greek mythology. video presentation { social studies social studies science language arts math

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Social Studies Overview

Day 1: The Titans

Questions Students will be able to answer:

-How did they come to be?-Who were they?-How man was created?-Where did they go?

Activities:

- Students will create posters will illustrations then showcase it to class.

Day 2: The Gods and Goddesses

Questions students will be able to answer:

-How did they come to be?-Who were the major gods and goddesses-What significance, special powers, or abilities did they have?-Greek and Roman names?-Relation to one another?

Activities:- God or Goddess acrostic poem- Gods and Goddesses banner

Day 3: Greek Olympics


-What was the birthplace of the Olympics?-What was the importance of the games?-What was its demise?-What are characteristics of modern day Olympics?

Activities:-Mini Olympics (paper football, paper airplane toss, trash can toss)-Charting the results of events-Create your own event!

Day 4: Greek Places


-Where is Mount Olympus?-Who lives on Mount Olympus?-Where is the Underworld?-What are the Physical Characteristics of the Underworld?-Who are powerful figures in the Underworld?-What are different places in the Underworld?

Activities:- Construction paper models of Underworld or Mount Olympus

Day 5: Prometheus, Epimetheus, and Pandora’s Box


-Who are Prometheus and Epimetheus?-How and why was Pandora created?-Who created the box and why?-What is the significance of the box to mankind?

Activities:Create your own Pandora’s box

Day 6: The Labors of Hercules

Questions students will be able to answer:-Who was Hercules?-Why did he have to complete labors?-How many labors did he have to complete and what were they?-What happened to Hercules?

Activities:Create a new labor for Hercules

Day 7: Perseus and Medusa


-Who was Perseus?-Why was his mom and him thrown in the ocean?-Why did Perseus want the head of Medusa?-Who was Medusa?-What was Apollo’s prophecy?

Activities:-Mirror vision-Retelling and creating myth through your eyes

Day 8: The Myth of Persephone


-Who is Persephone?-How does she end up in the Underworld?-Why does the earth’s agriculture stop growing?-How does Persephone affect the seasons?

Activities:- Reader’s Theatre- 4-square Season Posters

Day 9: Orpheus and Euridice


-Who is Orpheus and Euridice?-How does Euridice end up in the underworld?-How does Orpheus use his musical abilities in an attempt to get Euridice back?-What is the condition that Hades gives him in order to get Euridice back?-Do Orpheus and Euridice end up together?

Activities:-Make your own lyre-Create song lyrics to influence something

Day 10: Mythology Jeopardy


-Hopefully, EVERY question!-Questions here will come from the mythology content the students have learned throughout the first nine lessons.

Activities:-Mythology Jeopardy with teams and buzzers-Prizes and Treats

Home

Lesson Plans

Week OneWeek OneDay One Day Two Day

ThreeDay Four Day Five

SS: The Titans Gods and Goddesses

Greek Olympics

Greek Places: Olympus &Underworld

Greek Myth: Prometheus, Epimetheus & Pandora’s Box

LA: Poems: Zeus, Poseidon and Hades

Poems:Zeus, Poseidon and Hades

Want Ad Cheat Sheets and Intro. To Rap

Quiz and Rap

Math: Intro to Graphing and Vocabulary

Graphing and Star Constellations

Distance Formula

Transformations

Review Distance and Transformations

Science:

Lighting and Weather

Water Cycle Chemical Changes

Physical Changes

Solar SystemQuick Assessment

Week TwoWeek TwoDay Six Day Seven Day

EightDay Nine Day Ten

SS Greek Myth: Hercules the Hero

Greek Myth: Tests of Perseus

Greek Myth: Persephone & the Seasons

Greek Myth: Orpheus & Euridice

Mythology Jeopardy

LA Write Your Own Myth

Classified Ad Final Draft Work Day

Presentation Day

Presentation Day Cont.

Math Review and Quiz

Finding the Mean and Median

Golden Ratios and Mean of Difference

Olympics Graphing Results and Finding the Class Average

Science

Suns DNA Neurons Magnetism

Subject/Unit/Lesson: Language Arts/ Greek Mythology/PoemsDate: Day 1- 40 minute lessonGrade Level: 7th Grade

Materials: Pen Pencil Language Arts Notebook Shortened Lecture Notes

Standards/Behavioral Objectives:A: LA 7.3.1 Speaking Skills: Students will develop and apply speaking skills tocommunicate key ideas in a variety of situations. B: LA 7.3.2 Listening Skills: Students will develop, apply, and refine activelistening skills across a variety of situations. C: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.D: Students will write several notes in their language arts notebook

Anticipatory Set:A: Questions: Does anybody know who Zeus is? What are Zeus’s brothers Names? Who are Poseidon and Hades? B: Explain to students that we will be discussing Greek gods/goddesses for the next 10 days and today they will be learning about Zeus, Poseidon and Hades.

Procedure:A: Teacher will have approximately 25 minute lecture on Zeus, Poseidon and Hades- see attached for shortened lecture notesB: While teacher is discussing Zeus, Poseidon and Hades students will be writingnotes in their language arts notebook and asking several questions for class discussionC: Students will then get into groups of 3 and have a 5-10 minute discussionon the Greek Gods and their impression of them so far

Assessment:A: Students will be informally assessed on class discussion

Closure:A: 5 minutes before the end of class time teacher will ask for “I learned” statements from the class. B: Students will then be asked to put materials awayC: Teacher will explain that next class period we will start discussion on typesof poems they will be writing and students will write their poems in class

Sources: A: http://www.desy.de/gna/interpedia/greek_myth/olympian.html

Subject/Unit/Lesson: Language Arts/ Greek Mythology/Poems

Date: 2nd day (lesson continued from day 1)-40 minute lesson

Grade Level: 7th Grade

Materials: Pen/Pencil LA Notebook Shortened Lecture Notes Computers

Standards/Behavioral Objectives: A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.C: LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

Anticipatory Set:A: Who were the Greek God’s we discussed during our last class?B: What are some different types of poems you know?C: Do you enjoy writing/reading poems?

Procedure:A: Teacher will give short lecture/review on different types of poems while students take notesB: Teacher informs class they will be writing a poem about either Zeus, Poseidon or Hades.C: Teacher informs students they will be doing a small amount of research on their God for more information about them to make their poem

-Poem can be funny, sad, informational etc… but must follow one of the three formats-Haiku, tongue twister or acrostic-Students will also be encouraged to use their notes from the previous class session

D: Students use computers to do minimal research on the God they are choosing to do their poem about (approximately 15 minutes)E: The remainder of class the students will spend writing their poems. F: Rough draft due tomorrow

Assessment:A: Students will be informally assessed on class discussion.

Closure:A: Students will be asked to put materials away B: Teacher will inform students that poem rough drafts are due tomorrowC: Remind students the poems are to be in a format we discussed in class todayD: Inform students that we will be learning about Hestia and Hera during the next class period

Sources:A: http://ajcor.hubpages.com/hub/10-Different-Types-Of-Poetry

Lesson created by: Ashley Sukstorf

Subject/Unit/Lesson: Language arts/ Greek Mythology/ Want-Ad Date: 3rd day- 40 minute lesson Grade Level: 7th Materials:A: Pen/pencilB: Language arts notebookC: Shortened lecture notes (see attached)D: Crayons/colored pencils/markersE: White construction paperF: Computers

Standards/Behavioral Objectives: A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active

listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.C: LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

Anticipatory Set:

A: Who know who Hestia and Hera are?B: What significance do you think they play in Greek Mythology?

Procedure:

A: Teacher will have a short lecture on Hesia and Hera- see attached for shortened lecture notesB: While teacher is discussing Hesia and Hera students will be writing notes in their language arts notebook and asking several questions for class discussionC: Teacher will explain to students they will be making a “want-ad” for any of theGreek Gods or Goddesses we have discussed so far (Zeus, Poseidon, Hades, Hesia or Hera)

-Students will be informed the want-ad must be for a different Greek God/

Goddess than they did their poem aboutD: Students may use computers to do minimal research on their Greek God/Goddess for more information to make their want-ad

-Students will be encouraged to use class notesE: Students are to use white construction paper and have the following on theirwant-ad. Students should be encouraged to be creative

- Name of Greek God/Goddess- What they are wanted for- What they look like (be specific)-Draw a picture!- A reward if found- Any additional information that is relevant to the assignment

F: Rough draft due tomorrow Assessment:

A: Students will be informally assessed on class participation and time management.

