also, students could examine the weight of their pyramid if it were to be built with a different material such as a metal or wood. Skill Building: This activity builds upon problem solving through the derivation of the volume of a rectangular prism as well as figuring out the relationship between the volume/weight of their cement block and how it relates to the volume/weight of the pyramid stone. Students will also use computers to research information on pyramids. Multiple Intelligences:

• Logical/mathematical: Students will be using the idea of volume and weight to solve problems.

• Linguistic: Students will search for and read articles/web pages regarding pyramids. Archery

Intro: In addition to their other accomplishments, the Ancient Egyptians also made advances in bow technology. The Hyskos people, who ruled Egypt for a period of time, introduced the composite bow, which was a stronger, more powerful and compact bow when compared to the previous technology. Today we will learn and use the Pythagorean Theorem and find out how we can use it to estimate the distance travelled by an arrow. The goal of the lesson/activity is to better prepare students for Mr. Hertwig’s archery activity Activity Plan: As a class, we will go through the formula of the Pyth. theorem and through some basic examples on how to use it practically. Then, we will go through the basic mechanics of archery and how when you shoot an arrow from a bow that unless you are a very short distance away, your arrow will fall below the targeted point. Students can then use the Pyth. theorem to estimate the distance that the arrow actually travelled vs. the “straight line” distance. Students will be assigned some homework problems that they may work on in groups if they wish. Modifications/Adaptations: A large part of this day will be work time, so students will be allowed to work at their own pace. All instructions will be given orally. If students need help reading the homework problems, they can consult their group members. Enrichment: As an option, students could research bow technology and how the advances changed the distances an arrow could travel. They could compare the bows of ancient Egypt to the modern ones and how their specifications (draw weight, maximum distances, etc.) compare to each other. Skill Building: Students will learn how to more effectively communicate by working in groups. Multiple Intelligences:

• Logical/mathematical: Students will work with the Pythagorean theorem to solve mathematical problems.

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• Linguistic: Students will listen, take notes and read their homework problems. • Interpersonal: Students can work in groups if they wish.

PHYSICAL EDUCATION CURRICULUM STAGE 1 – DESIRED RESULTS Standards: Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity. Prerequisite Understanding: Students will have to have to be able to perform basic motor skills such as running, skipping, catching, throwing, etc. Student will need a basic understanding of what is a healthy life style and what is a not healthy life style. Students will know (Objective; ABCD): • Students will know how exercising regularly has many benefits to your overall fitness.


• Students will be able to shoot a bow and successfully hit the target 50% of the time.

• Students will demonstrate the use of teamwork by doing relays.


• Students will apply the knowledge learned in Math class to shoot their bow and arrow with more accuracy.

• Students will understand the difference between a healthy and unhealthy food options.

STAGE 2 – ASSESSMENT EVIDENCE

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Performance Tasks (2 Parts): • Part 1: Marketplace • Part 2: Skills test (archery)

Other Evidence: • Formative: Reflections at end of the day. • Summative: Quizzes at end of the day.

Key Criteria: Will the marketplace demonstrate the student’s knowledge of ancient Egypt? Can the students shoot a bow and arrow? STAGE 3 – LEARNING PLAN Problem Solving (Supplementary) Activity: Team building activities In this class we will be teaching problem solving skills. In the lead lesson they will be working on problem solving skills for in the classroom. For physical education we will continue the problem-solving theme with team building activities. After their normal warm-up we will begin the exercises. Human Knot- Split the class into 3 groups (about 7-9 kids a group), and have them stand in a small circle facing each other. Then they all reach their arms out and grab the two different peoples hands. And it can’t be the person next to you. Then the groups will race each other to try and get their “knot” undone. If it is too easy with groups of 7-9 then make only two groups. Poly-Spot Races- In groups of 3 or 4 each group is given 1 more poly spot then the number of people in their group. The objective is to race from one end of the gym to the next by only stepping on the poly spots. Islands- By using larger poly-spots or taped off squares teams will race from one end of the gym to the next by only stepping in the squares. BUT everyone has to be holding hands the entire time. If your hands separate, you go back to the start. Helium sticks- With a long stick have a line of people on each side of the line holding the stick only with their fingers. The goal is to get the stick to the ground, with everyone keeping two fingers on the stick the entire time. Circle Pass- In groups of 7-9 have one hoola-hoop per group. Have all group members hold hands in a circle. The hoola-hoop will be hanging from someone’s arm to start. The object is the get the hoola hoop all the way around the circle first and without breaking the chain.

