Mayans

7.7

A. Igler, Hamilton k-8 School

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Designer:  Alycia Igler

Publication Date:  November 8, 2005

 Standard (Include analysis skills and language arts standards: S.S. 7.7, R. 1.1, 2.2, 2.3, 2.4, L.S.1.1, 2.2, 2.3

Key concepts (California Concepts Collection II/Vocabulary): 

• 1.2 Use word origins to determine the meaning of unknown words.

Learning Outcome/ “Big Idea”/ “Essential Learning” (Objective): 

• Locate and describe the area of Mayan settlement.  List important achievements and their significance.  Define and give examples of nonverbal communication.

TCI Strategies:

• Interactive Student Notebook, Preview Assignment, Graphically Organized Notes, Process Activity, Group Problem Solving, Multiple Intelligence Assesssment.

EL/Inclusion Strategies:

• Use of vocabulary sheet with definitions given during text study.  Use of graphically
• Organized notes.  Use of primary sources to convey meaning to the lesson.

 Materials:

• Six paper sacks filled with objects related to Mayan civilization.
• Overhead of graphic organizer.
• Copies of reading from the text with the definitions to the text vocabulary.

Opportunities to Learn/Perform (Procedure): 

What will students need to do to achieve knowledge and skills identified in standards and learning outcomes?  Use preview effectively to tap background knowledge.  Complete notes using text study and be involved in the problem solving group work.

Technology Component:  Use of overhead projector to teach key concepts for graphically organized notes.

Primary sources:

• Corn, squash, rich soil, avocados, examples of Mayan hieroglyphs, examples of the Mayan Number system.

TCI Resources: I wasn’t in possession of TCI materials for 7^th grade at the time of the lesson.

Other Resources:  Houghton Mifflin Text

Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts): 

• Look at the map that shows Mayan settlement.  Plan a trip from Uxmal to Palenque.
• Look at the soil diagram.  Put the soil layers in the correct order.
• Groups – Create a skit using the primary sources in the bag that demonstrates a Mayan achievement and it’s significance to the Mayan way of life.

No rubric was used for the assess.

Reflection:

What did student samples reveal?  Students, for the most part understood the importanceof farming to the Mayan civilization.  They also conveyed an understanding of the importance of the number system, hieroglyphs, and Mayan calendar to the successof Mayan farming.  They conveyed an understanding of the geography of Mayan settlement.

What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?  I need to allow more time for review before the assessment Is given.  I need to model a sample response, possibly with a rubric given beforehand.