Transcript Greek_Mythology_PowerPoint_2_good

Greek
Mythology
Video Presentation
{
Social Studies Science
Math
Language Arts
Language Arts
Ma
th
Science
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
Questions students will be able to answer:
-
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
Questions students will be able to answer:
-
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
Questions students will be able to answer:
-
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
Questions students will be able to answer:
- 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
Questions students will be able to answer:
-
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
Questions students will be able to answer:
- 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
Questions students will be able to answer:
- 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
Lesson
Plans
Home
Week One
Day One
SS:
The Titans
Day Two
Gods and
Goddesses
Day Three
Greek
Olympics
Day Four
Greek
Places:
Olympus &
Underworl
d
Day Five
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
Math:
Intro to
Graphing
and
Vocabulary
Graphing and
Star
Constellations
Distance
Formula
Transforma Review
tions
Distance and
Transformation
s
Chemical
Changes
Physical
Changes
Science Lighting and Water Cycle
:
Weather
Quiz and Rap
Solar
System
Quick
Week Two
Day Six
Day Seven
Day Eight
Day Nine
Day Ten
SS
Greek Myth:
Greek Myth:
Greek
Greek Myth:
Hercules the Tests of Perseus
Myth:
Orpheus &
Hero
Persephone
Euridice
& the
Seasons
Mythology
Jeopardy
LA
Write Your
Own Myth
Classified Ad
Final Draft
Work Day
Presentation Presentation
Day
Day Cont.
Math
Review and
Quiz
Finding the
Mean and
Median
Golden
Ratios and
Mean of
Difference
Olympics
Science
Suns
DNA
Neurons
Magnetism
Graphing
Results and
Finding the
Class
Average
Subject/Unit/Lesson: Language Arts/ Greek Mythology/Poems
Date: Day 1- 40 minute lesson
Grade 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 to
communicate key ideas in a variety of situations.
B: LA 7.3.2 Listening Skills: Students will develop, apply, and refine active
listening 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
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:
Subject/Unit/Lesson: Language arts/ Greek Mythology/ Want-Ad
Date: 3rd day- 40 minute lesson
Grade Level: 7th
Materials:
A: Pen/pencil
B: Language arts notebook
C: Shortened lecture notes (see attached)
D: Crayons/colored pencils/markers
E: White construction paper
F: 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?
Subject/Unit/Lesson: Language Arts/Greek Mythology/Rap
Date: 4th day- 40 minute lesson
Grade Level: 7th grade
Materials:
A: Pen/pencil
B: Language arts notebook
C: 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 notes
B: While teacher is discussing Ares, Athena and Apollo students will be writing
notes in their language arts notebook and asking several questions for class
Subject/Unit/Lesson: Language arts/Greek Mythology/Rap
Date: 5th day- (lesson continued from day 4) -40 minute lesson
Grade Level: 7th grade
Materials:
A: Pen/pencil
B: Language arts notebook
C: Shortened lecture notes (see attached)
D: YouTube Video
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 if they have any questions before the quiz
Procedure:
A: Teacher will pass back their notes from day 4
B: 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
Subject/Unit/Lesson: Language arts/Greek Mythology/Create your own myth
Date: 6th day- 40 minute lesson
Grade Level: 7th grade
Materials:
A: Pen/pencil
B: Language arts notebook
C: Shortened lecture notes (see attached)
D: 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: 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
Subject/Unit/Lesson: Language arts/Greek Mythology/Classified ads
Date: 7th day- 40 minute lesson
Grade Level: 7th grade
Materials:
A: Pen/pencil
B: Language arts notebook
C: 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: Teacher will ask students if they remember who we are talking about today
B: Teacher will ask students if they know anything about them.
Procedure:
A: Teacher will have a lecture on Hermes, Artemis and Hephaestus
B: While teacher is discussing Hermes, Artemis and Hephaestus students will be
Subject/Unit/Lesson: Language Arts/ Greek Mythology/Final draft work day
Date: 8th day- 40 minute lesson
Grade Level: 7th Grade
Materials:
A: Pen/pencil
B: Language arts notebook
C: Computers
D: White construction paper
E: 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:
Subject/Unit/Lesson: Language Arts/ Greek Mythology/Presentation day
Date: 9th day- 40 minute lesson
Grade 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
board
and 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 order
B: Student will begin presenting their final projects
Subject/Unit/Lesson: Language Arts/ Greek Mythology/Presentation day
Date: 10th day- (lesson continued from day 9)-40 minute lesson
Grade 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 order
B: Student will finish presenting their projects
Assessment:
A: Students will be assessed on participation and all final work
Closure:
Subject/Unit/Lesson: Science/Greek Gods/Zeus God of Sky and Thunder
Date: Day 1
Grade 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 system
Anticipatory Set:
•
Question: Who is Zeus?