Closure:

A: Students will be reminded to turn in rough draft of their poemB: Students will be asked to put materials awayC: Teacher will inform students that want-ad rough drafts are due tomorrowD: Remind students the want-ads should be creative and include the informationwe discussed in class todayE: Inform students that we will be learning about Athena and Apollo during the next class period

Sources:

A: http://www.desy.de/gna/interpedia/greek_myth/olympian.html B: http://www.goddessgift.com/goddess-myths/greek_goddess_hera.htm C: http://www.goddessgift.com/goddess-myths/greek_goddess_Hestia.htm


Subject/Unit/Lesson: Language Arts/Greek Mythology/RapDate: 4th day- 40 minute lessonGrade Level: 7th grade Materials:

A: Pen/pencilB: Language arts notebookC: Shortened lecture notes (see attached)

Standards/Behavioral Objectives:A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active

listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.

Anticipatory Set:

A: Who can name all the Greek Gods/Goddesses we have discussed so far?B: What are your guesses on who we will be discussing today?

Procedure:

A: Teacher will have approximately 15-20 minute lecture on Ares, Athena and Apollo- see attached for shortened lecture notesB: While teacher is discussing Ares, Athena and Apollo students will be writingnotes in their language arts notebook and asking several questions for class discussionC: For the remainder of class time students will then get into groups of no more than three and make short “cheat sheets” to use on the quiz during tomorrows class.

-Quiz will be over Greek Gods/Goddesses discussed so far (Zeus, Poseidon, Hades, Hestia, Hera, Ares, Athena, Apollo)

D: Students will be informed that the “cheat sheets” will be turned in at the end ofclass and returned to them before the quiz

Assessment:

A: Students will be informally assessed on class and group participation Closure:

A: Students will be reminded to turn in rough draft of their want-adB: Teacher will then explain that they will be working in groups next class period to make a rap about a Greek God/Goddess or several Greek Gods/Goddesses that we have discussed so far (Zeus, Poseidon, Hades, Hestia, Hera, Ares, Athena, Apollo)C: Remind students to study their lecture notes for short quiz tomorrow

Sources:

A: http://www.greek-mythology-gods.com/ares.html B: http://www.wordsources.info/apollo.html C: http://www.goddessgift.com/goddess-myths/greek_goddess_athena.htm


Subject/Unit/Lesson: Language arts/Greek Mythology/RapDate: 5th day- (lesson continued from day 4) -40 minute lessonGrade Level: 7th grade Materials:

A: Pen/pencilB: Language arts notebookC: Shortened lecture notes (see attached)D: YouTube Video



Anticipatory Set:

A: Teacher will ask students if they have any questions before the quiz Procedure:

A: Teacher will pass back their notes from day 4B: Students will complete the short quiz on the Greek Gods/Goddesses C: Teacher will explain to students that they will be making a rap song about a Greek God/Goddess of their choice.D:Teacher will show the following video in class to give an example of what a rap song about Greek Gods/Goddesses sounds like

-http://www.youtube.com/watch?v=8aq-IX0bD88&feature=relatedE: Students may choose from one of the following Greek God/Goddesses to write their rap about

- Zeus, Poseidon, Hades, Hestia, Hera, Ares, Athena, Apollo- The song must have a title- Students should be encouraged to be creative

F: Teacher will place students into groups of two and the remaining class time will be

used for students write their raps Assessment:

A: Students will be informally assessed on class and group participationB: Students will be assessed on their quiz

Closure:

A: Students will be informed that the rough draft of their raps are due tomorrowB: Teacher will tell students they will be learning about Aphrodite next class

periodand they will be writing their own myths

Sources:

A: http://www.youtube.com/watch?v=8aq-IX0bD88&feature=related

Subject/Unit/Lesson: Language arts/Greek Mythology/Create your own myth Date: 6th day- 40 minute lesson Grade Level: 7th grade Materials:

A: Pen/pencilB: Language arts notebookC: Shortened lecture notes (see attached)D: Computers


listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.C: LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

Anticipatory Set:

A: Teacher will ask students for their definition of a myth Procedure:

A: Teacher will have approximately 20 minute lecture on Aphrodite- see attached for shortened lecture notes

B: While teacher is discussing Aphrodite students will be writingnotes in their language arts notebook and asking several questions for class discussionC: Students will then be informed that they will be writing their own mythD: Students can write a myth explaining a natural phenomenon or create a story

with a moral lesson. Some students may want to think of an emotion (love, envy, fear or jealousy) and write an adventure using that emotion as the theme.E: Students will be encouraged to be creative.

- Students do not need to include any of the Greek Gods/Goddesses we have

discussed in class so far. - The myth can be any length but the more creative and long it is, the

more points they will be given. Students need to put full effort into this assignment.

F: For the remaining class time students can search on the computer for examples of myths and can begin writing their own Assessment:

A: Students will be informally assessed on class participation

Closure:A: Students will be reminded to turn in their rough draft of their rap songsB: Teacher will inform students the rough draft of their myth is due tomorrowC: We will be discussing the final project tomorrow along with Hermes , Artemis

and Hephaestus Sources:

A: http://www.goddessgift.com/goddess-myths/greek_goddess_aphrodite.htm Lesson created by: Ashley Sukstorf

Subject/Unit/Lesson: Language arts/Greek Mythology/Classified ads Date: 7th day- 40 minute lesson Grade Level: 7th grade Materials:

A: Pen/pencilB: Language arts notebookC: Shortened lecture notes (see attached)



Anticipatory Set:

A: Teacher will ask students if they remember who we are talking about todayB: Teacher will ask students if they know anything about them.

Procedure:

A: Teacher will have a lecture on Hermes, Artemis and HephaestusB: While teacher is discussing Hermes, Artemis and Hephaestus students will be

writing notes in their language arts notebook and asking several questions for class discussionC: Teacher will then explain to students that they will be making a classified adD: Teacher will ask students “What would a mythological character have to sell”?

- Students make their own lists which might include thunderbolts, archery lessons, love potions, dating services, marriage counseling or muscle fitness.

E: After students are given several minutes to write down their lists, their ideas will be shared with the class. With the combined list each student will choose one to make their

classified ad about. - Classified ads should include several details such as price and a pictureF: After they choose what they will be making their ad about discussion will start on

their final project.- Teacher will inform students that on day 9 the final draft for all of theirwork they have turned in so far will be due to start sharing with the class.

This includes a poem, want-ad, rap, their own myth, a classified ad and a one page minimum paper on a Greek God/Goddess of their choice.

- Students will be encouraged to put all their final drafts on a poster board to share with the class

G: The one page paper should be about a Greek God/Goddess they have not chosen yet.

- This paper is to include all important facts and information on their God/Goddess

Assessment:A: Students will be informally assessed on class participation

Closure:A: Students will be reminded to turn in their rough draft of their mythB: Teacher will inform students the rough draft of their classified ads are due

tomorrowC: Teacher will tell students all rough drafts will be turned back into them tomorrowD: Students will have ample amount of class time to work on all final drafts

tomorrow Sources:

A: http://www.greekmythology.com/Olympians/Artemis/artemis.html B: http://www.greekmythology.com/Olympians/Hephaestus/hephaestus.html C: http://www.greekmythology.com/Olympians/Hermes/hermes.html


Subject/Unit/Lesson: Language Arts/ Greek Mythology/Final draft work dayDate: 8th day- 40 minute lessonGrade Level: 7th Grade

Materials: A: Pen/pencilB: Language arts notebookC: ComputersD: White construction paperE: Colored pencils/crayons

Standards/Behavioral Objectives: A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.C: LA 7.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

Anticipatory Set:A: Who were the Greek God’s we have discussed?

Procedure:A: Teacher will ask students for their rough draft of the classified adsB: Teacher will then pass back all rough drafts that have been handed inC: Students will be informed that today is a work day

-students will be using the class time to work on their final drafts and/or paper that is due tomorrow

D: Students may use the computer if necessary E: Colored pencils/crayon and construction paper will be available for use to

complete final drafts

Assessment:A: Students will be informally assessed on participation.

Closure:A: Students will be asked to put materials away B: Teacher will inform students the final draft of all their work must be completed

by tomorrow.-Students will be presenting their work to the class on day 9&10

C: Students will be encouraged to place all final draft work on a poster board


Subject/Unit/Lesson: Language Arts/ Greek Mythology/Presentation dayDate: 9th day- 40 minute lessonGrade Level: 7th Grade

Materials: A: Final draft work

Standards/Behavioral Objectives: A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.

