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Ancient Civi l izations of South and Mesoamerica: The Aztec, Mayan, and Incan People
Table of Contents
Unit Overview
Unit Goals 2
Unit Rationale 3
Unit Concept Map 4
Integrated Unit Lessons
Social Studies: Google Earth Tour(Schertz) (Introduction Lesson) 5
Math: Aztec Temple Builder’s Plan (Johnson) 8
Science: Incan Temple Astronomy (Blank) 12
Language Arts: Mayan Calendar Vocab (LaBonty) 19
Social Studies/Math: Quipu Knots (Schertz/Johnson) 23
Social Studies/Art: Making Masks (Schertz) (Conclusion Lesson) 27
Teaching Schedule
Teaching Schedule 32
Assesment and Student Understandings
Individual Lesson Assessments 33
Student Work Appendix 36
Reflections 37-40
Resources
Information and Picture Sources 41
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Unit Goals
This integrated unit is meant to introduce the students to the time period
of Spanish exploration in the American continents and the past civilizations that
compromised the regions the Spanish came into contact with. By introducing the
students to the history of the ancient Mesoamerican civilizations we will sharpen
our skills in math, reading, and social studies. We will adhere to the National
standards of each subject for this grade level and satisfy multiple standards in
single lessons as outlined in the individual lesson plans. Aside from the
academics, our goal is to create a sense of respect from the students for ancient
civilizations and cultures that are different from that of their own.
Lesson Goals Google Earth: The Americas (social studies)
Explore maps of the American continents and compare them with maps of territory occupied by ancient civilizations’.
Temple Math (math)
Understand Mesoamerican temple structure and function. Understand perimeter and area.
Seasons of the Earth (science)
Understand motion of Earth around Sun. Understand what causes the seasons. Explore Incan traditions regarding celestial events.
Mayan Calendar Exploration (reading)
Understand the general idea of ancient Mesoamerican calendars. Understand the vocabulary connected with Mesoamerican civilizations.
Quipo Knots and Graphs (social studies and math)
Understand bar graphs as a means to display information. Explore the Incan tradition of keeping track of numbers.
Mayan Mask (social studies and art)
Explore the art of the Mayan civilization. Create a mask with multiple mediums.
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Rationale
Montanastandardsforfifthgradeindicatethatthechildrenmustlearnabout
EuropeansexploringandsettlingtheAmericancontinents.Theclasstextbooks
haveaboutaparagraphregardingeachofthethreecivilizationswewillhighlight
andthatisinadequatetopresentanobjectiveviewofthem.Therefore,asstatedin
moredepthinourgoals,weaimedtopresentlessonsthatcreatedarespectfor
thesecivilizationandtheculturesthatcameafterthem.Wewillcoverthehistory,
geography,andculture(intheformoftheirworks)oftheMayan,Aztec,andIncan
civilizations.Bycoveringeachwewillalsoprovidethestudentswithsome
backgroundoftheinteractionsbetweennativepopulationsandtheSpanish.Each
lessoninthisunitwillhighlighttheimportantroleeachcivilizationplayedin
creatingtheAmericasoftoday.Itisimportantforthestudentstorealizethat
ColumbuswasonlythebeginningoftheSpanishconquestoftheAmerican
continents,consequentlyallofourlessonswillbringtheclassbacktothetime
periodafterColumbusandbeforeBritishcolonization.
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ExploringtheAmericas
GradeLevel 5
Duration 35‐45min
Subjectareas GeographyandWorldHistory
NCSSStandardsAddressed
• Time,Continuity,andChangeo b.Demonstrateanabilitytousecorrectlyvocabularyassociatedwith
timesuchaspast,present,future,andlongago;readandconstructsimpletimelines;identifyexamplesofchange;andrecognizeexamplesofcauseandeffectrelationships;
o d.Identifyandusevarioussourcesforreconstructingthepast,suchasdocuments,letters,diaries,maps,textbooks,photos,andothers;
• People,Places,andEnvironmento a.Constructandusementalmapsoflocales,regions,andtheworld
thatdemonstrateunderstandingofrelativelocation,direction,size,andshape;
o b.Interpret,use,anddistinguishvariousrepresentationsoftheearth,suchasmaps,globes,фandphotographs;
o c.Useappropriateresources,datasources,andgeographictoolssuchasatlases,databases,gridsystems,charts,graphs,andmapstogenerate,manipulate,andinterpretinformation;
• Science,Technology,andSocietyo a.Identifyanddescribeexamplesinwhichscienceandtechnology
havechangedthelivesofpeople,suchasinhomemaking,childcare,work,transportation,andcommunication.
