Pilot+Project+(7th+Grade+Science+and+Social+Studies),+April+2011


 * __Social Studies Columbian Exchange Mini-Unit Daily Lesson Plans__**

** Social Studies  **  ||  **  7th Grade Integrated Science  **  ||  Activity: Discover the Vikings’ Voyage to the New World by deciphering artifacts on the Smithsonian Museum of History in Washington, DC.  Assessment: Evaluating Artifacts Handout ||   ||  Discuss the difference between the Vikings and European Explorers.  Discuss specific navigational tools and major advancements in technology during Prince Henry’s ruling of Portugal.  Assessment: Oral Quiz for Each Group ||  Background: Basic nutrition - fats, proteins, carbs, fiber, vitamins and minerals. Data to a Google doc ||  Students will work in groups to create a timeline of everything we have learned during the school year. Using online sources, they will research 20+ major events, such as the Fall of Rome and the Birth of Mohammed. Then, they will organize each date into a timeline using white paper and markers. ||  Specific foods: Tomatoes, potatoes, corn and cacao - EQ: What did these foods bring back to Europe that wasn't there before in terms of nutrition or desire? ||  Present and discuss timeline. Make connections between the Crusades, rise of Islam, and growing spice trade with the rise of exploration. ||  (Friday - long day) Disease: What were the exchange of disease? What was the outcome? For whom? Post your articles on Diigo ||  Activity: Discover the Vikings’ Voyage to the New World by deciphering artifacts on the Smithsonian Museum of History in Washington, DC.  Assessment: Evaluating Artifacts Handout || ||  Discuss the difference between the Vikings and European Explorers.  Discuss specific navigational tools and major advancements in technology during Prince Henry’s ruling of Portugal.  Assessment: Oral Quiz for Each Group || || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> Students will work in groups to create a timeline of everything we have learned during the school year. Using online sources, they will research 20+ major events, such as the Fall of Rome and the Birth of Mohammed. Then, they will organize each date into a timeline Present and discuss timeline. Make connections between the Crusades, rise of Islam, and growing spice trade with the rise of exploration using white paper and markers. || || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** (long period) ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: What were Columbus’ motivations to explore? How did he persuade King Ferdinand and Queen Isabel to fund his exploration? ** 1.  ** Tell me about Christopher Columbus’ childhood. Where did he grow up? What was his favorite and most influential book? ** 2.  ** Was Columbus able to convince kings and queens of his belief? Why do you think Queen Isabella and King Ferdinand took a chance on him? ** 3.  ** What geographic facts did Columbus have correct? What facts did he have wrong? ** 4.  ** Portuguese mathematicians figured the earth was much larger than Columbus thought. Why do you think Columbus still believed he could sail a western route to the Indies? ** 5.  ****  Student Task:  ** With your 4:00 partner, write a letter to King Ferdinand and Queen Isobel trying to persuade them to support his exploration. Give details Columbus would have included to convince the Spanish leaders that he would succeed. For example, what qualified Columbus as a sailor? What tools would he use to navigate his ship? What scholars did he read about? What map would he use? Why is Columbus’ theory correct? Why would Spain benefit from his exploration? ** 6.  ****  Conclusion:  ** Students share their letters to King Ferdinand and Queen Isabella (two student volunteers). The students then vote on which group was more persuasive and make a decision to grant Columbus funding for the expedition or not. || || Discussion || ||
 * || **  Date  **  ||  **  7th Grade   **
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Monday, April 11th ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: Who were the first Europeans to arrive in the New World?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Tuesday April 12 ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: Why does Christopher Columbus get all the credit, then?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Wednesday, April 13th ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: What have we learned so far this year? How are these events related?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Thursday April 14th –Longer class ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: How is history connected?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Monday, April 18th ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: Who were the first Europeans to arrive in the New World?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Tuesday, April 19th ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: Why does Christopher Columbus get all the credit, then?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Wednesday, April 20th  ** || <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> EQ: What have we learned so far this year? How are these events related?
 * <span style="line-height: 19.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">** Thursday, April 21th **
 * Discussion: **
 * ** Tuesday, April 26th   ** || No class—ERB testing || ||
 * ** Wednesday, April 27th  ** || No class—ERB testing || ||
 * ** Thursday, April 28th   ** || Artifacts || ||
 * ** Friday, April 28th   **
 * (long period) ** || Artifacts
 * ** Monday, May 2nd   ** || Columbus on Trial Activity || ||
 * ** Tuesday, May 3rd   ** || Columbus on Trial Activity || ||
 * ** Wednesday, May 4th   ** || Columbus on Trial || ||
 * ** Thursday, May 5th   ** || || ||
 * Upcoming Mini-Units:**
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Effects of Colonization of the Chesapeake Indians

Art and Native Americans

Understanding basic nutrition
 * Overall Assessments:**

Research: Find answers to posed questions: Basic diet in Italy pre-tomato, what were the Irish eating before the potato.

Symposium: Articulate a cogent, clear statement about profession Use professional perspective to analyze research Present findings and research - 5 minutes to present data and make an argument. Bullet points - no more than 4 (less with two photographs. One to two images. DOCUMENTATION on each slide. Not just url - title of page, photographer or creator, web page.