Anticipatory Set:A: Teacher will answer any lingering questions and will then share the poster

boardand paper to the class that he/she made as an example to what the presentations

should look like

Procedure:A: Sticks with students names on them will be drawn for presenter orderB: Student will begin presenting their final projects

Assessment:A: Students will be assessed on participation and all final work

Closure:A: Students that did not present today will be informed that they will be going

tomorrow


Subject/Unit/Lesson: Language Arts/ Greek Mythology/Presentation dayDate: 10th day- (lesson continued from day 9)-40 minute lessonGrade Level: 7th Grade

Materials: A: Final draft work

Standards/Behavioral Objectives: A: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.B: LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal communication skills.

Anticipatory Set:A: Teacher will ask students what they remember from the presenters yesterday

Procedure:A: Sticks with students names on them will be drawn for presenter orderB: Student will finish presenting their projects

Assessment:A: Students will be assessed on participation and all final work

Closure:A: Students will be congratulated on all the hard work that was put into their

projects


Subject/Unit/Lesson: Science/Greek Gods/Zeus God of Sky and ThunderDate: Day 1Grade Level: 7th

Materials: • Notebook• Pencil• Construction paper• Colored pencils• Group 1: ground pepper; plastic utensil, such as a knife or a comb; wool or nylon cloth• Group 2: plastic comb, piece of wool or fur, metal doorknob• Group 3: two rubber balloons• Group 4: plastic combs, bowl of puffed rice

Standards/Behavioral Objectives:• 8.2.1.g. classify substances into similar groups based on physical properties.• 8.2.2.a describe motion of an object by its position and velocity• 8.2.1.b describe physical and chemical properties of matter• 8.4.1.a Describe the components of the universe and solar systemAnticipatory Set:• Question: Who is Zeus?• Have the students come up to the board and write down what they know about Zeus.• Zeus was the god of the sky and ruler of the Olympian gods. Zeus overthrew his Father Cronus. He then drew lots with his brothers Poseidon and Hades. Zeus won the draw and became the supreme ruler of the gods. He is lord of the sky, the rain god. His weapon is a thunderbolt, which he hurls at those who displease him. He is married to Hera, but is famous for his many affairs. He is also known to punish those that lie or break oaths. He was the rain god, and the cloud gatherer, who wielded the terrible thunderbolt. His breastplate was the aegis, his bird the eagle, his tree the oak. He is represented as the god of justice and mercy, the protector of the weak, and the punisher of the wicked.• Question? How can we learn about Zeus in science class?• Have the students start a Zeus card drawing a picture of him on the front and writing facts about him on the back. They need to leave room for 1 science fact to incorporate into their card after the lesson.Procedure:• Review with students what they know about cloud formation, thunder, and lightning storms. Tell them they are going to learn how a series of electrical charges inside a cloud causes a lightning strike. Split into groups and pass out materials.• Demonstration 1:• Spread grains of ground pepper on a small area of a desktop.• Vigorously rub a plastic utensil with a wool or nylon cloth to produce a negative charge.• Hold the utensil about 1 inch over the mixture and observe what happens. (The utensil will pick up the pepper.)Demonstration 2:• Darken the room as much as possible.• Rub a plastic comb with a piece of wool or fur.• Hold the comb near a metal doorknob.• Observe what happens. (Students will see tiny sparks.)• Demonstration 3:• Blow up two balloons and rub them on your sleeve.• Darken the room as much as possible.• Rub the two balloons together.• Observe what happens. (Students will see tiny sparks.)• Demonstration 4:• Run a comb through your hair (only one student should use each comb).• Put the comb into a bowl of dry puffed rice.• Observe what happens. (Grains of rice will stick to the comb; after they lose their charge, they will fall off.)• After each group has performed its demonstration, explain that in each case, friction created a buildup of electrons, causing an electrical charge. This is known as static electricity. Tell students that in a storm cloud, friction from dust, ice, and water droplets produces an accumulation of charges, as did the friction in each of the demonstrations. It is this static electricity that causes lightning.• Have each student write a paragraph describing the demonstration his or her group performed and what group members observed. Paragraphs should be accompanied by illustrations and labeled diagrams. Invite students to share their explanations and illustrations.• Share with your class the following explanation of lightning from Simple Weather Experiments with Everyday Materials, by Muriel Mandell (Sterling Publishing Company, 1990):• The violent air currents in thunderclouds move different-sized drops and dust particles at different speeds. Those of the same size and with similar amounts of electricity get concentrated in the same part of the cloud. A very high positive electrical charge is formed in the cold higher parts, while near the ground the thundercloud usually is negatively charged. The big difference between the charges at the top and bottom of the cloud creates a powerful voltage or electric pressure. This "push" sends a flash of lightning streaking through the cloud between those parts with opposite electric charges.Assessment:• Students will be assessed on participation in the experimentsClosure:• Review the facts about lightning from the lesson• The students will complete their trading cardsSources: discoveryeducation.comLesson created by: Andrea Midkiff

Subject/ Unit/ Lesson: Water CycleDay: 5Grade Level: 7thMaterials:Overhead/diagram of water cyclePaperMarkersStandards/Behavioral Objectives:8.2.1b describe physical and chemical properties of matter.8.2.1.c Recognize most substances can exist as a solid, liquid, and gas depending on temperature.Anticipatory Set:Discuss Poseidon the God of the sea and have the students create a trading card listing 2 facts about him from Geek mythology and one scientific fact relating to the water cycle.Discuss the Delphinus constellation.Procedure:The teacher can begin by asking the students if they know why it rains or where rain comes from. The teacher can allow the students time to brainstorm their ideas and then share them with the class. The teacher can write the students' ideas on the board so they are visible to everyone.The teacher will then describe the water cycle and the terms that are associated with it. If possible, the teacher should show the students a diagram while describing the terms to the students so they can picture it visually. The teacher will define for the students the following terms: precipitation, evaporation,, runoff, aquifer, water table, ground water, and condensation. The teacher will also discuss with the students why water is important to the world's systems (people, plants, animals, etc.) What would happen if the water cycle did not exist? Would life on the planet be the same as it is now? How are all of the port cities that we are studying, affected by the water cycle? How does water get to all of these different cities if they are so far apart?

Subject/ Unit/ Lesson: Water CycleDay: 6Grade Level: 7thMaterials:Overhead/diagram of water cyclePaperMarkersProcedure:The teacher will define for the students the following terms: precipitation, evaporation,, runoff, aquifer, water table, ground water, and condensation. The teacher will also discuss with the students why water is important to the world's systems (people, plants, animals, etc.) What would happen if the water cycle did not exist? Would life on the planet be the same as it is now? How are all of the port cities that we are studying, affected by the water cycle? How does water get to all of these different cities if they are so far apart?The teacher will now explain the next part of the lesson to the students. The students will be making an individual drawing of the water cycle based on the terms and discussion that took place previously in this lesson. The teacher should take down the diagram that he/she already used in this lesson so the students create a drawing that is their own. The students should be allowed enough time to create his/her own drawing adding color, etc.The students need to include all of the terms in some way into his/her drawings. The drawing should depict what happens during the water cycle and show the complete process. The terms that may be difficult to draw should be represented in another way.Aside from drawing the water cycle, the students also need to verbally describe the water cycle in a paragraph in a way that shows how well they understand the idea of the water cycle.Evaluation: The students will be evaluated on their drawing as well as their paragraph. The teacher should set the criteria for successful performance so the students know exactly what they need to do to succeed.Assessment:The students will be evaluated on their drawing as well as their paragraph. The teacher should set the criteria for successful performance so the students know exactly what they need to do to succeed. Closure: Why does it rain?What is one important factor to remember about the water cycle?