ContentObjectives
TheStudentsWill:
o DeterminethelocationofNorthandSouthAmericaonamapo Demonstrateageneralknowledgeofthelandfeaturesfoundin
CentralandSouthAmerica.o IdentifythemajorcivilizationstheSpanishexplorerscameincontact
with.o Demonstrateanunderstandingofthephysicalaspectsofancient
civilizations’landandhowthateffectedarchitecture.o Identifythehemispheresandwhatlineseparateseach.o IdentifyGoogleEarthasatooltofurtherunderstandworld
geography.
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ProcessObjectives
TheStudentsWill:o Usemaps,charts,andpicturestodeterminewheretheMayan,Aztec,
andIncancivilizationswerelocated.o Discussthegeographicalphenomenathatshapedthesecivilizations
andfacilitatedSpanishcolonization.o Recorddataaccuratelyincludingplacenames.
Resources
GoogleEarth
www.plu.edu
faculty.evansville.edu
www.faqinfosite.com
www.blog.lib.umn.edu
Preparation
CreateaGoogleEarthtourthattakesthestudentsfromtheirschooltoeachofthesiteofthecivilizationsbeingcovered.Ateachstopalongthewayincludeaphotographofanaspectofthatregionthatisimportanttothecivilizationsbeingdiscussed.i.e.:YucatanPeninsulaandChichenItza.
Motivation
Studentswillbemotivatedthroughtheuseofthenewtechnologythatshowsthemthegeographyoftheregionsmorethananymapcould.
Assessment
• Theteacherwillbeassessingthestudentsparticipationandcomprehensionduringthediscussionexercise
• Throughtheworksheettheteacherwillassesthefollowing:o Thestudentswillbeableto:
Labelallhemispheres Labelthecontinentsinthewesternhemisphere DemonstrateageneralknowledgeofwheretheMayan,
Aztec,andIncancivilizationswerelocated Demonstrateaworkingknowledgeofoneofthe
accomplishmentsaccreditedtoeachcivilization
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Name__________________________
GeographySlideShow
1. Whatlineseparatesthewesternandeasternhemispheres?
_____________________________________________________________________________________
2. Whatlineseparatesthenorthernandsouthernhemispheres?
_____________________________________________________________________________________
3. HowmanystatesareintheUnitedStates?____________________________________
4. WhatisthecapitalofMontana?______________________________________________
5. WhatcountyisFrenchtownin?________________________________________________
6. WhatisthebiggestcountryinCentralAmerica?____________________________
7. WhatcountryhadbothAztecandMayanpeople?____________________________
8. WhatwastheoldestcivilizationknowninMexico?___________________________
9. WhatwherethetwocountriesthattheMayanslivedinbesidesMexico?
_____________________________________________________________________________
10. WhatkindofpyramidsdidtheAztecsandMayanbuild?____________________
11. WhatistheMayansymbolforyouage?_______________________________________
12. WhatisthebiggestcountryinSouthAmerica?_______________________________
13. WhatpresentdaycountrydidtheIncanoriginatefrom______________________
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Title:AztecTempleMathGradeLevel:5(Ms.O’Sullivan,Frenchtown)Duration:40minCaitlinByersandJesseLaRoseGoal:Studentswilluseareaandperimetercorrectlytosolveahypotheticaltemple‐buildingproblem.Objectives:From:PrinciplesandStandards,NumbersandOperationsStandards,Grades35Studentsshouldbeableto:
• Recognizegeometricideasandrelationshipsandapplythemtootherdisciplinesandtoproblemsthatariseintheclassroomorineverydaylife
• Identify,compare,andanalyzeattributesoftwo‐andthree‐dimensionalshapesanddevelopvocabularytodescribetheattributes
• Understandthatmeasurementsareapproximationsandunderstandhowdifferencesinunitsaffectprecision
• Understandsuchattributessuchaslength,area,weight,volume,andsizeofangelandselecttheappropriatetypeofunitformeasuringeachattribute
Engage:StudentsareshownmanypicturesofAztectemples.Someareshowninpeninsularegionsandothersaredepictedinhighmountainregions.Ask:Whatdoyouthinktheseare?Whatdoyouthinktheseareusedfor?WhatmightposeaproblemforAztecbuilderswhenplanningtobuildatemple?Explain:Aztectemplesandcitieshadtobeplannedaroundsurroundinggeographicfeatureslikeapeninsulaorahighmountainregion.MayanarchitectureisremarkablebecauseAztecsdidnothavepackanimals,ormanytothetoolsotherearlycivilizationsusedtoplanandbuildtheirtemples.Aztectempleswerebuiltusingstrictlymanpower.AztecarchitecturealsostandsoutbecausemostAztectemplesaresteptemples.Transitionfromconcepttoconcept:Aztecarchitectsandbuildershadtoplanarounddifferentgeographicregionswhentheywantedtobuildanewtemple.Youwillhavetodothesame!Explore:Studentsareaskedwhattheyknowabouttheconceptsofareaandperimeter.Demonstrationsarecompletedforbothareaandperimeterusingmodels(blocks).
