Ancient Greece Unit Plan: Standard: Cognitive Level

Ancient Greece Unit Plan
Standard:
Cognitive
Level:
B1:
Remember
B2:
Understand
B3: Apply
B4: Analyze
B5:
Evaluate
B6: Create
Yesterday we
learned
were learning
about food
chains in
science.
Today we are
learning about
the physical
characteristic
s, human
characteristic
s, and
adaptations to
the
environment
of Ancient
Greece.
To be able to do
this
TWS examine and
label a map to
explore the
physical
characteristics,
human
characteristics,
and adaptions to
the environment of
Ancient Greece.
Physical characteristics
Ancient Greece: Located
on a peninsula with many
islands, mountains, and hills;
surrounded by the
Mediterranean Sea; had
limited rich soil
Human characteristics
Ancient Greece: Farmers,
shipbuilders, traders
Ways people adapted to
their environments
Ancient Greece: They
farmed on hillsides; trading
took place on the
Mediterranean Sea; small,
independent communities
developed because of
You will show that you can do this by...

The students will be given a map of
Ancient Greece. They are expected to
label and draw pictures as we discuss the
physical characteristics, human
characteristics, and adaptations to the
environment of Ancient Greece. The
students will also be given a graphic
organizer (which they can refer to) that
clearly states all of these characteristics.
The students will also be expected to
make connections between the physical
characteristics, human characteristics,
and the adaptations to the environment.
You will know you hit the

learning target whenthe
teacher evaluates their
maps and listens to their
discussions. Also, an exit
slip will be given to assess
their knowledge of the
learning target: What are
two things you learned
about Ancient Greece
today?
the many mountains.

Ancient Greece was located
on a peninsula
with mountains and hills and
was
surrounded by many islands
and the
Mediterranean Sea. Greece
had limited
rich soil. The people of
ancient Greece
built ships, fished, made
pottery, and
farmed.
Standard:
Cognitive
Level:
B1:
Remember
B2:
Understand
B3: Apply
B4:
Analyze
B5:
Evaluate
B6: Create
Yesterday
we learned
about the
physical
characterist
ics, human
characterist
ics, and
adaptations
to the
environmen
t of Ancient
Greece.
Today we
are learning
To be able to
do this
TSW create a
Venn
diagram
comparing
Ancient
Greece to us
today, and
TSW view
pictures and
discuss
Ancient
Greek
architecture.
Terms to know
contribution: The

The students will be given a Chromebook. The students will
research information of the Olympics. Students may work
independently or in pairs. They will look for facts that
interest them, where the Olympics originated, and what
sports/games were played. Students will write information
they find in their Social Studies notebook. As a class, the
students will discuss their findings, and we will compare the
Ancient Greece Olympics to today. Finally, the students will
engage in modified Olympic games.
You will know you hit

the learning target
whenthe teacher
listens to the students'
discussions. Also,
there will be an exit slip
to assess the students'
knowledge of the
target: What sporting
events today came
from Ancient Greece?
about the
Ancient
Greek
contributio
n of sports.
act of giving or doing

something
Sports
Olympic games of
today are modeled
after the
games of ancient
Greece.
Standard:
Cognitive
Level:
B1:
Remember
B2:
Understand
B3: Apply
B4:
Analyze
B5:
Evaluate
B6: Create
Yesterday
we
learned
about the
contributi
on of
Ancient
Greek
sports.
Today we
are
learning
about the
Ancient
Greek
contributi
ons of
governme
nt,
architectu
re, and
To be
able to
do this
TSW
participa
te in a
direct
democra
cy
simulatio
n and
view
pictures
of Greek
architect
ure and
art.
Terms to
know
contribution:
The act of
giving or doing
something
direct

The students will be given a simulation to participate in that will demonstrate
direct democracy. All boys will stand up, and they will represent all Greek men.
However, some of these boys are "slaves" and must sit down. Only the boys
that are standing are able to vote on which Scooby movie we watch. Then, the
teacher will explain how this represents direct democracy, the type of
government in Greece that has influenced our government today. The students
will also watch a Brain Pop video to further their understanding of direct
democracy in Ancient Greece and its' impact on the United States. Therefore,
the students will recognize Ancient Greece's government as a contribution to
America. Then, the students will explore the Greek contribution of architecture
by viewing pictures of buildings with columns, learning about the three different
types of columns, and by coloring a picture of the Parthenon. Then, students
will view pictures of Ancient Greek art in order to recognize another
contribution Greece has made on on us. (Relate back to the pictures shown in
the Olympics Powerpoint - paintings done on pottery).
You will
know you
hit the
learning
target
whenthe
teacher
listens to
the
students'
discussions
. Also, there
will be an
exit slip to
assess the
students'
knowledge
of the
target: What
type of
government
art.
democracy: A
government in
which
did Ancient
Greece
have?
people vote to
make their
own rules and
laws
The arts
Mosaics,
sculpture, and
paintings are
displayed
on buildings.
Standard:
Cognitive
Level:
B1:
Remember
B2:
Understand
B3: Apply
B4:
Analyze
B5:
Evaluate
B6: Create
Yesterday we
learned
about the
Ancient
Greek
contributions
of
government,
architecture,
and art.
Today we are
reviewing the
physical
characteristic
s, human
characteristic
To be able to
do this
TSW review
their
knowledge of
Ancient
Greece by
making a
graphic
organizer and
by creating a
representatio
n of Greek
pottery.
Terms to know
contribution: The act
of giving or doing
something

In order to review all the material we have learned about
Ancient Greece, the students will create a graphic
organizer that depicts the physical characteristics, the
human characteristics, the adaptations to the
environment, and the contributions of Ancient Greece.
In order to extend students' knowledge on Ancient Greek
art and to assess their knowledge on Ancient Greece,
students will create a representation of Greek pottery
that include facts they learned about Greece over the
past week. Students will be expected to write words
and/or draw pictures to depict at least 5 things they
learned about Greece.

the learning target
whenthe teacher
listens to the students'
discussions, evaluates
the graphic organizer,
and evaluates the
pottery creations.
s, and
contributions
of Ancient
Greece.
direct democracy: A
government in which
people vote to make
their own rules and
laws
The arts
Mosaics, sculpture,
and paintings are
displayed
on buildings.
Standard:
Cognitive
Level:
B1:
Remember
B2:
Understand
B3: Apply
B4:
Analyze
B5:
Evaluate
B6: Create
Yesterday
we ...
reviewed the
physical
characteristic
s, human
characteristic
s, and
contributions
of Ancient
Greece.
To be able to
do this
TSW create a
representati
on of Greek
pottery and
take an
assessment
on Ancient
Greece.
Today we are
assessing our
knowledge of
Ancient
Greece.
The arts
Mosaics, sculpture,
and paintings are
displayed
on buildings.

The students will continue creating a representation of
Greek pottery that includes facts they learned about
Greece over the past week. Students will be expected to
write words and/or draw pictures to depict at least 5
things they learned about Greece. The students will also
take an Interactive Achievement assessment on the
Chromebook.

the learning target
whenthe teacher
evaluates their pottery
creations and their
answers to the
Interactive
Achievement
assessment.

Ancient Greece Unit Plan: Standard: Cognitive Level

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Ancient Greece Unit Plan

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the many mountains.

You will show that you can do this by...

You will know you hit

act of giving or doing

You will show that you can do this by...

You will show that you can do this by...

You will know you hit

You will show that you can do this by...

You will know you hit

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