Sources: lessoncorner.com

Subject/ Unit/ Lesson: Chemical ChangesDay: 7Grade Level: 6-8Materials: Plastic pots with trays (3)o Sando Top Soilo Plastic pipetso Magnifying glasso Watero Materials to be studied:Plastic stripsBiodegradable plastic stripsNatural fibers synthetic fibers Dried plant material (leaves) Newspaper stripso Gloves (plastic) Standards/Behavioral Objectives:8.1.1b Design and conduct logical and sequential investigations including repeated trials.8.1.1c Determine controls and use dependent and independent variables.8.2.1 Students will identify and describe the particulate nature of matter including physical and chemical interactions Anticipatory Set: Talk about Hades God of the underworld. Create a trading card with 2 facts about Hades and 1 fact about decomposition.Procedure:What is decomposition? Decomposition is the natural process of dead animal or plant tissue being rotted or broken down. This process is carried out by invertebrates, fungi and bacteria. The result of decomposition is that the building blocks required for life can be recycled. What factors affect the decomposition of various materials under different conditions?What is the biodegradability and rates of decomposition of various materials under different conditions?Each team of 3 students will test the biodegradation of materials in sand, dry soil rich in organic matter and moist soil.1. Pre-label the pots (set of 3 per student team) and assign a pot to each student in the team as follows: a. Pot #1-Sand- assign to student A b. Pot #2-Dry top soil-assign to student B c. Pot #3- Moist top soil-assign to student C2. Student A should fill pot #1 with sand, up to 3 cm form the top, packing the sand lightly.3. Students B and C should fill pots #2 and #3 with top soil, up to 3 cm form the top, packing the soil lightly.4. Student C should water the top soil in pot #3 using the plastic pipet. Soil should not be excessively moist so that there is water at the bottom of the pot. Over watering can create soggy condition, which will suppress growth of fungi and aerobic bacteria. Make initial observations of the original condition of the materials to be tested and record your observations in Table 1Test the original strength of the fibers by stretching it and record fiber strength using the key in Table 2. Insert a piece of each of the materials to be tested into the soil of each pot, covering about half of its surface area.

8. Press the material lightly into the soil and cover each pot with a clear plastic top. Place each pot on the individual trays and store at room temperature.

Observe your set up once a week for 8-10 weeks. Graph your data from your tables.

Assessment: The students will turn in their lab journals to be graded.Closure:What causes decomposing?Sources: natural recyclers lab.Lesson by: Andrea Midkiff

Subject/ Unit: Science/physical changesDate: Day 8Grade Level: 8 ObjectivesStudents will be able to:•understand the concepts of chemical and physical change•apply knowledge of these concepts to real-world examples Materials:White boardA piece of paper16 cards that illustrate chemical changes or physical changes or both Key Vocabulary:chemical changephysical change Procedures Warm Up• Show students a piece of paper. Have them turn to a partner and take 2 minutes to come up with examples of how this paper could physically change and how it could chemically change.• Ask students to share their examples.• Crumple the paper to demonstrate physical change.• Burn the tip of a piece of paper (or describe this event) to demonstrate chemical change.• Discuss Hephaestus and have the students create their trading cards with 2 facts about Hephaestus and 1 about physical changes. Direct Instruction • Write and define the terms chemical change and physical change on the board. Then have the students copy the terms into their journals. • Give students three examples of chemical and physical changes. Use guided questions to help students decide which changes are physical and which changes are chemical. Practice • Create mixed-ability groups of four students. • Distribute 12 cards to each group describing an action such as chewing food, digesting food, destroying a building, sewing a coat, making a ceramic pot, dyeing hair, burning wood, crumpling a piece of paper. • Have students assign roles for a game: two Contestants, one Reader—the person who reads the card, one Recorder—the person who records the answer. • Once the Reader reads the card, the Contestants tap a book or another object when they think they know the answer, the Reader calls on the Contestant that tapped the object first, and the Recorder writes down this Contestant’s answer. • After 6 cards are read, the students change roles and the Reader and Recorder become the two contestants. Assessment • Have each pair of Contestants review the answer that was given for the 6 cards, and write a paragraph explaining why, upon further consideration, they agree or disagree with this answer.• Ask students to share their explanations with the whole class. Closure• Applied learning: Ask students to watch for and identify chemical and physical changes that they notice in their everyday lives over the next few days. Ask them to share these events with the class. • Remind students that some events involve both physical and chemical changes.

Lesson created by: Andrea Midkiff

Subject/ Unit/ Lesson: Science SunsDate: 4Grades: 7Objectives:Students will understand the following:1. There are three different types of nuclear reactions.2. Most of the sun’s energy is produced during nuclear fusion, in which the union of atomic nuclei from two lighter atoms (hydrogen) unite to form a new heavier atom with smaller mass (helium). The “extra” mass is converted into energy.3. Fusion reactions should be distinguished from fission reactions, which produce energy in most nuclear power plants.4. Radioactive decayis a third type of nuclear reaction, which involves atoms that undergo radioactive (alpha, beta, and gamma) decay.Materials: •Savage Sun video•Research materials on nuclear reactions•Computer with Internet access

Anticipatory Set: 1.Have the students create their Apollo trading card with 2 facts about Apollo and 1 fact about a sun.

Procedures : 1. Review with your students what they know about the three types of nuclear reactions—fusion, fission, and radioactive decay. They should know that most of the sun’s energy is produced during nuclear fusion reactions, which convert hydrogen atoms into helium.2. Have students use the Internet or other sources to investigate the reactions that occur in fusion, fission, and radioactive decay reactions. Two sites at which to start are the ABC’s of Nuclear Science page at nsd.lbl.3. Have your students use these and other resources to complete a three-part Venn diagram comparing and contrasting fusion, fission, and radioactive decay.4. Divide your class into groups, assigning each group one of the three reactions to investigate more thoroughly.5. Each group should prepare a presentation that includes a three-dimensional model illustrating how its assigned reaction works.6. Each presentation should also include an explanation of each reactant and product and the way in which energy is released.7. Have students give their presentations and compare and contrast their models

Assessment:•Quiz

Closure: Review information about suns from lessonSources: http://www.discoveryeducation.com/teachers/free-lesson-plans/savage-sun.cfm Lesson created by Andrea Midkiff

Subject/Unit/ Lesson: Science, DNADate: 9Grade Level: 6-8Materials Required:Computer with Internet access Writing materials Objectives:Students will take an online quiz to see whether they have inherited certain capabilities (e.g., rolling the tongue); discuss what they already know about genetics and heredity in people and animals; solve an online mystery involving an endangered species smuggling case; read and take notes about how DNA research is being used to help six animal species; and write paragraphs explaining how DNA and genetics research might be used to help a particular species. 8.3.1.a Characteristics of life Recognize the levels of organization in living organisms.Opening:Have students do the Genetic Journey activity to see whether they have certain inherited traits. Have them compare their results to those of their classmates and of the other people who have answered the questions on this Web site. Discuss what students already know about genetics and heredity. Do they already know what DNA is? Do they understand why they might look very different from their parents or siblings? Discuss the things students know about animal heredity. If anyone has more than one pet from the same family, what have they noticed about these animals? Do they look exactly alike, or are they different? Is it possible for every member of a litter of kittens or puppies to look different from the others in its litter and from its parents? Explain to the class that they will be learning about DNA and its role in heredity. They will then explore ways that DNA is being used to study endangered animals.

Subject/Unit/ Lesson: Science, DNADate: 10Grade Level: 6-8Materials Required:Trading cards, paper, pencils

Development:Have students read through The Science Scoop on the American Museum of Natural History's Gene Scene site and answer the questions below. You may choose to have them do this as a class or in small groups. What is a genome? Approximately how many base pairs are in the entire human genome? About how long did it take scientists to map out the human genome? How did they do it? How alike are human beings? What percentage of each person's DNA is the same as every other human being on earth? Remind students that animals and plants, as well as people, have DNA. Have them go to The Gene Scene and link to "DNA Detective." Ask them to go through this feature and solve the mystery. Discuss the answers to these questions: What would happen if we mixed two different Gods DNA?What traits would be prominent?What are the possible DNA combinations?Closing:Have the students exchange trading cards with 4-5 students and collect different facts using their trading cards. After they have collected at least 3 facts that they did not have written on their card they will complete a paragraph to summarize the God of their choice. Lesson Created by Andrea Midkiff

Subject/Unit/Lesson: Science NeuronsDate: Grade level: 7Materials:1.paper2. pencils3. notebookStandards: 8.3.1b Cellular composition of organisms recognize that all organisms are made up of one or many cells.Anticipatory Set:The students will create Hermes trading cards. 2 facts of Hermes 1 fact about neurons.

Procedure:Students will learn:Neurons are the key cells in the nervous system; neurons pass signals from one cell to another, which makes the brain work and sends messages to the body.Neurons are the building blocks of the brain. They communicate with each other thousands of times a second.The space or gap between nerve cells is called a synapse. The synapse contains a presynaptic neuron, the synaptic space and a postsynaptic neuron.The brain works with the rest of the body.The projections that collect messages and transmit them to the cell body are called dendrites.Each neuron has a projection, called the axon, which carries messages away from the cell body.Neurotransmitters are like messengers that travel between one brain cell and another. They are chemical signals that neurons use to talk to each other, which is what makes the brain work. Neurotransmitters help determine how a person feels, thinks and acts.

