Description

Times Are Changing is the final lesson plan in the unit, In Days of Old, Before Columbus. Students explore the need for trade, cultural and intellectual achievements, and scientific and technological advancements emphasizing how these achievements affect modern day.

Materials

- PowerPoint for this lesson (See Preparation)

- Presentation System

- Student Information Checklist (See unit's associated files.)

- Teacher information packet (Download from associated files.)

- Timeline transparencies or posters (See associated files.)

- Vocabulary cards used in previous lessons

- Notebook paper

- Student Web Lesson, Travel to Days of Old (See Weblinks.)

- Overhead projector

Day 11
- Paper towels
- 4 tea bags
- Large bowl or plastic tub
- Ribbon or yarn, about 10 inches per child

Day 12
- Large cardboard box
- 10 craft sticks per team
- String
- Walnut shell or other cup shape like 1/2 of a plastic egg
- Package of small marshmallows
- Rubberbands

Day 13
- Tissue paper in a variety of colors
- Small paper cups (1 per group)
- Roll of aluminum foil
- White construction paper (1 per student)
- Scissors
- Water (quart)
- Glue
- Paintbrush (1 per group)
Or
- Crayons
- Thin white paper (1 per student)
- Vegetable oil (2 cups)
- Paintbrush (1 per group)
- Small paper cups (1 per group)
- Tape

Day 14
- Summative Assessment #3 from unit's associated files
- Sticks, about 1 foot long (2 per person)
- Bright colored ribbon or yarn cut into 10 inch lengths (1 per student)

Day 15
- Video (Macaulay, David. [Castle]. PBS Video, 1988.

Day 16
- Summative Assessment #4 from unit's associated files

Procedures

This lesson plan contains learning activities and assessments for days 11-16 of the unit, In Days of Old, Before Columbus.

Day 11
1. Orally review knowledge previously presented in days 1-10 of the unit. Use vocabulary cards to review previous vocabulary. Also, use the PowerPoint as a visual aid to stimulate students' interest.

2. Orally discuss various scientific advancements prior to the Renaissance. The PowerPoint may be a useful visual aid to gain students' attention. Further information available in Preparation. Also, the Student Information Checklist may be helpful.

* Middle Ages Scientific Achievement information is available in the teacher information packet attached to this lesson plan. Focus on the invention of paper from China and specifically parchment paper. Use the timeline in the attached files to assist students in relating to the time frame of early use of paper. Begin your discussion by asking leading questions, such as: What do you think parchment paper is made of? Did China or Europe first make paper?

* The purpose of giving teacher background information is to increase the teacher's knowledge bank, not to provide lecture material. Students learn from having their interests aroused. Lead the discussion with questions that arouse students' interest.

3. Each student makes a piece of parchment paper. Use a piece of duplicating paper. Tear about a fourth of an inch off each edge leaving a ragged edge all the way around the paper. Dab the paper with a damp tea bag or dip the paper in tea. The stronger the tea and the time left in the tea, the darker the color will be. Let the papers dry to give them an aged look. Hanging them on the school fence with clothespins helps them to dry quickly and gives the crinkled look.

4. After the parchment paper dries, students write their name on the parchment beginning their name with an illumination. Depending on the finished color of the parchment paper, markers or crayons may be used. The finsihed paper is then rolled into a scroll and tied. They can be stamped with the signet rings made last week.

5. Students use the online Student Web Lesson, Travel to Days of Old, as a unit review. This lesson is most effective when used by pairs of students as it promotes peer discussions. Whole group participation can be used but is not as effective. Use of this Web lesson will continue through day 15 of this unit to enable all students to have an opportunity to engage in active practice of the standards presented in the Student Web Lesson.

6. Using the form provided in the associated file, students write about one scientific achievement prior to the Renaissance and how it improved the lives of the people. As students share their writings, an oral formative assessment should be conducted restating correct responses and giving corrective feedback as needed. These daily writings will be used by the students for a summative assessment at the conclusion of day 14.

7. Write new knowledge on the K-W-L. Remember to discuss the K-W-L entries and correct any misunderstandings. This is an excellent tool for generating discussions and feedback opportunities.


Day 12
Note: All reviews can be doing using the day's PowerPoint.

1. Review previous information. Use vocabulary cards to encourage students to discuss and explain what they have been learning.

2. Orally discuss technological inventions that led to the development of tools and weapons that improved the lives during this time. Use the PowerPoint as a visual aid to gain students' attention. The Student Information Checklist may be helpful as well. Technological Inventions information can be obtained from the teacher information packet in the associated files.

3. Discuss manors and castles reviewing why they were designed as they were. Discuss protection of the castle with the use of weapons.

4. Remind students that a catapult had a wooden arm with a cup on one end that, when released, could fling rocks, flaming rags, or dead animals to spread disease. Lead this discussion with asking students whether they think that a catapult is a technological advancement. Ask why or why not.

5. Students build a catapult and try to invade the castle. Catapults are built by groups of students using cardboard, craft sticks, string, a walnut shell, and a rubberband. Students will design their catapult to propel a small marshmallow.

6. Place a large box (the castle) across the room. Each group has ten marshmallows. The winning team most accurately projects their marshmallows invading the walls of the castle (the box).

7. Model writing a paragraph explaining the use of a catapult as a technological achievement. Use the rubric from the associated files as your guide as you model for your students.

8. Using the form provided in the associated files, students write about one technological achievement prior to the Renaissance and how it improved the lives of the people. As students share their writings, an oral formative assessment should be conducted restating correct responses and giving corrective feedback as needed. These daily writings will be used by the students for a summative assessment at the conclusion of day 14.