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Differentiation/Enrichment of Instruction: At first I the groups will be made up based off of their squads they are in everyday so the groups will be mixed. If I see one group really struggling, especially if no one is stepping up and being a leader, I will switch students to even out the groups. The last 10 minutes of class I will let the students pick which game they want to do. This will allow them to complete an activity that they may have failed at previously. Modification/Adaptations (IEPS): This lesson and the games involved will be perfect for students with adaptations. Both students in the class with an IEP will fit in perfectly and be able to participate without any problems. In fact, it will be great for them to interact with their classmates during this lesson. If the noise and confusion becomes too much for Joseph we can create smaller groups so he can participate. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st century skills building: The lesson will do a great job contributing towards 21st century skills especially when it comes to problem solving and teamwork. These activities require the students to think outside the box and problem-solve to complete the task. Also, these activities require a great amount of teamwork to finish the activities. Without those two skills these tasks will be near impossible to complete. Evidence of multiple intelligences: Spatial- Understanding where you and your body parts are in relation to everyone else. Kinesthetic- All physical education classes cover bodily kinesthetic intelligences. Interpersonal-This activity has a huge component of interpersonal because of all the team-building activities. Pyramid Relays (Lead) Activity: Start with the normal warm-up. Being the lead for this unit, we will be discussing how the Egyptians built the pyramids. In physical education class we will try and simulate what they did. There will be boxes ranging from very large and heavy to small and not so heavy. The student will use foam rollers/PVC pipes to move the heavy boxes from one end of the gym to the other. Once they have the boxes on one end of the gym they then have to assemble them to the shape of a pyramid. Teams should be about 4-5 students each. While they are performing the task, you can shout out facts about how the Egyptians built the pyramids. Differentiation/Enrichment of Instruction: Weather permitting this activity could be done outside which would make it much more

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difficult. Also, you could add elements like a hill or even water to make it more difficult and more realistic. Modification/Adaptations (IEPS): This would be another activity where both students would be able to fully participate with their classmates. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st century skills building: Much like the last lesson, this one too will teach students the importance of teamwork and problem solving. These are skills that the students will be able to use and will need to know for the rest of their lives. Evidence of multiple intelligences: Kinesthetic- All physical education classes cover bodily kinesthetic intelligences. Interpersonal-This activity deals with the intelligence of interpersonal because of the teamwork that is required to complete the activity. Nutrition (Co-Lead)

Intro: During Health class for this lesson the students will be discussing how certain foods will supply you with certain vitamins and minerals, and also which foods have more calories than others. Then the next day the class will focus on how to count your calories convert and add fractions. Activity: During this lesson, the student will first choose which activity they wish to participate in off a list that I have complied. The list will include, running on the treadmill, elliptical, weight lifting (high weights/low reps) weight lifting (low weight/high reps), and playing basketball. Then after the daily warm up the students will participate in the activity of their choice. After about 30 minutes of exercise (or until there is 15 minutes of class left) the student will then go to http://www.healthstatus.com/calculate/cbc to calculate how many calories they burned. Differentiation/Enrichment of Instruction: To continue the lesson into the next day, student will be required to calculate their whole day’s worth of physical activity. Then they can compare the amount of calories burned compared to their calories ingested. Modification/Adaptations (IEPS): If I know certain students should not be lifting heavy weights or playing basketball I will make sure that does not happen. Laura will be allowed five extra minutes to go into the computer lab and start her calculations. Joseph will also be allowed some extra time if his Para deems necessary. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st century skills building: This lesson will introduce the student to the technology we have they can estimate the number of calories we burn while working out. This could help motivate student to lose weight if they realize that they are ingesting more calories than they are burning.