Major Concept:Neurons convey information using electrical and chemical signals.

Assessment:Ask students to assume the role of a sports reporter. They should play the Neuromatrix game again and refer to their Diagram #2, The Neurotransmission Process in the Brain. They can write a sports report about the neurotransmission process and include their own drawings to illustrate the process. For example, students can write a “play-by-play” coverage report or a summary of the game. Ask students to share their sports reports with the class or post them online on a class web site.Sources: http://morphonix.com/neuromatrix_t2.html Lesson created by: Andrea Midkiff

Subject/Unit/Lesson: Science MagnetismDate: 2Grade level: 7Materials: • One 6 volt lantern battery ‐• Insulated wire cut in the following lengths: 30 cm. 50 cm, and 65 cm (Strip the insulation from both ends of the wires.) • Large iron or steel nail • 30 small paperclips • Compass Materials needed per student to make the motors: • "D" cell battery • 24 gauge enameled magnet wire (30 cm or 6 ft.) ‐• Circular ceramic magnet • Two large paperclips • Masking tape • Scissors or sandpaper Standards:8.1.1b Scientific investigations design and conduct logical and sequential investigations including repeated trials.Anticipatory Set:Have students create Aphrodite trading card. @ facts about Aphrodite and 1 about magnetism. Procedure:Clues: 1. I have special properties that draw objects together. 2. I amaze, delight, and help people every hour, day after day. 3. I have a home in various places. 4. When the stereo is on, I am there. 5. When the doorbell buzzes, I am there. 6. I even turn up in nature. (Look amongst the rocks.) 7. You can't see or hear me. I am an invisible force. 8. I keep things going with my attraction and repulsion power. 9. I like to transfer my invisible power to other iron material. 10. Can you guess who I am? I'm Magnetism! We will be studying magnetism through electromagnets for the next few weeks. First, let's assess what the students already know by creating a foldable for their journals called a KW L H chart. ‐ ‐It stands for: What you already Know.What you Want to find out.What you Learned.How you can learn more. We will add new information to the chart throughout the unit. Activity Connected to the Lesson: Exploring Electromagnets 1. Show the students how to wrap a wire around the nail leaving 5 cm of wire unwrapped at each end. 2. Divide the students into 6 groups, the students should tightly wrap the 35 cm wire around the nail. While other students tightly wrap the 50 cm wire around the nail. As well as others tightly wrap the 65 cm wire around the nail. Provide 3 6 Volt Lantern Batteries. ‐ ‐3. Then, the students attach the wire ends to the different ends of the battery. (Be careful, some heat is given off.) 4. The students hold the pointed end of the nail in the pile of clips and lift. 5. Create a chart to record information. (It's a great use of student journals.) 6. They record the number of paperclips picked up. 7. Discuss how students changed variables to increase or reduce the strength of the electromagnet (tighter or looser coils, larger or smaller nail, larger or smaller battery). 8. Write a reflection, in their journals, of the student learning. Students use graphs, diagrams to show their understanding. Then have the students share their findings. Magnetism. You can magnetize a conductor of electricity, such as a nail, by running current through the conductor. The more coils of wire that are wrapped around the nail, the stronger the electromagnet will become. The smaller the battery, the less magnetism will be produced. An electric current has a magnetic field around it. This magnetic field is seen in the construction of an electromagnet, which is made by wrapping a wire, the pathway, into coils.) Using Electromagnets to make a Motor 1. Begin by asking the following introductory questions: "What things in your home use an electric motor?" (An electric mixer, telephone, computer, refrigerator, electric drill, copy machine, stereo, speakers, hair dryer, etc.) Then ask: "What are the parts of an electric motor?" (A magnet, wire, and a power source or electricity.) "How does a motor work?" (A coil moves in a magnetic field.) 2. Wrap the enameled wire around the battery tightly to make a coil. Use the entire length of wire, making approximately 6 10 wraps around the ‐battery. Leave two inches of wire off each side of the coil. Secure with two wraps of the wire. 3. Scrape all the enamel from both ends of the wire so only copper shows. 4. Bend each paperclip to create an "S" shape. 5. Tape paperclips to each end of the battery. (Be careful, because heat is generated.) 6. Place the magnet under the battery. If the battery has a metal coating, the magnet will adhere to it. 7. Place wire coil in the loops of the paperclips. 8. Adjust the paperclips, moving the coil up and down until the coil is affected by the magnetic field. This will be evidenced by a wobble in the coil. It will start to move back and forth. 9. Spin the coil slightly and the coil should start spinning by it. The electric motor should now operate. 10. Troubleshooting is very exciting, as well as frustrating, because the students will determine what needs to be adjusted. (Some problems that students could adjust include scraping all the enamel off the wire; a loose wire coil; not enough coil wraps; or having the paperclips too far from the coil.) 11. You can turn this into an experiment students generate in their journals using the scientific method. Write a conclusion, in their journals, of the student learning. Students use graphs, diagrams to show their understanding. I. Question: How do I make a motor work best? II. Hypothesis: If I use the magnetic field of an electromagnet, III. Procedure: Students list the steps used to create a motor. (I give them a typed list of procedures to tape into their journals.) IV. Data Collected: Students create a data chart of their observations from a variety of attempts to get the motors to work. Discuss the variables that the students could change to see if the motor works better. (Change battery size, change paperclip size, change type of tape used to attach the paperclip, use different magnets, different ways to hold the motor, etc.) Then they can create a question that will utilize the scientific method more appropriately. V. Conclusion: Students address their hypothesis and information learned from the data collected to respond to the question of how the motor worked. .

Assessment:• List the items a student would need to create an electromagnet. • Create a data chart for the experiment that two students would use if they made an electromagnet by winding copper wire around a steel nail, then attached it to a battery. How would it look if they wrapped 20 coils, 40 coils, or 80 coils around the nail? • Explain how a motor demonstrates good use of an electromagnet. • Make a chart of where in life people would use magnets. Sources: http://www.uen.org/core/lessonList.do?courseNum=3050&itemId=1232 Lesson created by: Andrea Midkiff

Subject/Unit/Lesson: Social Studies/Mythology/TitansDate: Day 1Grade Level: 7th GradeMaterials:Poster paperColored pencils/markers/crayonsTitan resource material (books, articles, internet sites, handouts)Social studies notebooksPencils

Standards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will show teamwork and participation in class discussion.Students will show creativity and personal thought to develop an original piece of work.

Anticipatory Set: (5 mins)Students will get into groups (already assigned) and discuss what a myth is. The students will also think of myths that they know of to give examples to the class. Teacher will ask the students about the mythological Titans and who what they know about them. Brief class discussion follows.Procedures:Beginning: (3 mins)Teacher will give a short summary of how the titans came to be. (Gaia mated with her son Uranus and together they produced the rest of the titans)Middle: (14 mins)Students will draw sticks from a jar with a name of one of the titans. Students in partners, with the aid of books and the internet, will research and take notes on this titan. They will use the information they have collected to make a small poster about the titan. The will include an illustration of the titan on their poster.Ending: (15 mins)After teacher models, students will give a brief description of their titan using the poster they created. Students will add the titan’s names with a description in their social studies notebooks.Assessment:-Students will be informally assessed on participation in class discussion.-Students will be assessed on poster.a. Is there enough knowledgeable information about the titan?b. Did the students use an illustration of the titan to show classmates?c. Did all students participate?Closure: (3 mins)-Students will answer the following questions written on the board in their social studies notebook.a. I learned…..b. I liked……c. I wonder…...Teacher will inform student of new material coming tomorrow.Sources:http://edweb.sdsu.edu/people/bdodge/scaffold/gg/titan.html *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Gods and GoddessesDate: Day 2Grade Materials: Seventh GradeMaterials:Social studies notebookPencilColored pencils/markers/crayonsPoster boardsStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will show teamwork and participation in class discussion.Anticipatory Set:Briefly discuss last week’s lesson.Talk about the importance of symbols in the world and throughout history. Are flags a symbol? What do they represent?PowerIndependencePrideDo you think the gods and goddesses had symbols to reflect who they were? What might Zeus’s flag have on it?Introduce today’s topic: Gods of Goddesses OverviewProcedures:Beginning:a. Teacher will give highlighted facts about the main gods and goddesses of Mount Olympus. b. Students will take notes and write down information to aid them in creating a flag or banner activity discussed later.Middle:a. Teacher will model god or goddess banner construction. Information included:- Name of god or goddess- Ruler of god of what?- Three important facts about the god or goddess.- One interesting fact about the god or goddess.- Illustration of the god or goddess.Ending:a. Students will connect their god or goddess to a string to be hung along the wall.b. Students will then take turns describing their personalized god or goddess flag to the rest of the class mates.Assessment:Students will be informally assessed on participation in class discussion.Students will be assessed on god or goddess flag criteria noted above.Students will be informally assessed on sharing god or goddess flag.Closure:Students will answer the following questions written on the board in their social studies notebook:What are 5 gods or goddesses discussed in class?List three facts about 3 of the gods or goddesses discussed in class.Sources:http://gogreece.about.com/cs/mythology/a/olympiangods.htm *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/OlympicsDate: Day 3Grade Level: 7thMaterials:- Social Studies Notebooks- Pencils- PE equipment- Scratch paper- Create Your Own Olympic Game handoutStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.