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Explain:Studentsaregiventheproblem:anareainwhichabuilderplanstobuildatemple,butthereareobstaclesthestudentswillhavetoconsider.Becausetheywillbebuildingasteptemple,liketheAztecs,theywillonlyhavetobuildthefirststep.Inordertocompletetherestofthetemple,theyhavetocommunicatetheperimeterandareaofthefirsttemplesteptootherbuildersintermstheywillunderstand(aquahuitl).Studentswillbegiventhevalueofaquahuitl,andaskedtoconverttheirmeasurements(inmeters)toquahuitls.(1meter=2.5quahuitls)Extend:Thebuildershavefinishedtheplan!Ifeachstepinthetempleissmallerthanthestepbelowit,whatwilltheareaandperimeterofthefinalstepbe?Filloutthetabletofindthelaststep!Evaluate:(Informalsummativeassessment)Studentsbuildingplanswillbeturnedintobegraded.Studentswillbegradedoncompletionandaccuracyoftheirplans,andtheextendactivity.Closure:Studentswillbeaskedtobesurenamesareontheirbuildingplansandtoturnthemin.Materials:graphpaperforallstudents(included)unifixcubesforallstudentsbuilder’splanforallstudentsResources:PrinciplesandStandardsinSchoolMathematics,NCTM2000
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Name:_____________________________
AztecTempleBuilder’sPlanStepNumber Perimeterin
qualhuitlsAreain
qualhuitls
1
2
3
4
5
6
7
8
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Remember:Yourtempledoesnothavetolooklikeanyoneelse’s,orhavethesamenumberofsteps.1meter=2.5qualhuitls
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Title:SeasonsandtheIncanAnchorRocks
School:FrenchtownElementary(Mrs.EustanceandMs.O’Sullivan)
CaitlinByersandJesseLaRose
Standards:
MontanaStateStandards
ContentStandard1—Students,throughtheinquiryprocess,demonstratetheabilitytodesign,conduct,evaluate,andcommunicateresultsandreasonableconclusionsofscientificinvestigations.
ContentStandard2—Students,throughtheinquiryprocess,demonstrateknowledgeofproperties,forms,changesandinteractionsofphysicalandchemicalsystems.
ContentStandard4—Students,throughtheinquiryprocess,demonstrateknowledgeofthecomposition,structures,processesandinteractionsofEarth’ssystemsandotherobjectsinspace.
ContentStandard5—Students,throughtheinquiryprocess,understandhowscientificknowledgeandtechnologicaldevelopmentsimpactcommunities,culturesandsocieties.
ContentStandard6—Studentsunderstandhistoricaldevelopmentsinscience
NSESStandards
UNIFYINGCONCEPTSANDPROCESSES
Systems,order,andorganization
Evidence,models,andexplanation
Change,constancy,andmeasurement
Formandfunction
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SCIENCEASINQUIRY
Abilitiesnecessarytodoscientificinquiry
Understandingsaboutscientificinquiry
PHYSICALSCIENCE
Motionsandforces
EARTHANDSPACESCIENCE
Earthinthesolarsystem
SCIENCEANDTECHNOLOGY
Understandingsaboutscienceandtechnology
SCIENCEINPERSONALANDSOCIALPERSPECTIVES
Scienceandtechnologyinsociety
HISTORYANDNATUREOFSCIENCE
Scienceasahumanendeavor
Natureofscience
Historyofscience
Engage:StudentsseepicturesofananchorrockontheSmartBoard.TodaywewilllearnwhattheIncanpeopleusedthisrockfor.FirstwhocantellmewhatcausesthedifferentseasonsonEarth?
‐Givestudentstimetowritetheirideasonthebackoftheirdiagramsheets.
‐Gatherstudentpreconceptionsaboutthetopicmakingsuretodrawoutanymisconceptionsontheboard.i.e.theEarthgetsclosertothesunduringsummer,orthesun’stemperaturerisesinthesummer
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TRANSITION:Nowthatwehavetheseideas,howcanweproveourideas?Wehavethesemodelswemade.
Explore(usemodelsanddemonstrations):ShowthestudentshowtheEarthrevolvesaroundtheSun.
‐ExplaintostudentsthatthetiltoftheEarthwillalwaysremainthesame,andtokeepourmodelsaccurate,theywillneedtokeeptheiraxispointedattheNorthStar(cutoutofastarhungonceiling)tokeepourmodelsaccurate.