•
Have the students come up to the board and write down what they know about
Zeus.
Subject/ Unit/ Lesson: Water Cycle
Day: 5
Grade Level: 7th
Materials:
Overhead/diagram of water cycle
Paper
Markers
Standards/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
Subject/ Unit/ Lesson: Water Cycle
Day: 6
Grade Level: 7th
Materials:
Overhead/diagram of water cycle
Paper
Markers
Procedure:
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.
Subject/ Unit/ Lesson: Chemical Changes
Day: 7
Grade Level: 6-8
Materials: Plastic pots with trays (3)
o Sand
o Top Soil
o Plastic pipets
o Magnifying glass
o Water
o Materials to be studied:
Plastic strips
Biodegradable plastic strips
Natural fibers synthetic fibers
Dried plant material (leaves)
Newspaper strips
o 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:
Subject/ Unit: Science/physical changes
Date: Day 8
Grade Level: 8
Objectives
Students will be able to:
•understand the concepts of chemical and physical change
•apply knowledge of these concepts to real-world examples
Materials:
White board
A piece of paper
16 cards that illustrate chemical changes or physical changes or both
Key Vocabulary:
chemical change
physical 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.
Subject/ Unit/ Lesson: Science Suns
Date: 4
Grades: 7
Objectives:
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
Subject/Unit/ Lesson: Science, DNA
Date: 9
Grade Level: 6-8
Materials 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, DNA
Date: 10
Grade Level: 6-8
Materials 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 Neurons
Date:
Grade level: 7
Materials:
1.paper
2. pencils
3. notebook
Standards:
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.
Subject/Unit/Lesson: Science Magnetism
Date: 2
Grade level: 7
Materials:
•
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.
Subject/Unit/Lesson: Social Studies/Mythology/Titans
Date: Day 1
Grade Level: 7th Grade
Materials:
Poster paper
Colored pencils/markers/crayons
Titan resource material (books, articles, internet sites, handouts)
Social studies notebooks
Pencils
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 Goddesses
Date: Day 2
Grade Materials: Seventh Grade
Materials:
Social studies notebook
Pencil
Colored pencils/markers/crayons
Poster boards
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.
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?
Power
Independence
Pride
Do 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 Overview
Procedures:
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*
Next
Subject/Unit/Lesson: Social Studies/Mythology/Olympics
Date: Day 3
Grade Level: 7th
Materials:
- Social Studies Notebooks
- Pencils
- PE equipment
- Scratch paper
- Create Your Own Olympic Game handout
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.
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*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Greek Places
Date: Day 4
Grade Level: 7th
Materials:
Social Studies Notebooks
Pencils
White or colored construction paper
Reading handouts
Glue or tape
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 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 notebooks
Ending: (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#MtOlympus
http://www.greek-gods.info/ancient-greece/mount-olympus/
*Lesson created by Jade Hughes*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Myths: Prometheus, Epimetheus, and Pandora’s Box
Date: Day 5
Grade Level: 7th
Materials:
Pencils
Small boxes
Pandora’s Box Myth
Pandora’s Box handout
Candy (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*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Myths: Hercules the Hero
Date: Day 6
Grade Level: 7th
Materials:
Social studies notebooks
Pencils
Computer access or handouts
Blank Scroll handout
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.
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 participation
Students will be assessed on notes of labors in social studies notebooks
Students 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*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Myths: Perseus and Medusa
Date: Day 7
Grade Level: 7th
Materials:
-Social Studies Notebooks
-Pencils
-Perseus and Medusa Myth Reading
-Mirrors
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.