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Evidence of multiple intelligences: Kinesthetic- All physical education classes cover bodily kinesthetic intelligences. Intrapersonal-This activity is an individual assignment so this requires the students to understand what exercise is the best for them. Intro to Archery (Supplement)

During this day we the students will be learning about the physics of shooting a bow and arrow. It will be emphasized that the Egyptians used bow and arrows to hunt and as a recreational sport. During physical education, we will first learn the rules of archery in the class. Then we will discuss the proper technique of shooting a bow and arrow. Activity: After the daily warm-up students will then be seated as the rules of archery are discussed for this class. Then after the safety discussions, I will demonstrate the proper technique for shooting a bow. Depending on space and number of students, split the students into groups of no more than three. The groups will then take turns shooting and retrieving arrows. All the people shooting will shoot at the same time and no one will leave the shooting area to retrieve their arrows until everyone is finished shooting. The class will do this the remainder of the class period. Differentiation/Enrichment of Instruction: The key to this lesson is safety. If I see anything that looks like it may result in a potential injury the entire class needs to be stopped. I will try and put students who have experience shooting bows in groups with students have no experience shooting bows. This way the experienced kids can help the kids with no experience. Modification/Adaptations (IEPS): All students will be expected to participate in this lesson. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st century skills building: Homework assignment: Have the students research how the ancient Egyptians shot archery and why they did. Have them turn in a half page report on their findings. Evidence of multiple intelligences: Kinesthetic- All physical education classes cover bodily kinesthetic intelligences. This one especially with how much arch to put on the bow, aiming, and draw strength. Archery Competition

Activity: After the normal warm-up student will be again reminded of the safety precautions that they need to remember when archery shooting. After that the students will be placed in groups based on their ability level. This will be judged on their performance from the previous day. Then the students will compete against their other group members in a competition. Bonus points will be given to the students that win in their group.

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Differentiation/Enrichment of Instruction: If there is one student who is just dominating his group, it may be necessary to move them to a more competitive group. The same goes for a student who is struggling against him group members. Modification/Adaptations (IEPS): All students will be expected to participate in this lesson. Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st century skills building: The homework assignment will be a great for students to work on their reading, writing, and research skills in a different class other than English. Evidence of multiple intelligences: Kinesthetic- All physical education classes cover bodily kinesthetic intelligences. Again, this really relates to this intelligence because students are required to aim, pull back, and shoot the bow.

READING CURRICULUM STAGE 1 – DESIRED RESULTS Standards: 6.5.7.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. This standard will be modified for the 7th grade students by giving them grade-appropriate media formats throughout the unit and work on the 6 Levels of Understanding for the topic.

Prerequisite Understanding: Students will need to have a general understanding of current astronomy beliefs. Students will know (Objective; ABCD):

• Students will know how the ancient Egyptian’s astronomy beliefs have impacted current astronomy beliefs.

• Students will know how ancient Egyptians documented and tracked astronomy features.


• Students will be able to make connections with Egyptian astronomy and current astronomy.

• Students will be able to write a reflection comparing and contrasting current astronomy beliefs and Egyptian astronomy beliefs based on the articles they read

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and discuss.


• Students will analyze texts explaining ancient Egyptian astronomy beliefs and current astronomy beliefs.

• Students will write a journal entry based on the perspective of the ancient Egyptians and their astronomy beliefs.

STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks (2 Parts): • Part 1: Marketplace Activity • Part 2: Journal entry based on the

perspective of the ancient Egyptians

Other Evidence: • Formative: Student observations • Summative: Student reflections comparing

and contrasting today’s astronomy beliefs with ancient Egyptian astronomy beliefs.