‐AskthestudentstodeterminethepositionoftheEarthduringthesummerinMontanausingthebluestickerasareferencepoint.Havethemrecordtheirobservationsonthebackoftheirdatasheets.
‐StudentsdrawdiagramandexplaininfullsentencesforsummerinMontana.(Wantstudentstostruggle)
‐ChooseeitherAorBandwriteinyourjournal‐showwhatissummerinMontana.Defendyouranswer.(Drawadiagramoftheearth’srotationaroundthesundepictingbothsolstices.ChoiceAissummerinMontana,andChoiceBiswinterinMontana)
TRANSITION:Let’sseehowwedidthisvideoisanothergreatwaytoproveourideas.
Explain:ShowthestudentsananimationthatdisplaysthatseasonsarecausedbythetiltintheEarth’saxis.(http://www.youtube.com/watch?v=DuiQvPLWziQ)
‐Usethemodeltoshowthemtheseasonschangingintandemwithvideo.
‐ReviewtheconceptoftheNorthernandSouthernhemispheres.
‐Showanimationasecondtime‐havestudentsfollowalongwithmodels.
TRANSITION:YouguysreallyunderstandseasonsintheNorthernHemispherelet’strytheSouthernHemisphere.RemembertheIncans?Wheredidtheylive?WewanttoknowwhenitissummerinPeru.
Elaborate:HavethestudentsdeterminethepositionoftheEarthwhenitissummerinPeruusingtheredstickerasareferencepoint
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‐Answerquestionbelowdiagram:WhatseasonisitinMontanawhenitissummerinPeru?
‐Gatherstudentstothemaingroupandaskthemagainwhatcausestheseasons.Introducethetermequinox(daysandnightsarethesamelength)andexplainthattheIncansbuiltthisformationtomeasurewhentheEarthwasattheequinoxstageofitsorbit(novisibleshadow).
Evaluate:ThesecondobservationofstudentstryingtofigureoutwhenitissummerinPeruwillprovideagoodideaofhowwelltheyunderstandtheconcept.
‐Alearningguideforstudentswillalsoserveastheevaluation.
Resources:
http://www.youtube.com/watch?v=DuiQvPLWziQ
Materials:(formodel)
3‐4Lampsw/barebulbs(noshades)
Extensioncords
3‐4shish‐ka‐bobsticks
blue/red/blackmarker
yellowstar
3‐4styrofoamballs
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Seasons
Name:____________________________
PartI :Definefollowingterms.
Equinox _______________________________________________________________________________
_______________________________________________________________________________
revolve _______________________________________________________________________________
orbit _______________________________________________________________________________
PartII:Answerthefollowingquestionswithoneofthechoicesbelow.
a. Daysarelongerthannights
b. Nightsarelongerthandays
c. Daysandnightsarethesameinlength
Whenitistheequinox__________________________________________________________________
WhenitissummerinMontana________________________________________________________
WhenitiswinterinPeru_______________________________________________________________
PartIII
WhatdidtheIncasusetheanchorrockfor?________________________________________
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I.BackgroundInformation
GradeLevel:5thGrade
Title:MayanCalendarVocabulary
Objectives:Studentswilllearntousecontextcluestodefinewordsthat studentsarenotfamiliarwith.
Connectiontostateandnationalstandards:
MontanaStateStandardsforCommunicationArts:
LiteratureContentStandard2:Studentsapplyarangeoffoundational skillsandstrategiesastheyread.
IRA/NCTEStandardsfortheLanguageArts:
Standard2:Studentsreadawiderangeofliteraturefrommany periodsinmanygenrestobuildanunderstandingofthemany dimensions(e.g.,philosophical,ethical,aesthetic)ofhuman experience.
Standard3:Studentsapplyawiderangeofstrategiestocomprehend, interpret,evaluate,andappreciatetexts.Theydrawontheirprior experience,theirinteractionswithotherreadersandwriters,their knowledgeofwordmeaningandofothertexts,theirword identificationstrategies,andtheirunderstandingoftextualfeatures (e.g.,sound‐lettercorrespondence,sentencestructure,context, graphics).
I. Materials1. Copiesofselectedtextforeachstudent.(adaptedfromCalender
Converterwebsite)2. Highlighterforeachstudent.3. LongCountcalendarconverterwebsite:
http://www.fourmilab.ch/documents/calendar/4. CollectionofphotosofMayancalendars.
II. Procedure1. ShowstudentspicturesofMayancalendaronSmartBoard.
2. Discusswithstudentswhattheterm“contextclues”means.
3. Readselectedtextwithstudentsaloud,andaskthemtohighlightwordsthey
arenotfamiliarwith.
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4. Discusshowstudentscanusecontextcluestofigureoutwhatthewords
meaninthisselectedtext.