Anticipatory Set: (10 mins)Students will compete in three events, the paper airplane, the paper football, and wadded paper toss. Students will record will record data from events on charts put on the board. Students only get one chance at each event (more if time allows). Winners will then be crowned for each event and one person who scored the highest in all events will be named Olympic champion.Procedures:Beginning: (6mins)Teacher will show a YouTube video clip of a reenactment of the ancient Greek Olympics. Students will describe what they see in their social studies notebook.http://www.youtube.com/watch?v=cbOzdQyQsno

Middle: (12 mins)Students will use break into groups and read different sections on the web page provided. Students will write down important facts in their social studies notebook. Groups will then form expert groups with other group members to gather facts in their notebooks from sections they did not read. http://www.aroundgreece.com/ancient-greece-history/olympic-games-greece.php Teacher will fill in information missed.

Ending: (12min)Students will create their own Olympic game using equipment from the P.E. department. Students will use “Create Your Own Olympic Game” activity sheet to describe their game. They must also include an illustration of what the game looks like.Assessment:Students will be assessed on written material in social studies notebooks, participation in the reading material, and in group and class discussion. Students will also be assessed on filling out the “Create Your Own Olympic Game” sheet.Closure:Class will orally discuss the ancient Greek Olympics and what the students learned.Teacher will introduce next times topic.Sources:http://www.youtube.com/watch?v=cbOzdQyQsno http://www.aroundgreece.com/ancient-greece-history/olympic-games-greece.php *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Greek PlacesDate: Day 4Grade Level: 7thMaterials:Social Studies NotebooksPencilsWhite or colored construction paperReading handoutsGlue or tapeStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently to create an original piece of art relating to information learned in the lesson.Students will engage in class discussion.Anticipatory Set: (5 mins)Class discussion: Teacher will ask students a variety of questions about their homes, communities, and cities. Students will see that where they live is unique and has many different characteristics that make it their home.Where do you live? What physical features do you notice?What stands out?What places make your home or city special? (zoo, museums, parks)Procedures:Beginning: (5mins)Teacher will inform students of two very important places in Greek mythology, Mount Olympus and the Underworld. Class will have a discussion where students can brainstorm what they know about these places already. Middle: (10 mins)Students will draw popsicle sticks to see who will get to read further about Mount Olympus and the Underworld. This reading handout is provided by the teacher. Students will then come back together for class discussion where we will a web diagram on the board of the important facts and physical characteristics of Mount Olympus and the Underworld. Students will copy this in their social studies notebooksEnding: (20min)Students will create a miniature model representation of the place (Mount Olympus, Underworld) on their stick. Students will use the information from what they have read and learn in class discussion to create their mini model.Teacher will model using Making model template: Take white paper and cut into perfect squares. Cut half way through one of the lines created by folding the paper. Fold the two squares connected to the cuts on top one another and tape together.Assessment:Students will be informally assessed for participation in class discussion.Students will be assessed on notes in social studies notebook.Students will be assessed on miniature model of Mount Olympus or Underworld.Closure:Students will discuss what they learned.Teacher will inform students of next lesson.Sources:http://edweb.sdsu.edu/people/bdodge/scaffold/gg/place.html#MtOlympushttp://www.greek-gods.info/ancient-greece/mount-olympus/ *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Myths: Prometheus, Epimetheus, and Pandora’s BoxDate: Day 5Grade Level: 7thMaterials:PencilsSmall boxesPandora’s Box MythPandora’s Box handoutCandy (optional)Standards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.Students will use their creativity to construct an original piece of art based on the knowledge gained from the lesson. Anticipatory Set: (8 mins)Teacher will give a student a box with a lid and tell the student that the box should never be opened. Teacher will give all over students things to say to the student to encourage him to open the box. If the student refuses to open the box tell him there is candy inside for the class. This will hopefully encourage the student to open the box.When the student does open the box make up some consequences to give the students a scare. Procedures:Beginning: (7mins)Teacher will read the myth “Pandora’s Box.” Middle: (10mins)Teacher and Students will fill out Pandora’s Box handout. Ending: (15min)Students will create their own Pandora’s Box using small boxes, construction paper and coloring utensils.Assessment:Students will be informally assessed on class discussion and participation.Students will be assessed on Pandora’s Box handout.Students will be assessed on their Pandora’s Box.Closure:What did students learn?Teacher will introduce next lesson.Sources:http://greece.mrdonn.org/greekgods/pandora.html *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Myths: Hercules the HeroDate: Day 6Grade Level: 7thMaterials:Social studies notebooksPencilsComputer access or handoutsBlank Scroll handoutStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles. Anticipatory Set: (5mins)What is a demigod?Does anyone know any one of the demigods?Procedures:Beginning: (10mins)Students with a partner will use the website below to research one of the labors. All the labors will be covered by different groups. Each group will write a short description of their labor.http://www.mythweb.com/hercules/index.html Middle: (10 mins)Students will come to the board a write their description of the labor they read. They will as draw an illustration or symbol to represent that specific labor. All students will write the labors in order in their social studies notebooks. Ending: (15min)Students will create a new labor for Hercules and describe his adventure to complete it. They must include the presence of at least one Greek god and a creature. This should be as least two paragraphs.Assessment:Students will be informally assessed during class discussion and group participationStudents will be assessed on notes of labors in social studies notebooksStudents will be assessed on creating a new labor for Hercules.Closure:Teacher will verbally ask students the labors of Hercules.Teacher will inform students of next lesson.Sources:http://www.mythweb.com/hercules/index.html *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Myths: Perseus and MedusaDate: Day 7Grade Level: 7thMaterials: -Social Studies Notebooks-Pencils-Perseus and Medusa Myth Reading-MirrorsStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.

Anticipatory Set: (5mins)Have students use a mirror to draw to trace something on a piece of paper. This will help them see the difficulties Perseus had when fighting Medusa.Procedures:Beginning: (8mins)Teacher and students will read the Perseus and Medusa Myth.Middle: (10mins)Class will create a timeline on the board of important events in the myth.Ending: (20mins)Students will create a first person quick story with themselves in Perseus’s shoes. They will use the timeline on the board as a reference. They will write this in their social studies notebooks.

Assessment:-Students will be informally assessed on class discussion-Students will be assessed on their knowledge of the Perseus and Medusa myth events that they covered in their first person narrative.

Closure:-Students will tell favorite parts of myth-Teacher will inform students of next lessonSources:http://www.mythweb.com/teachers/tips/moretips.html *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Myths: The Story of PersephoneDate: Day 8Grade Level: 7thMaterials:- Social Studies notebooks- Pencils- Reader’s theatre handouts- postersStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.Students will use listening skills to effectively participate in group reading.

Anticipatory Set: (8mins)Why do we have the seasons?What season is it now?Procedures:Beginning: (6mins)Teacher will give a brief introduction to the myth of Persephone. Middle: (15mins)Students will then participate in a reader’s theatre of the myth.Ending: (12min)Students, in groups will make posters with four parts, each part representing a different season. Students will then draw illustrations demonstrating each season and include the goddess Persephone in each part. Students can also include other gods, goddesses, creatures, descriptions, etc. in which help inform the viewer about the influence the myth has on the seasons.Assessment:- Students will be informally assessed on participation in reader’s theatre, class participation, and group participation.- Students will be assessed on Persephone and the season’s poster project.