Key Criteria:

• Students will make connections between the past and present. • Students will write a reflection comparing and contrasting the past and present.

STAGE 3 – LEARNING PLAN Astronomy Objectives:

• Students will work with their peers in a small group to discuss what they have learned from reading three different articles about astronomy.

• Students will document similarities and differences of current astronomy beliefs and Ancient Egyptian astronomy beliefs.

• Students will write a journal entry reflecting on what they learned during the activity. Procedure:

• Students will be split up into small groups. They will be given different articles about astronomy beliefs. These articles will be about both Ancient Egypt astronomy beliefs and current astronomy beliefs.

• The students will be given 15-20 minutes to read the articles and take notes on the similarities and differences.

• After every member of the group have finished reading and taking notes on the articles, they will discuss the content of the articles.

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• Each student will also create a chart on a piece of paper where they can write the similarities and differences.

• Students will be given 10 minutes to discuss the content of the articles and create their similarities and differences chart with their group members.

• The teacher will call the students together to discuss as a whole group what they learned from the articles about current and Ancient Egypt astronomy. At least one member from each group will share one (or more) of their similarities and differences.

• After large group discussion, students will return to their seats to write a journal entry. This journal entry will be a reflection on what they learned through the activity and by reading the articles. Some possible questions/topics for the students to address in their journal entry are:

o What did you learn about our current astronomy beliefs? o What did you learn about Ancient Egypt astronomy beliefs? o What similarities and differences did you find by learning about these? o Did anything surprise you about the current astronomy beliefs? Ancient Egypt

beliefs? o Why do you think Ancient Egyptians viewed astronomy the way they did?

Assessment:

• Student observation during the small group discussion and whole group sharing. • Student journal entries will be assessed.

Differentiation:

• Students will be given the option of having the articles read to them out loud as they follow along. This will allow them to focus more on picking out the important information instead of pronouncing difficult words and names.

• Students will have the option of the teacher assisting them in finding some of the key points in each of the articles. The teacher can discuss the important information in each article or highlight parts of the articles for the students to focus on. This will keep them from focusing on unimportant information in the articles.

Enrichment:

• Students that finish their reading of the articles before the rest of the group will be able to do additional research on a classroom computer.

• After students have finished writing their journal entry, they have the option of creating their own Ancient Egyptian astronomy beliefs. Using the information that they have learned about Ancient Egyptian beliefs, they will create a astronomy belief that that the Egyptians may believe.

Modification/Adaptations:

• Students will have the option of having the astronomy articles read to them as they follow along.

• Students will have the option of using large print copies of the articles or copies with highlighted notes from the teacher.

• Students can have the option of having a teacher, paraprofessional, or another student help them write down their thoughts and their journal entry.

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Integration of Literacy: • Students will be reading articles about current astronomy beliefs and Ancient Egyptian

astronomy beliefs. • Students will be writing a journal entry.

Integration of Technology:

• Students will have the option to do further research on the classroom computers if they have extra time during their reading time (20 minutes).

Integration of 21st Century Skills:

• Students will have the opportunity to work in a small group and communicate with their peers.

• Students will be able to think critically about the articles they have read and the information they have learned about the astronomy beliefs of today and Ancient Egypt. They will use this critical thinking by making connections, making inferences, and stating the differences of the beliefs.

Evidence of Multiple Intelligences:

• Students will demonstrate linguistic intelligence through reading the articles and writing their journal entry responses.

• Students will demonstrate intrapersonal intelligence by reflecting on the articles and making connections on their own. They will be able to draw on their previous knowledge and make connections to their own life and beliefs.

Students will also demonstrate interpersonal intelligence by working with others in their small groups. In these groups, students will have to respect the opinions and ideas of others and work together with them to prepare to share their thoughts.

