FC: INCA | MAYAN | Mrs. Williams 6th Grade Class | AZTEC
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Mayan, Aztec and Inca Mixbook lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. -Tina Williams
2: Maya Indians Lived in what is now Guatemala, Belize, El Salvador, Honduras and the five Mexican states of Yucatán, Quintana Roo, Tabasco, Campeche and Chiapas. | MAYAN | The Mayan Indians are a group of indians that have been around for decades and are still around today. | By Sam J and Joe S.
3: INDIANS | The Maya Calendar was the center of Maya life and their greatest achievement | They developed a math system of dots and bars used to count to 5. They invented the number zero.
4: AZTEC INDIANS | The Aztec Indians lived in central Mexico during the 13th, 14th, and 15th Centuries. | Montezuma was one of the greatest Aztec rulers. The Aztecs fought the Spanish Explorers that came into Mexico in 1521. The Spanish explorers completely wiped out the Aztec Empire. | By Susan R. and Alexis M.
5: The Aztecs had a rich culture that was very involved in religion and mythology. They built temples and had many gods for many things. They were very dependent on their calendar for many things.
6: INCA | The Inca Indians were a small tribe that lived in the mountains of Peru in South America. The were only around from the mid 1300's to the mid 1400's when they were destroyed by the Spanish. | By Ella W. and Seth E.
7: INDIANS | The Incas believed they were descendants of the sun. They worshiped the sun and gave thanks for everything, especially their harvests. Gold was especially important in their society. They used it for religious ceremonies and as for money.
8: This lesson plan follows the Missouri Show me standards, GLE's and Performance Goals. The two GLE's it focuses on are the following: GLE #1:The student will be able to examine and compare the Mayan, Aztec, and Incan cultures(GLE Social Studies, Missouri, United States, and World History, Strand 3b Knowledge of continuity and change in the history of the world, Concept E- Grade 6)(Performance Goals 1.2, 2.1, 2.7 ) GLE #2: Students will be able to compose text with strong controlling ideas and relevant, specific details( GLE Communication Arts, Writing, Strand 2 Composed Well developed texted, Concept B- Grade 6)(Performance Goals 2.1, 2.7)
9: MixBook Lesson Plan SECTION ONE Author: Tina Williams Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: Mayan, Aztec, and Inca Indians Mixbook Brief Description: Briefly describes the similarities and differences of the different tribes Create a Mixbook page, to be completed during school hours, with a partner about his/her topic. ESSENTIAL QUESTIONS/GENERALIZATIONS: There are many differences as well as similarities in these three tribes that existed near the same geographical region and approximate time period. ENGAGING QUESTION/SCENARIO: I will begin by showing the students some photos on the screen/overhead of some of their temples and their carvings or religious sculptures. I would ask the children to make guesses as to who, what, when, and where these things were created. I would ask them to create a short story about the pictures before any other information was given. We would then go over the stories and fill in the facts. SUBJECT AREA(S) (Put an X by all relevant subject areas.) Math ___ Science X Reading X Writing X Social Studies/History ___ Foreign Language Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 X Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The student will be able to examine and compare the Mayan, Aztec, and Incan cultures(GLE Social Studies, Missouri, United States, and World History, Strand 3b Knowledge of continuity and change in the history of the world, Concept E- Grade 6)(Performance Goals 1.2, 2.1, 2.7 ) GLE #2: Students will be able to compose text with strong controlling ideas and relevant, specific details( GLE Communication Arts, Writing, Strand 2 Composed Well developed texted, Concept B- Grade 6)(Performance Goals 2.1, 2.7) STUDENT ASSESSMENT The assessment tools needed are observation by the teacher, and self-assessment by the students of themselves and their partner. PERFORMANCE ASSESSMENT CRITERIA Rubric COLLABORATION This lesson will involve the librarian in showing the students where to find information. This lesson will also include the computer lab teacher in providing assistance to those who may need it. LESSON IMPLEMENTATION Length of Unit : 6 DAYS Prerequisite Skills: Students must be able to . . . -use the computer to look up research information and create a Mixbook page -use library resources to research topic -basic computer knowledge of Mixbook ACCOMMODATION OPTIONS ELL/IEP Students: Additional help in class as well as out of class will be available to those who might need it. Assistive Technology Needs: The students will have one day to learn and experiment with Mixbook. The Computer teacher, as well as myself, will be available in the computer lab for assistance. MANAGEMENT/ORGANIZATION TIPS -make sure that photos are organized and available before the first lesson -ensure enough working computers for the class, one per pair -make sure all computer links are working properly before beginning the Mixbook lesson -pair up the children before the lesson putting children together that will be able to assist each other and create together. MATERIALS AND RESOURCES REQUIRED FOR UNIT - photos of Aztec, Mayan, and Inca Indian temples, artifacts, and religious sculptures - computer lab (3 days) - classroom computer and screen/overhead for presentations - internet sites/ search engines for research - library resources TECHNOLOGY Web-based resources (name and link) google.com bing.com yahoo.com en.wikipedia.org/wiki/Aztec www.crystalinks.com/aztecs.html www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM en.wikipedia.org/wiki/Inca_civilization www.crystalinks.com/mayanhistory.html en.wikipedia.org/wiki/Mayan UNIT PLAN FLOW CHART/TIMELINE Materials/ Resourses Computer Internet Library Day 1: 1. Teacher will show photos to students. 2. Teacher will ask the Students to write a short story about the photos. 3. Teacher will teach the students the material. 4. Explain the future assignment. Day 2: 1. Break the students into groups of two. 2. Allow the students to research their topic using the internet as well as any library resources. Day 3: 1. Give the students a brief lesson over Mixbook. 2. Allow the students to explore and learn Mixbook with their partner. Day 4: 1. Explain the rubric and what is expected from their Mixbook assignment. 2. Allow the paired students to work on their pages. Day 5: Continue working in pairs on their Mixbook pages. Day 6: Each pair will present their pages to the class. Both students must talk about their information and why it was included. After the Lesson: The teacher will assemble all pages, have the book printed, and be available for viewing in the classroom.