Objectives: -- Period 1: Describe an SLC and tell its purpose and requirements -- Describe Egypt's dependence on the Nile Activities: -- Period 1: View powerpoint on SLCs -- Continue taking notes on how Egypt is the gift of the Nile (see below) -- View images of lapis lazuli, ibises, Nile crocodiles -- See a demonstration of a boat on the Nile going downstream (sails down) and upstream (sails up) Independent Learning: -- Weekly Weekend Work -- Check VUE -- Do any missing assignments -- Clean out & organize backpack -- Restock supplies (pencils, paper) Notes/Handouts/Material covered in class:
0 Comments
Objectives:
-- Describe Egypt's dependence on the Nile Activities: -- Turn in UC half-sheet to the tray for your class period. -- Watch 2 brief video segments about the Nile River. Look for examples of how the ancient Egyptians used the Nile River. Share with class. -- Create a chart, landscape style, with 3 columns. Label columns "Agriculture (farming)," "Natural Resources," and "Transportation. -- View maps on p. A18 and A19. Notice length of Nile River. -- View map on p. 143. Use scale to determine how much of Nile River was being shown. -- Begin reading p, 147-151 (different classes got to different places). Write down vocabulary definitions for "cataracts," "delta," "silt," and "fertile" on back of chart. -- View photo of Nile River delta from space. Look at other images of Nile River Delta and where the cities of Egypt are. (Ms. Schaedler explained how deltas were formed and how silt was deposited.) -- Begin filling in chart under "Agriculture" from information in textbook. (Different classes got differing amounts of notes in this section.) Independent Learning: -- None Notes/Handouts/Material covered in class: -- cataract: waterfall -- delta: the area near a river's mouth where the water deposits fine soil -- silt: fine soil usually deposited by a river -- fertile: good for growing crops -- Under "Agriculture" -- water for irrigation -- use of dikes, ditches, canals, shaduf -- deposit of silt during floods -- predictable planting season (development of calendar) -- food grown: wheat (combined with yeast and water to make bread), lettuce, radishes, asparagus, cucumbers, dates, figs, watermelon, grapes Objectives: -- Describe Egypt's dependence on the Nile Activities: -- Bell work: List 5 things you already know about ancient Egypt and 5 things you want to know about ancient Egypt; share with class -- Write down Herodotus' quote. Include what it means. -- Write other "fun facts" about the Nile River -- Discuss what direction the Nile River flows Independent Learning: -- UC half-sheet due tomorrow (see yesterday's post for copy of assignment) Notes/Handouts/Material covered in class:
Objectives: -- describe and recognize each Universal of Culture Activities: -- Review the Universals of Culture from yesterday; summarize with one word, if possible. -- Do matching/categorizing activity (connect objects to UCs; explain why). -- Identify UC present in various scenarios, from the perspective of an archeologist. -- Begin independent learning. Independent Learning: --Complete classwork if not completed in class (half-sheet with scenarios to be categorized by UC). Due Thursday. Notes/Handouts/Material covered in class: -- Half-sheet (File listed below is half sheet put on one full sheet of paper) -- List of UCs that we've been using in class (class set was on blue paper)
Objectives: -- Describe and recognize the Universals of Culture Activities: -- Period 1 only: Go over Conley's Ownership of Learning skills. -- Period 1 only: Create a new goal for 3rd quarter -- Bellwork: What are some aspects of culture that are common to all societies? -- In groups, representative will randomly select one of the Universals of Culture -- On poster paper, brainstorm examples/descriptors of that Universal of Culture -- Share with class Independent Learning: -- None Notes/Handouts/Material covered in class:
Objectives: -- Explain how school skills are interrelated and how they can influence academic performance Activities: -- New feature on website: On "Announcements" page, there will be a list of all the notes and handouts we've used and on what daily website posting you will find them. -- With partner, brainstorm the school skills that we covered at the beginning of the year. Share with class. -- Draw a large circle on a piece of paper. Write 6-8 of the school skills around the edge of the circle. -- Make connections between the school skills. Use arrows to show which influences another. If desired, make a "+" or a "-" sign to indicate whether it is a positive correction ("the more..., the more....") or a negative correlation ("the more..., the less..."). Share with class. -- Write out 2 of the connections on your sheet. Use a format like "___________________ is connected with ____________________ because _____________________________________________________." -- Identify at least one focus in school skills for 3rd quarter. Independent Learning: -- Weekly Weekend Work: Check VUE Do any missing work Organize backpack Restock supplies (pencils, paper) Notes/Handouts/Material covered in class: -- Today's connection circles are similar to the ones most students did in their 1st period class on an extended Friday schedule.
Objectives:
-- Demonstrate knowledge of the impact of the Code of Hammurabi and how specialization impacts standard of living Activities: -- Take quiz Independent Learning: -- None Notes/Handouts/Material covered in class: -- None Objective:
-- Determine level of preparedness for quiz tomorrow Activities: -- Go over Hammurabi notes (quiz review) -- Go over the background and connection between specialization and standard of living (quiz review) Independent Learning: -- Study for assessment tomorrow on the impact of the Code of Hammurabi and the impact of specialization on standard of living Notes/Handouts/Material covered in class: -- Nothing new (see yesterday's post for notes) Objectives: -- Explain the impact of the Code of Hammurabi -- Explain how specialization impacted standard of living Activities: -- With partner, exchange facts remembered about Hammurabi -- Fill out guided notesheet on the Code of Hammurabi; go over in class (see below) -- Go over notes on specialization and standard of living (see below), highlighting as necessary Independent Learning: -- Study for assessment on the Code of Hammurabi and the impact of specialization on standard of living which will be given this Thursday. Notes/Handouts/Material covered in class:
Objectives:
-- Demonstrate geographic knowledge, bee-style! Activities: -- Participate in preliminary rounds of National Geographic Bee Independent Learning: -- None Notes/Handouts/Material covered in class: -- None |
AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
Categories |