SCIENCE CURRICULUM STAGE 1 – DESIRED RESULTS Standards:

Prerequisite Understanding: Students will know (Objective; ABCD):



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STAGE 2 – ASSESSMENT EVIDENCE Performance Tasks (2 Parts):

Other Evidence:

Key Criteria: STAGE 3 – LEARNING PLAN

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Data Use for Ancient Egypt Interdisciplinary Unit

According to the 8th grade La Crescent MAP scores, the students scored highest in math. The average scores for each section were ranked in the following order from highest to lowest: math, reading, general science and science concepts. A linear trend line was entered into the graphs to show the median score of each section (red line). The national median is shown above each graph. This easily shows how La Crescent scores compare to the NWEA averages. With these graphs, teachers are able to easily compare their students’ scores to the national average, also. La Crescent: 241 NWEA Median: 230

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La Crescent: 222 NWEA Median: 220

La Crescent: 210 NWEA Median: 210

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La Crescent: 211.5 NWEA Median: 211

After comparing the results of La Crescent 8th graders to the NWEA averages, we found that their median score was similar to the NWEA median score. In every test area besides math, La Crescent’s median score was within two points of the NWEA median. In math, La Crescent’s median score was 11 points higher than the NWEA median, showing a strong point in their math department. After reviewing this data teachers can see where they may need to improve their teaching to get there median scores even higher than that NWEA median.

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INDIVIDUALIZED

IEP Meeting Date: 1/15/12 EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Joseph Johnson

Gender: M

Grade: 7

D.O.B. 9/15/1998

PARENT/GUARDIAN INFORMATION

Parent/Guardian Name(s): James and Mary Johnson

IEP INFORMATION

Federal Setting:

IEP Manager Name: Kayla Litscher

Phone #: 507-459-9645

PROGRESS REPORTING Frequency and method(s) to be used for reporting progress to parents: Parents will be emailed biweekly to report general academic and behavioral progress. A progress report will be sent to parents twice a semester with Joseph’s report card.

EXTENDED SCHOOL YEAR

Yes

No

More Data Needed

Are extended school year services required for this student? X If yes, services must be described within this IEP or in attached documentation.

SPECIAL EDUCATION AND RELATED SERVICES Minutes Service

Location Anticipated

Per Session Start Anticipated

Instruction or Service Provided General Education

Special Education

Frequency Indirect Direct Date Duration

29


Specific Learning Disabilities

X

5 days/week

15

35

1/29/12

1 year

Transportation

5 days/week

1/29/12

1 year

Paraprofessional

X

5 days/week

30

220

1/29/12

1 year

Autism Consultant

X

2/month

0

30

1/29/12

1/year

LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION If the student is not able to participate full time with students without disabilities in the regular classroom and in extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation: Due to Joseph’s autism spectrum disorder, he needs special transportation on a small bus. The noise and great number of students on a regular bus would be difficult and stressful for Joseph. Joseph has a documented Autism Spectrum Disorder that requires support and direct instruction. He receives services for replacement language arts, math and advisory. These replacement classes provide Joseph with a functional curriculum that moves at a pace that benefits him. Advisory time enables him to have extra time to organize his work, review, check his assignment notebook, and work on homework. These classes will be offered by the SLD program but Joseph will have access to a teacher for Autism Spectrum Disorder to consult with two times every month. Joseph will have a paraprofessional that will go to his general education classes with him for assistance. Page 2 of 4 IEP Student Name:

Joseph Johnson

PROGRAM Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students). For preschool children, describe how the disability affects the child’s participation in appropriate activities. Based on the classroom Reading Inventory, Joseph has word recognition of 100% at the 1st & 2nd grade levels, 73% at the 3rd grade level, and 50% at the 4th grade level. His reading comprehension with fact, inference, and vocabulary comprehension is 100% at the 1st grade level, 91% at the 2nd grade level, 68% at the 3rd grade level, and 53% at the 4th grade level. Since Joseph is significantly below his peers in his reading abilities, he is enrolled in a