5. Allowstudentsworkindividuallyoncomprehensionquestionsand
vocabularylists.
III. Assessment1. Studentscomparetheiranswerswithasmallgrouptodeterminewhether
theyallhadthesamedefinitions,andtheningroupsmaycomeuptothe
teachertodeterminewhethertheyhavefinishedthevocabulary
appropriately.
2. Inaquickoralquiz,studentsshouldbeasked:“WhatMayancalenderwould
weusetorecordyourbirthday?”Whenstudentsanswercorrectly,teacher
canshowstudentshowtousethewebsitetoconverttheirbirthdaytoLong
CountCalendar,andwriteitintheMayannumeralstheylearnedtheday
before.
IV. Application1. Infuturereadingactivities,studentsshouldhavehighercomprehensionof
wordsorphrasesthattheymaynotbecompletelyfamiliarwith.
V. References:
CalendarConverterWebsite
http://www.fourmilab.ch/documents/calendar/
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MayanCalendars
Name:________________________
TheessentialsoftheMayancalendararebaseduponasystem
whichhadbeenincommonusethroughouttheregion,datingbacktoat
leastthe6thcenturyBC.Itsharesmanyaspectswithcalendars
employedbyotherearlierMesoamericancivilizations,suchasAztec.
Althoughthe19esoamericancalendardidnotoriginatewiththeMaya,
theirrefinementsofitwerethemostsophisticated.Alongwiththoseof
theAztecs,theMayacalendarsarethebest‐documentedandmost
completelyunderstood.
BytheMayamythologicaltradition,asdocumentedinYucatan
peninsulanativeaccounts,theMayangodItzamnaisfrequentlycredited
withbringingtheknowledgeofthecalendarsystemtotheancestral
Maya,alongwithwritingingeneralandotherfoundationalaspectsof
Mayaculture.
TheMayansusedthreecalendars,allorganizedincyclesofdays
ofdifferentlengths.TheLongCountwasthemaincalendarforrecording
history.TheHaabwasusedasthecalendarusedtoscheduleevents.The
Tzolkinwasthereligiouscalendar.AlloftheMayancalendarsarebased
oncountingofdaysinrelationtoagricultureandthecyclesofthesun
andthemoon.TheLongCountCalendarismadeof20shortcycles.This
resultsinatunof360days,whichisthemostsimilarcalendartothe
oneweusetoday.
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WhatcalendarwouldtheMayansusetorecordbirthdays?
Mybirthday:_________________________,____
(Month) (Day)(Year)
MyMayanLongCountBirthday:
__________._______________.______________._______________.______________
baktunkatuntunuinalkin
Now,useyourMayannumeralsandtheimagesfrombelowtocreateablacklinedrawingofyourLongCountbirthday.
Baktunkatuntunuinalkin
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Title:QuipuiKnotsGradeLevel:5(Ms.O’Sullivan,Frenchtown)Duration:40minCaitlinByersandJesseLaRoseGoal:Teachstudentshowtorepresentdatathroughtwoforms:quipuiknotsandbargraphs.Objectives:From:PrinciplesandStandards,NumbersandOperationsStandards,Grades35Studentsshouldbeableto:
• Representandanalyzepatternsandfunctions,usingwords,tables,andgraphs
• Modelproblemsituationswithobjectsanduserepresentationssuchasgraphs,tables,andequationstodrawconclusions
From:TenThematicStrandsinSocialStudies,1:Culture• “Culturehelpsustounderstandourselvesasbothindividuals
andmembersofvariousgroups.Humanculturesexhibitbothsimilaritiesanddifferences.Weall,forexample,havesystemsofbeliefs,knowledge,values,andtraditions.Eachsystemalsoisunique.”
• Connecttwowaysofdisplayingdata(quipuiknotsandgraphs)fromtwodifferentcultures(IncanandAmerican).
Engage:StudentsareshownmanypicturesofIncaQuipuiknots.Someareverycomplex,whileothersaresimpleandorganized.Ask:Whatdoyouthinktheseare?Whatdoyouthinktheseareusedfor?Canyoudeterminewhatsortofinformationthismightdisplay?Explain:TheancientIncadesignedasystemofcountingandrecordkeepingwithbrightlycoloredstringsthathadstrategicallyplacedknotscalledquipusattachedtoabasecord.Thestringsweredifferentcolors,lengthsandthicknesses.Notwoquipuswerealike.Thesehighlycomplexcountingsystemswerereadbythequipucamayocs(“keepersofthequipus”).TheancientartofquipuisstillpracticedtodayintheAndeanmountainsofPeru,butmostoftheabilitytoreadthestringshasbeenlost.Transitionfromconcepttoconcept:ThisisthewaythattheancientIncanpeople,andevensomepeopleintheAndeanmountainsrecordinformationtoday.Anyonewholookedataseriesofquipuiknotwouldbeabletounderstandtheinformationpresented.Today,weusegraphsasonewaytodisplayinformationeasily.