Closure:-Students will explain why we have different seasons.-Teacher will introduce next lesson.Sources:http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&sqi=2&ved=0CCIQFjAB&url=http%3A%2F%2Fwww.uen.org%2FLessonplan%2FdownloadFile.cgi%3Ffile%3D21557-2-27934-Demeter_Persephone_Readers_Theatre.pdf%26filename%3DDemeter_Persephone_Readers_Theatre.pdf&ei=brPATq7lCYXisQKu-by4BA&usg=AFQjCNHctGsgQ5B-D7wqgfjGYQ20QDuQ9A

*Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Myths: Orpheus and EuridiceDate: Day 9Grade Level: 7thMaterials:Social Studies notebooksPencilsCardboardRubber bandsMarkers/crayons/colored pencilsOrpheus and Euridice myth readingStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.Students will work effectively with others to produce musical lyrics.Students will create a musical instrument Anticipatory Set: (1mins)Students will listen and see a lyre, which was the instrument played by Orpheus in the myth.http://www.youtube.com/watch?v=gqLHF5fWsPE Procedures:Beginning: (10mins)Teacher or students will read the myth “Orpheus and Euridice.” Middle: (12mins)Students, in groups, will create a lyre using cardboard and rubber bands. The lyres should be very creative and reflect the student.Teacher will hand out influence pieces. (These will tell students what they are trying to influence Hades to do for them in their song) Ending: (17mins)Students, with a partner, will create at least a 6 verse song to try to influence Hades. The will use the influences pieces the teacher has given them. Teacher will encourage the use of rhyming. Some students can share their song or demonstrate it in front of class. Assessment:Students will be informally assessed on class participation and group participation.Students will be assessed on creating a musical lyre.Students will be assessed on creating musical lyrics.Closure:Teacher will ask students to summarize points in mythStudents will tell favorite parts of mythTeacher will encourage students to study notes for mythology team jeopardy next time.Sources:http://www.youtube.com/watch?v=gqLHF5fWsPE http://www.vcu.edu/engweb/webtexts/eurydice/eurydicemyth.html *Lesson created by Jade Hughes*

Subject/Unit/Lesson: Social Studies/Mythology/Mythology JeopardyDate: Day 10Grade Level: 7thMaterials:- Jeopardy Buzzers or Lights- Computer- Prizes/TreatsStandards/Behavioral Objectives:Students will describe the impact of history, culture, and geography of Greece and Rome on later civilizations. Example indicators: • Identify and describe the contributions of Greek culture, e.g., mythology and philosophy. • Relate Roman mythology and religion. • Identify and describe the economic and political contributions of Roman culture, e.g., mythology and architecture.Students will work efficiently with other students to develop effective communication and leadership roles.Students will use prior knowledge to complete review questions.Students will show competitiveness as well as good sportsmanship.

Anticipatory Set: (2mins)Teacher will introduce Mythology Jeopardy.Procedures:Beginning: (5mins)Teacher will go over rules.Teams will be made.(Gods vs. Titans) (Gods vs. Goddesses)(Team Perseus vs. Team Hercules) – students can create their own name.

Middle: ( 23mins)Students will play mythology jeopardy.

Ending: (10min)Points will be calculated. Everyone gets prizes or treats.

*This lesson was created by Jade Hughes*

Subject/Unit/Lesson: Math/Mythology/Coordinate GeometryBecki BrownDay 1Grade Level: 7thMaterialsPowerpoint/SmartboardNotecards for flash cards/vocab.PencilPaper for reviewStandards/ObjectivesStudents will be introduced to coordinate geometry by taking notes and completing the vocabulary flash cards. After they complete the vocabulary cards the students will then review the different terms in the power point.7.2.2 Students will specify locations and describe relationships using coordinate geometry. Anticipatory SetBell Work: students will write in their agendas the assignment for the day (constellation worksheet) and complete the problem (review from previous chapter) Identify complementary, supplementary, vertical, adjacent, and congruent angles Procedure1.Students will complete the bell work2.Pass out 7 note cards to each student have them right the term and follow the outline provided to complete each note card, as a class we will go through the book definitions students will then create their own definition on how they will remember it ex. Origin, book definition would be the location in which the y and x axis intersect, and their own definition could be the middle spot on the graph or the beginning spot whatever will help them to remember what the origin is. The last spot allows for a drawing of the term to also help students to remember. The teacher will walk around and assist in any questions and to ensure students remain on task.3. After completing the vocabulary cards the students will then participate in a review on the slides. The teacher will show each slides have the students record their answers and at the end as a class we will come up with the correct answer that way students will know whether they were correct or not. Students will then turn in their review paper so the teacher may pre-assess the students’ knowledge.Assessment/Evaluation The teacher may assess the knowledge of the students by the review power point and walking around during the creation of the vocabulary cards.ClosureStudents will put their flash cards on a ring in their folder with the vocabulary from previous chapters, put their note books and folders away and be excused when the bell rings. Teacher will walk around and answer any questions a student may have.

Subject/Unit/Lesson: Math/Mythology/Coordinate GeometryDay 2Grade Level: 7th GradeMaterials:Powerpoint/SmartboardPencilPaperWorksheet/Graph paperStandards/ObjectivesStudents will continue to coordinate geometry by taking notes and then get comfortable with graphing and plot points. After students understand the concept of x and y coordinates and positive and negative coordinates students will complete a worksheet on the star constellations of Greek gods and goddesses7.2.2 Students will specify locations and describe relationships using coordinate geometry. Anticipatory SetBell Work: students will complete the problem (review from the previous day of notes) Procedures1.Students will complete the bell work2.Teacher will show on the x and y axis the positive and negative direction of points. There will be several examples provided using ordered pairs.3.Students will then take turns plotting different points on the board to demonstrate understanding of the material.4.After students have an understanding of how to plot the points using the ordered pair, they will then work on an in-class assignment (homework if not completed in class) about the constellations of the Greek gods and goddesses using the plotting of points.Assessment/EvaluationThe teacher may assess the final piece of the star constellation worksheet to ensure students accurate understanding of how to plot points on a coordinate grid. Also during the instruction time and lecture the teacher should be able to see how students are with the material by checking for understanding and keeping all of the students involved.ClosureIf students complete their worksheet they may turn it in if not it becomes homework. The teacher will answer any questions and students will put their things away.

Subject/Unit/Lesson: Math/Mythology/Distance FormulaDay 3Grade Level: 7th GradeMaterials:Powerpoint/SmartboardPencilPaperWorksheet/Graph paperStandards/Objectives:Students will continue to coordinate geometry and then introduce the distance formula and how to use it.7.2.2.c Find the distance between points along horizontal and vertical lines of a coordinate plane (e.g., what is the distance between (0, 3) and (0, 9)) Anticipatory setBell Work: students will complete the problem (review from the previous day of notes) Questions: How can we tell how far away something is? What is the distance from one end of the building to the other?

Procedures:1.Students will complete the bell work2.Teach will show examples of distance on a coordinate grid.3.Introduce the Distance Formula square (see slide show)4.Teach will provide several examples and have students input and volunteer in solving problems5.Teacher will the assign a worksheet using the map of Ancient GreeceAssessment/Evaluation The teacher may assess the final piece of the map worksheet to ensure students accurate understanding the distance formula. Also during the instruction time and lecture the teacher should be able to see how students are with the material by checking for understanding and keeping all of the students involved.ClosureWho is going to find the distance form one of end of the building to the other? Hand in the worksheet if done, if not it becomes homework. Students will pick up their materials in put them in the proper place.

Subject/Unit/Lesson: Math/Mythology/TransformationsDay 4Grade Level: 7th Grade MaterialsPencil and PaperPowerpoint/SmartboardWorksheet Standard/ObjectivesStudents will be introduced to position and orientation of shapes and transformations. Students will take notes on translation, rotation and reflection and complete an assignment with the Mythology movement. 7.2.3.b Perform and describe positions and orientation of shapes under a single transformation (e.g., translation, rotation, reflection) on a coordinate plane Anticipatory Set: Bell work: problem on the power point Scientific Notation•Can someone tell me where you might see a reflection in everyday life? Students may point out that we see our reflection in a mirror or in a still pond. •Can anyone tell me what it means to rotate an object? Students may describe this as turning an object. •Can anyone guess what it might mean to translate an object? Students may not have an answer to this question, in which case you may let them know that they will learn what it means to translate an object in today's lesson. ProcedureStudents will complete the bell work and discuss as a class the correct answers.Teacher will introduce transformations and the types.Students will take notes on all 3 transformationsThe teacher will provide examples of each type in picture formatAs a class, students will identify the types of transformations in the power pointStudents will then independently practice on identifying and creating the translations on “Mythology Movement” Assessment/Evaluation The teacher may assess the classroom participation and note taking along with the work sheet that is independent to ensure students accurate understanding of how to identify and create the 3 transformations. Closure Have students explain 3 different transformations in their math note book in their own words check it/initial it and collet their notebooks to be put away. Students will pick up their materials if their worksheet is done turn it in, if not it becomes homework.