30


replacement English class that provides him with modified materials at his ability level. Joseph has had a history of “shutting down” in class when he is frustrated or does not want to do a certain task. He has made progress and he now knows that he will be held accountable for the work that needs to be done. Joseph needs to continue to make improvements with dealing with his frustration and communicating his feelings with adults. Annual Instructional Goal: 1 of 2 Goals I will improve my ability to answer reference/vocabulary/fact questions from a paragraph from below peer level to an ability closer to my peers through the use of small group and individual instruction. Short Term Objectives or Benchmarks:

1. When in English class and given paragraphs to listen to that are orally read by the teacher at my ability level, I will answer 10/10 comprehension (reference/vocabulary/fact) questions with 90% accuracy as documented by the teacher in assignment log/grade book.

2. When in English class and given paragraphs to read at my ability level, I will 10/10 times answer all comprehension (reference/vocabulary/fact) questions with 90% accuracy as documented by the teacher in assignment log/grade book.

Annual Instructional Goal: 2 of 2 Goals Joseph will improve his coping skills by continuing to decrease his “shut downs” and using his communication skills to better manage difficult and frustrating times. Progress will be measured through teacher/paraprofessional observations and documentation of all “shut downs” that Joseph may have. Joseph currently meets with the Autism Spectrum Specialist twice a month to discuss his current behavior and behavior strategies. Short Term Objectives or Benchmarks: By the next IEP meeting:

1. When given classroom expectations for behavior, Joseph will respond to lessons and directions without “shutting down”. He will do this with no more than two redirections or reminders used by the teacher/paraprofessional.

2. When Joseph is having difficulty following the lesson, he will be given choices on what is expected of him. He will pick a choice after the teacher/paraprofessional asks him only one time or a choice will be made for him. Joseph will follow the choice/consequence 95% of the time.

3. Joseph will begin to express himself when he is feeling frustrated or angry. When asked, “What is bothering you?”, or “What can I do to help you?”, he will attempt an appropriate response 4/5 times.

Page 3 of 4 IEP Student Name:

Joseph Johnson

MINNESOTA COMPREHENSIVE ASSESSMENT BASIC SKILLS TEST

Address for MCA’s administered during the student’s annual IEP year.

Will participate without accommodations or modifications (PS)

31


Will participate without accommodations Will participate with accommodations listed (PS):

Joseph will take his Basic Skills Test in the special education resource room. He will be given extra time to finish the test when needed. Joseph may also have the test questions read to him aloud.

Will participate with accommodations listed: Will participate with modifications (PI): (Document modifications selected and provide

rationale.)

Alternate Assessment-Document IEP team rationale:

Alternate Assessment (PI) -Document IEP team rationale:

DISTRICT-WIDE ASSESSMENT Address each time a student is in a grade being assessed by

the district. State

PS Individual

* PI

Alt. Assess. PI

Date Passed

Reading 169 Will participate without accommodations Math: 217

Writing: 180 Will participate with accommodations listed

below: Joseph will take his District-Wide Assessments in the special education resource room. He will be given extra time when needed and the assessment questions can be read to him aloud.

Alternate Assessment-Document IEP team rationale and list alternate assessments:

LEP STUDENTS Address for special education LEP students during the student’s annual IEP year.

Will participate in TEAE test without accommodations

Will participate in TEAE test with accommodations listed:

MN SOLOM-Document IEP team rationale:

32


PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS

Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements. (Based on existing locally established graduation requirements.) and/or

Will participate in the Minnesota Academic Standards as they are written. No changes will be made.

The IEP team has determined that some of the Minnesota Academic Standards are inappropriate. Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s) listed below:

The IEP team has determined that because the nature of the child’s disability, all the Minnesota Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established alternative standard(s).

ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or supports for school personnel to meet the needs of the student, and 3) assistive technology: Joseph will have a paraprofessional available to him while he is in his general education classes. The paraprofessional will provide Joseph with cues and help him stay on task. The paraprofessional will assist Joseph in filling out his assignment notebook in every class. The special education teacher will spend time at the end of each day to check Joseph’s assignment notebook to ensure his understanding of assignment requirements and due dates. Joseph will be given time to study for tests while in the resource classroom. The special education teacher will create review sheets and practice tests if Joseph feels he needs the extra review. Tests and quizzes may be modified by giving Joseph additional time, questions read aloud, and moving to a different location. Joseph is encouraged to do his tests and quizzes in the resource room or the testing room so he has a quiet environment with no student distractions. Joseph is allowed to use a calculator when needed.

SECONDARY TRANSITION PLANNING Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on courses of study to address transition from secondary services to post-secondary education and training, employment, community participation, recreation and leisure, and home living. In addition, describe how the

33


disability impacts secondary transition planning. Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional services, related services, and interagency responsibilities and any needed linkages to address transition from secondary services to post-secondary education and training, employment, community participation, recreation and leisure, and home living and the person(s) accountable for each activity:

TRANSFER OF RIGHTS AT AGE OF MAJORITY

Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.

Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon reaching the age of majority (18), unless a legal guardian or conservator has been appointed. Date student was

informed:

34


INDIVIDUALIZED

IEP Meeting Date: 1/15/12 EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Laura Peterson

Gender: F

Grade: 7

D.O.B.: 10/3/98

PARENT/GUARDIAN INFORMATION

Parent/Guardian Name(s): Mike & Sarah Peterson

IEP INFORMATION

Federal Setting:

IEP Manager Name: Kayla Litscher

Phone #: 507-459-9645

PROGRESS REPORTING Frequency and method(s) to be used for reporting progress to parents: Parents will be called once a week to report general academic and behavioral progress. A progress report will be sent to parents twice a semester with Laura’s report card.

EXTENDED SCHOOL YEAR

Yes

No

More Data Needed

Are extended school year services required for this student? X If yes, services must be described within this IEP or in attached documentation.

SPECIAL EDUCATION AND RELATED SERVICES Minutes Service

Location Anticipated

Per Session Start Anticipated

Instruction or Service Provided General Education

Special Education

Frequency Indirect

Direct Date Duration

Other Health Impairment

X

X

5 days/week

15

35

1/29/12

1 year

35


Paraprofessional

X

5 days/week

250

1/29/12

1 year

Nursing Services

1-2 times/day

0

5

1/29/12

1 year

LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION If the student is not able to participate full time with students without disabilities in the regular classroom and in extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation: Laura has a documented Other Health Impairment that affects her academic fluency, reading, math calculation and written expression. Laura needs support from the special education teacher for work completion and adaptations of tests and quizzes during key skills class. The key skills class enables Laura to have the extra time to organize her work, have independent work time, and seek assistance with homework. Laura can use her key skills time to review for other subject areas and classes. With access to a paraprofessional, Laura is able to be successful in the mainstream with adaptations. It can be Laura’s decision on how much she utilizes the paraprofessional’s help. Laura will see the nurse daily to receive her medication. Page 2 of 4 IEP Student Name:

PROGRAM Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students). For preschool children, describe how the disability affects the child’s participation in appropriate activities. Laura participates in all grade level curriculum with modifications made by the classroom teachers. Laura has been diagnosed with Attention Deficit Disorder and receives medication daily (both at home and at school). This diagnosis affects her daily functioning. Laura also has a heart condition that can sometimes limit her physical activity. She is able to participate in non-contact sports as long as she is careful and has taken her heart medication. Laura has difficulty focusing on classroom instruction, beginning assignments, and remaining on task. When Laura is on task, she works very slowly. This can cause her to be unable to finish

36


assignments on time. Laura currently needs paraprofessional and special education support in the areas of math, reading, and written expression. Laura has difficulty staying organized and does not use her assignment notebook unless someone reminds her. Annual Instructional Goal: 1 of 2 Goals Laura will successfully participate in classroom expectations from a level where she does not apply good consistent classroom effort toward work completion and not completing work on time, to a level where she manages her behavior and work by following school and classroom expectations as measured by her lack of late work. Short Term Objectives or Benchmarks:

1. Given daily assignments in all classes, Laura will complete all homework given by classroom teachers 100% of the time as measured by the classroom teachers.