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Explore:Studentsareaskedtorecordthefollowinginformationintheirjournalsonapagetitled“GatheringInformation”.
1. Numberofpetstheyhave2. Numberofpeoplewholiveinyourhouse3. Numberofboysvs.girlsintheirclass
Studentswillthenallbegivenonelargestring,and3smallerstringsofdifferentcolorsandaskedtorepresenttheinformationtheyhavegatheredbymakingtheirownquipuiknots.*Adaptationsmadeforastudentwhohaslittleuseofherrighthandandarm.Shewillbeabletoaskafriendorteacherforhelpifsheneedsit.Explain:Afterallstudentshavefinishedtheirquipuiknots,theywillbeaskedtoreporttheirindividualdataontoalargeclassdatasheet.Oncethenumbershavebeentalliedforeachcategory,studentswilltakepartasagroupinrepresentingthegathereddatainabargraph.Thefollowingconceptswillbecovered:
1. Equalandconsistentnumbering.2. Appropriatescale.3. Titleofaxis.4. Titleforgraph.
Eachstudentwillhaveseentheprocessofusingdatatomakeanaccuratebargraph.Extend:Studentswillthenbeaskedtocreatetheirowngraphsfromtheirindividualinformationcompletewiththecriteriaenumeratedabove.Onthebackoftheirgraphs,theywillbeaskedtocompleteacompare/contrastaboutthewaysinformationintheIncanculture,andinourcultureisrepresented.Evaluate:(Informalsummativeassessment)Studentsgraphsandquipuiknotswillbeturnedintobegraded.Closure:Studentswillbeaskedtoputtheirnamesonboththeirgraphsandtheirquipuiknots(attachedtocardboardpieces)andturnedin.Materials:1. 4colorsofstring,enoughforeachstudent2. journalstorecordinformation3. bargraphtobeturnedinResources:PrinciplesandStandardsinSchoolMathematics,NCTM2000http://www.brightring.com/quipu.html
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Name:___________________________
QuipuiKnots:Oldandnewwaystorecordinformation
Answerthesequestionsinfullsentences.
1. Whatisaquipuiknot?
2. HowdidancientIncans,andIncansoftodayusequipuiknots?
3. Whatwaysdowerecordanddisplayinformationtoday?
Let’suseabargraphtorecordourinformation!
1. Gatheryourinformation:
Howmanypetsdoyouhave?_________
Howmanypeopleliveinyourhouse?__________
Howmanyboysandgirlsarethereinthisclass?____________
2. Makeagraph:
Usethegraphpapertomakeabargraphofyourinformation.
Rememberto:
1. Labelbothaxis2. Colorcodeyourgraph(useakey)3. Titleyourgraph
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MakingMasks
CaitlinByersandJesseLaRose
FrenchtownElementary
GradeLevel 5thGrade‐Ms.O’SullivanandMrs.Eustance
Duration Three45minuteclasses
SubjectArea(s) History/Art
NCSSandMCSSStandards
“10LessonsTheArtsTeach”
byElliotEisner
ThematicStrands:
Culture
“Inthemiddlegrades,studentsbegintoexploreandaskquestionsaboutthenatureofcultureandspecificaspectsofculture,suchaslanguageandbeliefs,andtheinfluenceofthoseaspectsonhumanbehavior.”
PeoplePlacesandEnvironments
“Duringthemiddleschoolyears,studentsrelatetheirpersonalexperiencestohappeningsinotherenvironmentalcontexts.Appropriateexperienceswillencourageincreasinglyabstractthoughtasstudentsusedataandapplyskillsinanalyzinghumanbehaviorinrelationtoitsphysicalandculturalenvironment.”
Time,Continuity,andChangeStudentsdevelopasenseofhistoricaltimeandhistoricalperspectiveastheystudythehistoryoftheircommunity,state,nation,andworld.(NCSS2007)
“10LessonsTheArtsTeach”
3.Theartscelebratemultipleperspectives.Oneoftheirlargelessonsisthattherearemanywaystoseeandinterprettheworld.
7.Theartsteachstudentstothinkthroughandwithinamaterial.Allartformsemploysomemeansthroughwhich
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imagesbecomereal.
9.Theartsenableustohaveexperiencewecanhavefromnoothersourceandthroughsuchexperiencetodiscovertherangeandvarietyofwhatwearecapableoffeeling.
(NAEA2008)
Howwillstudentsusethetechnologyasatooltoenhancetheirlearning?