Subject/Unit/Lesson: Math/Mythology/TransformationsDay 5Grade Level: 7th Grade MaterialsPencil and PaperPowerpoint/SmartboardVideo Clip on TransformationsWorksheet Standard/ObjectivesStudents will continue to work with position and orientation of shapes and transformations. They will be able to incorporate the distance formula to find the distance of the transformations, rotations and reflections. 7.2.3.b Perform and describe positions and orientation of shapes under a single transformation (e.g., translation, rotation, reflection) on a coordinate plane Anticipatory Set: Have students stand up, provide the vocab word from the previous days and they have to provide an example or expression of what it looks like using themselves.Words to use: translation, rotation, reflection ProcedureWatch the video on transformations http://schoolwaxtv.com/pilot-math-7-transformationsGo over examples of transformations and have students write them down in their notesAllow students to make up the questions and others to answer them on the boardAssign a worksheet the includes all of the skillsStudents may work with a partner after 7 minutes of independent quiet workAssessment/Evaluation The teacher may assess the classroom participation and note taking along with the work sheet to ensure students accurate understanding of how to identify and create the 3 transformations. Closure Have students stand up, provide the vocab word from the previous days and they have to provide an example or expression of what it looks like using themselves.Words to use: translation, rotation, reflection

Subject/Unit/Lesson: Math/Mythology/Review and QuizDay 6Grade Level: 7th Grade MaterialsPencil and PaperQuizPowerpoint/Smartboard Standard/ObjectivesStudents will review and take a quiz on the previous days subject including coordinate geometry, distance formula and transformations.7.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. Anticipatory SetCan anyone tell me in the last week where have they used anything from what we have learned previously?Students will write in their agendas the weekly plan. ProcedureStudents will review their notes quietly for 5 minutesStudents will then be allowed to ask specific questions for 5-10 minutesStudents will then take their quiz and remain silent until all quizzes are completeIf students get done with their quiz they will turn it in and sit quietly and work on any late work or homework from another class Assessment/Evaluation The teacher will use the quiz to asses what the students know and if any re-teaching will be needed. Closure If time allows, go over a problem that several students may have missed.

Subject/Unit/Lesson: Math/Mythology/Finding the Mean and MedianDay 7Grade Level: 7th GradeMaterialsConnector blocksStandard/ObjectivesStudents will be cover how to find the average/mean between positive and negative numbers7.4.1.b Find and interpret mean, median, mode, and range for sets of dataAnticipatory SetWho can think of where in the “REAL WORLD” we use averages?Ex. School, baseball (ERA), volleyball (AHP), golf (par) have students come up with examplesProcedure•Start out with connector blocks and have students find the average of what is in the bag, have a discussion on how they think they found the average.•Show the math way of finding the average, explain why and how it works that it’s like taking parts and breaking them off like they did with their connector blocks.•Provide several examples including negatives, zeros and positive numbers have students write them down to refer back to when doing the homework•Have students come up with numbers and find the average•Use a pitcher in the MLB example ERA•Define Median and how to find it•Assign worksheet allow students to independently work on the worksheet to find the mean and median of the number sets.Assessment/EvaluationThe teacher can assess the student’s participation and note taking along with the worksheet to ensure students understanding of the material.ClosureCompare and Contrast Mean and Median. Students should pick up their things and put them away.

Subject/Unit/Lesson: Math/Mythology/Golden RatioDay 8Grade Level: 7th GradeMaterials:Powerpoint/Smartboard “Donald Duck in MathMagical Land” movie (first 12 minutes)Math Notebook/PencilWorksheet on the Golden Ratio “Search for the Greek God and Goddess”Pictures of Each Students FaceRulers Standards/Objectives:Students will review the concept of ratios and unit rates as the find the mean of all of their facial ratios in relation to the Golden Ratio. Students will measure 12 of their facial features, calculate 7 unit rates from those measurements, and then see how close they are to the Golden Ratio.7.1.1 Students will represent and show relationships among rational numbers. 7.4.1. b Find and interpret mean, median, mode, and range for sets of dataBell work: Review and find the mean and median of the following numbers: 1,22,56,49,63,99Anticipatory Set:Questions: What do the Greeks, Student ID cards, Advertisements, and a T.V. all have in common? Golden RatioShow examples in real life convert them into unit ratios show how must are around 1.6ProcedureWatch the clip (first 12 minutes) “Donald Duck in MathMagical Land”Discuss the different examples of the golden ratio in the GreeksMeasure the image in the powerpoint and see how many different golden ratios we can find as a classNext explain that the Greeks had a very specific idea of what was beautiful. They believed that to be attractive, the height and width of an object needed to be in the same ratio as the Golden Ration, which was 1.62 to 1. They applied this belief to their architecture and art, including people's faces.Explain that in this lesson the students will be measuring features of their faces to see which students in class are the closest to the Greek ideal of perfection, and therefore be declared the "Greek God and Goddess" of the class. (remind students there is no such thing as perfection and this was just the Greek’s view of beauty, everyone is beautiful in their own way)Hand out the worksheet, pictures of the student to that student, and a ruler. Have students follow the directions and measure each feature and record it in the correct area.Students will eventually find their average difference in their features from that of the golden ratio.Assessment:Students turn in their worksheet when they get done and will get immediate feedback. You may check them quickly in the excel file included with supplemental materials. This spreadsheet lets you quickly check the students' work by inputting their original measurements and getting the correct answers.Closure:Crown the God and Goddess! Once you determine which guy and girl are the closest to Greek perfection, announce them as the class Greek God and Goddess. You may want to take a picture of each student posing like a statue, perhaps with a sheet wrapped around them like a toga. Display it on a bulletin board in the classroom. (remind students this was a fun activity and no one’s definition of beauty is the correct one)Sources:http://www.youtube.com/watch?v=ELjEM4C2QSQ

Becki BrownDay 9 Lesson Plan (Math) Olympics MaterialsPower point for OlympicsPencilSunny day (rainy day reserve the gym)Recording Results PaperSoftballFrisbeeBaton (relay)Spraypaint/Tape (for long jump fault line, and starting lines)Measuring tape (softball throw, frisbee toss, long jump)Additional adults (if possible for measurement and timing) Standard /ObjectivesStudents will participate in the school Olympics in different events that represent events from the Olympics. 7.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. Instructional ObjectivesStudents will be prepared for the Olympic Events to help everything run smoothly and allow for the best organization. Anticipatory Set:

Procedure (if possible set up the stations before the class has started)Students will be split up into different groups at different stations (40 meter dash, Frisbee throw, softball throw, long jump)Have a print out of the directions for each even at each event stationEach station will have an adult to either measure or time. (if adult is not available assign a responsible student to do the measuring)After all members in the group have completed the activity have students rotate to the next stationContinue throughout all the stations until each student has been to every stationAll students will do the 4 x 1 relay at the same timeRemind students to record their results!

Subject/Unit/Lesson: Math/Mythology/Review and Quiz Day 10 Grade Level: 7th Grade MaterialsResult SheetPosterpaperMarkersPencils Standard/ObjectivesStudents will take the results from their Olympic event and graph it in relation to the class average. 7.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. Anticipatory SetNone ProcedureStudents will have the entire class period to work on their postersThe teacher will provide examples of previous students work and suggest pointers or ideasThe teacher will provide a handout with all the results of students (without names)The guidelines for the poster are in the power point

Graph of your results and the class averageThere will be 5 graphs total (1 for each event)

Allow students to ask questions if anyStudents will work independently and quietly in their seats Assessment/Evaluation The teacher will assess the effort of students in their posters, along with the accurate findings of the class average. See attached rubric. Closure Students will turn in their posters, if they do not complete it during class they will take it home to finish. They will be put up around the classroom for display.

greek mythology. video presentation { social studies social studies science language arts math

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