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 lesson
Sources:
http://www.mythweb.com/teachers/tips/moretips.html
*Lesson created by Jade Hughes*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Myths: The Story of Persephone
Date: Day 8
Grade Level: 7th
Materials:
- Social Studies notebooks
- Pencils
- Reader’s theatre handouts
- posters
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 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=AFQjCNHctGsgQ5BD7wqgfjGYQ20QDuQ9A
*Lesson created by Jade Hughes*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Myths: Orpheus and Euridice
Date: Day 9
Grade Level: 7th
Materials:
Social Studies notebooks
Pencils
Cardboard
Rubber bands
Markers/crayons/colored pencils
Orpheus and Euridice myth reading
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 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 myth
Students will tell favorite parts of myth
Teacher 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*
Next SS Lesson
Subject/Unit/Lesson: Social Studies/Mythology/Mythology Jeopardy
Date: Day 10
Grade Level: 7th
Materials:
- Jeopardy Buzzers or Lights
- Computer
- Prizes/Treats
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 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 Geometry
Becki Brown
Day 1
Grade Level: 7th
Materials
Powerpoint/Smartboard
Notecards for flash cards/vocab.
Pencil
Paper for review
Standards/Objectives
Students 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 Set
Bell 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
Procedure
1.Students will complete the bell work
2.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
Subject/Unit/Lesson: Math/Mythology/Coordinate Geometry
Day 2
Grade Level: 7th Grade
Materials:
Powerpoint/Smartboard
Pencil
Paper
Worksheet/Graph paper
Standards/Objectives
Students 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 goddesses
7.2.2 Students will specify locations and describe relationships using coordinate geometry.
Anticipatory Set
Bell Work: students will complete the problem (review from the previous day of notes)
Procedures
1.Students will complete the bell work
2.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
Subject/Unit/Lesson: Math/Mythology/Distance Formula
Day 3
Grade Level: 7th Grade
Materials:
Powerpoint/Smartboard
Pencil
Paper
Worksheet/Graph paper
Standards/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 set
Bell 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 work
2.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
problems
Subject/Unit/Lesson: Math/Mythology/Transformations
Day 4
Grade Level: 7th Grade
Materials
Pencil and Paper
Powerpoint/Smartboard
Worksheet
Standard/Objectives
Students 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.
Subject/Unit/Lesson: Math/Mythology/Transformations
Day 5
Grade Level: 7th Grade
Materials
Pencil and Paper
Powerpoint/Smartboard
Video Clip on Transformations
Worksheet
Standard/Objectives
Students 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
Procedure
Subject/Unit/Lesson: Math/Mythology/Review and Quiz
Day 6
Grade Level: 7th Grade
Materials
Pencil and Paper
Quiz
Powerpoint/Smartboard
Standard/Objectives
Students 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 Set
Can 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.
Procedure
Students will review their notes quietly for 5 minutes
Students will then be allowed to ask specific questions for 5-10 minutes
Subject/Unit/Lesson: Math/Mythology/Finding the Mean and Median
Day 7
Grade Level: 7th Grade
Materials
Connector blocks
Standard/Objectives
Students will be cover how to find the average/mean between positive and negative numbers
7.4.1.b Find and interpret mean, median, mode, and range for sets of data
Anticipatory Set
Who can think of where in the “REAL WORLD” we use averages?
Ex. School, baseball (ERA), volleyball (AHP), golf (par) have students come up with examples
Procedure
•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/Evaluation
The teacher can assess the student’s participation and note taking along with the worksheet to ensure
students understanding of the material.
Closure
Compare and Contrast Mean and Median. Students should pick up their things and put them away.
Subject/Unit/Lesson: Math/Mythology/Golden Ratio
Day 8
Grade Level: 7th Grade
Materials:
Powerpoint/Smartboard
“Donald Duck in MathMagical Land” movie (first 12 minutes)
Math Notebook/Pencil
Worksheet on the Golden Ratio “Search for the Greek God and Goddess”
Pictures of Each Students Face
Rulers
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 data
Bell work: Review and find the mean and median of the following numbers:
1,22,56,49,63,99
Anticipatory Set:
Questions: What do the Greeks, Student ID cards, Advertisements, and a T.V. all have in
common? Golden Ratio
Becki Brown
Day 9 Lesson Plan (Math) Olympics
Materials
Power point for Olympics
Pencil
Sunny day (rainy day reserve the gym)
Recording Results Paper
Softball
Frisbee
Baton (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 /Objectives
Students 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.
Subject/Unit/Lesson: Math/Mythology/Review and Quiz
Day 10
Grade Level: 7th Grade
Materials
Result Sheet
Posterpaper
Markers
Pencils
Standard/Objectives
Students 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 Set
None