StudentswillbeshownimagesofMayan,Aztec,andIncantraditionalmasksusingaPowerPointslideshow.Studentswillbeabletorefertotheslideshowwhiledesigningtheirownmasks.
ContentObjectives 1. StudentscandistinguishbetweenstylesofmasksfromMesoamericanandSouthAmericancultures.
2. Studentsunderstandwhymanycultures,specificallytheMayan,Aztec,andIncan,madeandusemasks.
ProcessObjectives 1. Studentswilldesignamaskthatreflectstheirownpersonalcultureandbeliefs.
2. StudentswillcompleteaVenndiagramaboutthedifferencesandsimilaritiesbetweenwhywemightmakeandwearmasks,andothercultureswouldmakeandwearmasks.
Resources
Hardware/Softwareorothermaterialsrequired
Materials:
PowerPointcapablecomputer
Smartboardorsimilarprojector
PlasterofParisstrips
Water
Vaseline
Paintshirtsforeachstudent
Paint,feathers,glitter,etc.todecoratemasks
Preparation
Toprepareforthislesson,theinstructorneedsto:
1. CreateaPowerPointofMayan,Aztec,andIncanmasksandreasonswhytheyaremade.
2. Useaids,parenthelpers,andTA’stoassistin
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thisproject!3. Askstudentstoweargrubbyclothestoschool
forthedayoftheproject.Motivation/Hook
1. Showstudentsslideshowofmasks,anddiscussthedifferencesbetweenmasksfromthedifferentcultures.
2. Askstudentswhatthemasksreflectaboutthecultures,andwriteresponsesonboardtodiscusswithclass.
Instruction
Descriptionofthepedagogy,strategies,possiblemodificationsandkeyskillsorconceptsneededtobetaughtforallstudentstobesuccessful.
1. Explaintostudentstheprocessofmakingthemasks.a. applyathinlayerofVaselinetostudent’s
face,beingsuretocovereyebrows,andespeciallyaroundthehairline
b. dipstripsofplasterinwater,andsqueezeexcesswateroff,andbegintoapplytoface
c. coverentirefacewithseverallayers,leavingeyeholes,nosehole,andmouthhole.
d. Allowmasktodrye. Teacherremovesmask
2. 5studentsaresittingwhileanotherstudentappliestheirmasks.Theremainingstudentswillbecuttingstripsanddrawingthedesignstheyplanondecoratingtheirmaskswith.
3. Whenallmasksaredry,studentsmaybeginpaintingtheirmasks.Theslideshowshouldbeavailabletostudentsforreference.
4. Whenstudentshavefinishedmasks,askvolunteerstoshowtheirmasktotheclassandaskwhytheychosethedesignorstyletheydid.
5. GuidestudentsthroughVenndiagram,discussingthedifferencesandsimilaritiesbetweenthereasonsculturesmakemasks.
Linkstorelevantwebsites
http://www.lagaleria‐artcrafts.com/images/mascara_maya_7‐001‐.jpg
http://www.prometheus‐imports.com/dmMHM03plumed_masksm.jpg
http://www.barbaraknott.net/Aztecmask.jpg
http://www.wulflund.com/images_items/aztec‐funeral‐mask_2.jpg
http://yourartteacher.com/images/incamask.bmp
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Assessment
Howwillyouknowifthestudentsunderstand?
1. StudentswillbeabletodiscussthereasonsMayan,Aztec,andIncanpeoplecreatedandworemasksintheirVenndiagrams.
2. Studentswillbeabletotakepartinclassdiscussionofsimilaritiesanddifferencesinculturesmasksandwhytheyworethem.
religiousceremonies
battle(armor)
arts(entertainment)
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Teaching Schedule
Lesson Date/Time Taught *Classes Taught Social Studies: Google
Earth Tour Monday 11/23: 1:20-2:00 p.m.
2:00-2:40 p.m. Eustance O’Sullivan
Math: Aztec Temple Builder’s Plan
Tuesday 11/24: 9:00-10:00 a.m. O’Sullivan
Science: Incan Temple Astronomy
Tuesday 11/24: 1:20-2:00 p.m. 2:00-2:40 p.m.
Eustance O’Sullivan
Social Studies/Math: Incan Quipu Knots
Monday 11/30: 10:00-11:00 a.m. O’Sullivan
Reading: Mayan Calendar Vocab
Tuesday 12/1: 9:00-10:00 a.m. O’Sullivan
Social Studies/Art: Making Masks
Tuesday 12/1: 10:00 -11:40 a.m. Wednesday 12/2: 2:00-3:30 p.m.