Annual Instructional Goal: 2 of 2 Goals Laura will successfully participate in school expectations from a level where she does not show appropriate classroom behavior, to a level where she independently manages her behavior by following school and classroom expectations as measured by her appropriate participation and focus in the classroom. Short Term Objectives or Benchmarks:

1. When given independent work time in her classes, Laura will begin her work immediately and stay on task for the remainder of the work time with less than two reminders in a class period as measured by classroom teacher observation.

Page 3 of 4 IEP Student Name:

MINNESOTA COMPREHENSIVE ASSESSMENT BASIC SKILLS TEST

Address for MCA’s administered during the student’s annual IEP year.

Will participate without accommodations or modifications (PS)

37


Will participate without accommodations Will participate with accommodations listed (PS):

Laura will be given additional time to complete the Basic Skills Test.

Will participate with accommodations listed: Will participate with modifications (PI): (Modifications are not allowed.) (Document modifications selected and provide

rationale.)

Alternate Assessment-Document IEP team rationale:

Alternate Assessment (PI) -Document IEP team rationale:

DISTRICT-WIDE ASSESSMENT Address each time a student is in a grade being assessed by

the district. State

PS Individual

* PI

Alt. Assess. PI

Date Passed

Reading 184 Will participate without accommodations Math: 175

Writing: 199 Will participate with accommodations listed

below:

Laura will be given additional time to complete District-Wide Assessments.

Check the appropriate box to indicate the level the student will attempt. *If the modification is to alter the district’s passing level, enter the test score expected to be achieved.

Alternate Assessment-Document IEP team rationale and list alternate assessments:

LEP STUDENTS Address for special education LEP students during the student’s annual IEP year.

Will participate in TEAE test without accommodations

Will participate in TEAE test with accommodations listed:

MN SOLOM-Document IEP team rationale:

PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS

Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements. (Based on existing locally established graduation requirements.) and/or

Will participate in the Minnesota Academic Standards as they are written. No changes will

38


be made.

The IEP team has determined that some of the Minnesota Academic Standards are inappropriate. Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s) listed below:

The IEP team has determined that because the nature of the child’s disability, all the Minnesota Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established alternative standard(s).

ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or supports for school personnel to meet the needs of the student, and 3) assistive technology: The IEP team has decided that Laura continues to need the support from the special education program within the regular classroom through a paraprofessional. This paraprofessional will assist Laura in staying on task, bringing the needed materials, and reminders/redirection. Laura may need additional time to complete assignments. The general education and special education teacher will determine this time. Laura sees the nurse daily for her ADHD and heart medication. Laura also sees the nurse twice a week to check her blood pressure. Laura’s heart defect does not limit her from all physical activity. She is able to play non-contact sports as long as she is she is careful not to put herself into danger. All teachers/paraprofessionals/volunteers must be aware of Laura’s needs and medication.

SECONDARY TRANSITION PLANNING Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on courses of study to address transition from secondary services to post-secondary education and training, employment, community participation, recreation and leisure, and home living. In addition, describe how the disability impacts secondary transition planning. Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional services, related services, and interagency responsibilities and any needed linkages to address transition from secondary services to post-secondary education and training, employment, community participation, recreation and leisure, and home living and the person(s) accountable for each activity.

39


TRANSFER OF RIGHTS AT AGE OF MAJORITY

Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.

Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon reaching the age of majority (18), unless a legal guardian or conservator has been appointed. Date student was

informed:

Documents

Ancient Egypt - WordPress.com · 3 !! Ancient’Egypt’Interdisciplinary’Unit’! Unit Description & Rationale This is a two-week interdisciplinary unit on Ancient Egypt civilization