9. Be sure to review the writing rubric often. Encourage students to self assess using the rubric.

10. Students use the online Student Web Lesson, Travel to Days of Old, as a unit review. This lesson is most effective when used by pairs of students as it promotes peer discussions. Whole group participation can be used but is not as effective. Use of this Web lesson will continue through day 15 of this unit to enable all students to have an opportunity to engage in active practice of the standards presented in the Student Web Lesson.

10. Make K-W-L entries.

Day 13
Note: Reviews and displays can be done using the PowerPoint for the day's lesson.

1. Review previous information. Use vocabulary cards to encourage students to discuss and explain what they have been learning.

2. Orally discuss cultural and intellectual achievements prior to the Renaissance. Use the PowerPoint as a visual aid to gain and keep student attention. The Student Information Checklist may be helpful as well.

* Cultural and intellectual achievements information can be obtained from the teacher information packet in the attached files. Specifically discuss advancements in the printing and binding of books leading to books being more accessible to people other than just the church leaders as had been the practice.

* Discuss the different types of literature that were available and how the storytellers and troubadours shared stories. Talk about scrolls and how these developments changed people's views of reading.

* Remember that the purpose of giving teacher background information is to increase the teacher's knowledge bank, not to provide lecture material. Remember to ask leading questions and arouse the student's interest.

3. Orally discuss the development of the gothic style of architecture allowing for larger openings in the buildings that led to the use of stained glass in the churches.

4. Students make a model of stained glass using one of these two methods.

#1 - Create a mosaic depicting one aspect of life in the feudal manor. Cut the various colors of tissue paper into shapes. Lay the tissue shapes on white construction paper. Leave about a fingertip of space between the pieces. Glue the tissue in place by brushing on a mixture of glue thinned with water. Tear strips of aluminum foil and roll them into snakes. Glue the foil snakes end to end between the tissue paper.

#2 - Draw a mosaic depicting one aspect of life in the feudal manor on thin white paper. Trace the drawing with a heavy black crayon. Color the spaces between the black lines. Wipe a thin coat of vegetable oil over the back of the design. When dry, tape the picture to a window.

5. Using the form provided in the associated files, students write about one cultural or intellectual achievement prior to the Renaissance and how it improved the lives of the people. As students share their writing, an oral formative assessment should be conducted restating correct responses and giving corrective feedback as needed. These daily writings will be used by the students for a summative assessment at the conclusion of day 14.

6. Be sure to review the writing rubric often. Encourage students to self assess using the rubric.

7. Students use the online Student Web Lesson, Travel to Days of Old, as a unit review. This lesson is most effective when used by pairs of students as it promotes peer discussions. Whole group participation can be used but is not as effective. Use of this Web lesson will continue through day 15 of this unit to enable all students to have an opportunity to engage in active practice of the standards presented in the Student Web Lesson.

8. Write new knowledge in the K-W-L.

Day 14
Note: The day's review may be done using the PowerPoint for the day's lesson.

1. Review previous information. Use vocabulary cards to encourage students to discuss and explain what they have been learning.

2. Orally discuss Vikings and how transportation had changed the way of travel. Use the PowerPoint as a visual aid to gain and keep students' attention. The Student Information Checklist may be helpful as well.

3. Discuss Marco Polo and the items of trade that he brought back to Europe from his travels to the Far East. Display maps showing Polo's journeys. Information can be obtained from the teacher information packet in the associated files.

4. Using the form provided in the associated file, students write about how trade led to exploration and how it improved the lives of the people. As students share their writing, an oral formative assessment should be conducted restating correct responses and giving corrective feedback as needed. These daily writings will be used by the students for a summative assessment at the conclusion of day 14.

5. Be sure to review the writing rubric often. Encourage students to self assess using the rubric.

6. After finishing this final daily writing and receiving formative feedback, students complete their scrolls by copying each of their corrected daily writings on the assessment tool provided. Sticks are added to each end of the assessment, and a colorful ribbon to tie the rolled scroll completes the activity and summative assessment #3.

Day 15 -
1. Use the questions from Summative Assessment #4 (the overall unit assessment) to play a game similar to Who Wants To Be a Millionaire? or Jeopardy. This will serve as a review for the final assessment on day 16. Formative feedback during the game will assist in understanding concepts and will correct any misunderstandings. Be sure to discuss each question during the game.

2. Write new knowledge on the K-W-L. Remember to discuss the K-W-L entries and correct any misunderstandings. This is an excellent tool for generating discussions and feedback opportunities.


Day 16 -
1. Administer Summative Assessment #4. This evaluation will assess knowledge of all 12 standards addressed in this unit. This assessment and answer key are available in the unit's associated files.

Extensions

1. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2951. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).

2. Times Are Changing is the fourth and final lesson plan in the unit In Days of Old, Before Columbus.

3. The video, [Castle],is an excellent review of the many concepts of the Middle Ages, however, near the end of the video is a battle that contains the word "hell" spoken once. It is recommended that you preview this portion of the video to locate this section and mute it at the appropriate time. The battle itself is of importance and should be seen and heard. Locate a copy of this video by searching SUNLINK. See Weblink for a link to SUNLINK.

4. The software, [Castle Explorer], by DK (Scholastic) may be helpful.

5. Times indicated may vary according to the uniqueness of each class. Journal entries and paragraph writing may be done during language arts time.

Attached Files

Teacher Information     File Extension: pdf

Timelines     File Extension: pdf

Writing Forms     File Extension: pdf

Graphics     File Extension: pdf