O’Sullivan
Total Teaching Hours: 8 hours 45 minutes
* We had the unique opportunity of teaching many(in addition to the two in our integrated unit) of our lessons twice, which resulted in great opportunities for reflection and planning after the first lesson in preparation for the second lesson. This schedule also gave us a realistic view on team teaching with teachers in the same grade band. Both Ms O’Sullivan (our cooperating teacher), and Mrs. Eustance were very flexible 5th grade teachers who were able to provide us with this opportunity.
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Social Studies Lesson: Google Earth Tour (Introductory Lesson) Goals How Were They
Achieved? Assessment Student
Performance and Comments
Develop an understanding and mental picture of the geographical and political regions that the integrated unit were based on.
Students were taken on a Google Earth Tour from their school to all the major ruins and ancient civilizations of Mayan, Aztec, and Incans.
All students completed Tour Guide worksheet to help students stay focused and to gauge understanding.
All 38 students received 85% or better on their tour guides, and were very engaged and excited about the use of Google Earth.
Math Lesson: Aztec Temple Builder’s Plan Goals How Were They
Achieved? Assessment Student
Performance and Comments
Review concepts of area, perimeter, and scale conversion.
Students were presented with an area/perimeter problem to solve individually.
Students develop a builder’s plan that was converted into the Aztec unit of measure.
Students struggled with the concepts of area and perimeter, and even more with converting their measurements. So much so that this assignment was not graded. We were told students had more experience with area and perimeter, but we
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needed to assess that knowledge for ourselves prior to teaching this lesson.
Science Lesson: Incan Temple Astronomy Goals How Were They
Achieved? Assessment Student
Performance and Comments
Students should understand that the seasons are caused by the tilt in the Earth’s axis and that the Incans used an anchor stone to tell when the equinoxes were going to occur.
Students were broken into groups of 6 and divided among three models of the Earth, Sun, and the rotation of the Earth on it’s axis.
Students in both classes were asked to answer this question: “What season will it be in Montana if it is summer in Peru? Demonstrate with the model.”
Each student in each group correctly demonstrated the correct position of the Earth in relation to the sun for summer in Peru, and answered their questions correctly.
Reading Lesson: Mayan Calendar Vocab Goals How Were They
Achieved? Assessment Student
Performance and Comments
Students should understand the use of context clues for defining difficult or unknown words in their reading.
Students were given selected text with very obvious and some obtuse context clues for words they had little to no
All students were asked to define the vocabulary words that were found in the text and complete accompanying
Each student completed their vocabulary and comprehension questions, and gained a valuable skill for reading.
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experience with. comprehension questions.
They also enjoyed the extend activity which connected a previous lesson to this one.
Social Studies/Math Lesson: Quipu Knots Goals How Were They
Achieved? Assessment Student
Performance and Comments
Connect the Incan form of record keeping with a current tool for record keeping, and teach the basics of graphing information.
Students created their own Quipu knot about their personal information.
Students graphed their personal information on a bar graph.
19/21 students successfully completed the assignment and received 95% or better. Students brought up the comparison of the quipu knot to the bar graph, and how some even looked similar.
Social Studies/Art Lesson: Making Masks (Conclusion Lesson) Goals How Were They
Achieved? Assessment Student
Performance and Comments
Students discover the purpose of masks in many cultures: Aztec, Incan, Mayan, and contemporary American.
Students viewed a slideshow of Mayan, Aztec, and Incan masks, and made and decorated their own mask.
Students completed a Venn diagram about uses of masks in different cultures.
The students successfully competed their Venn diagrams correctly, and loved the art lesson.
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Student Work Appendix
36A Social Studies: Google Earth Tour- Work returned to students for further exploration with Google Earth.
36B Math: Aztec Temple Builder’s Plan- Selected student work.
36C Science: Incan Temple Astronomy- Selected student work.
36D Language Arts: Mayan Calendar Vocab- Selected student work.
36E Social Studies/Math: Quipu Knots-Selected student work.
36F Social Studies/Art: Making Masks-Venn diagrams returned to students for examples for other Venn diagrams with classroom teacher. Photos of students with masks pending.
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Resources
Books
Baquedeno, E.(2005). Aztec, Inca, and Maya.DK Eyewitness. New York, NY.
Conklin, W. (2000). Aztec, Inca, and Maya. Teacher Created Materials. Huntington Beach, CA.
Ferguson, D. (2000).Tales of the plumed serpent: Mayan, Aztec, and Incan myths. Collins &Brown. New York, NY.
Principles and Standards in School Mathematics, NCTM 2000
Websites
http://mayaincaaztec.com/
http://www.kn.pacbell.com/wired/fil/pages/listmayansms1.html
http://www.westirondequoit.org/ihs/library/mayan.html
Seasons Movie Clip:
http://www.youtube.com/watch?v=DuiQvPLWziQ
Maya Long Count Calendar Converter:
http://www.fourmilab.ch/documents/calendar/