Philosophy of Middle Level Education

 

Our team believes middle level education should include:

 

Interdisciplinary teaming, which incorporates integrated lessons or units

 

A block schedule that will create a conducive learning environment that fosters individualization in curriculum

 

Common planning periods for teaching teams

 

Hands on experiences for students, such as field trips and guest speakers

 

Cooperative learning groups

 

Integration of technology into the curriculum

 

Exploratory activities and projects

 

Classrooms that exhibit varied teaching and learning practices

 

Advisory programs which give time for teachers to act as mentors and leave room for peer socialization

 

Teachers who are aware of the special needs of middle level learners

 

Authentic assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

 

INVESTIGATING THE MEDITERRANEAN REGION

 

Disciplines:  Math, Language Arts, Social Studies, Science, Life Skills, Music, and Foreign Language

 

Five Senses: 

·      Taste:  samples of regional foods

·      Smell:  foods

·      Hearing:  examples of regional music, sound/pronunciation of languages

·      Touch:  regional instruments, foods

·      Sight:  maps, timelines, vocabulary representing regional languages

 

Controversy:  Through the use of a mock trial (see lesson on Daedalus), the students will examine the issue of capital punishment and its implications for society.  Research, the Core Democratic Values, and the Constitution will also be used as resources for the trial.

 

Technology:

·      Computer                                                                                                 

·      Internet

·      PowerPoint

·      Geometer Sketchpad Software

·      Interactive CD-ROM Geometry Tool

·      Video Camera

·      Digital Mixer

·      Synthesizer

·      Tape Recorder

·      Overhead Projector

·      CD Player

·      Microwave/Electrical Appliances

 

Goals:  The basic goal for this unit is to introduce students to the Mediterranean region by exploring its cultures, languages, history, and geography.  Specific goals and objectives include the following:

 

·      To experience the Mediterranean culture via regional food samples

·      To plan a Taste Fest

·      To increase awareness of geography and geographic features

·      To discuss primary sources from the Mediterranean region

·      To create a timeline

·      To describe and identify surface features using and making maps

·      To use the plate tectonics theory to explain features of the Mediterranean region

·      To describe evidence for the plate tectonics  theory

·      To introduce four languages spoken in the Mediterranean region

·      To identify various three-dimensional shapes

·      To accurately measure volume and surface area

·      To practice problem-solving skills in a fun atmosphere

 

SKILLS ASSUMED

 

·      Basic computer knowledge (word processing)

·      Internet research

·      Map reading

·      Video camera use

·      Read and follow recipe directions

·      Measure ingredients

·      Tape recorder use

·      Software used in math class

·      Two-dimensional geometric measurement

·      Basic computational skills of mathematics

 

 

SKILLS TAUGHT

 

·      PowerPoint

·      How to plan a Taste Fest

·      How to look for freshness in foods

·      Grace and manners (as a host and guest at a dinner party)

·      How to perceive and pronounce vocabulary (French, Spanish, Italian, Arabic)

·      Dictionary use

·      How to identify author’s theme, point of view, and character motivation

·      Identify genre

·      Interpret mood and tone

·      How to plan, organize and participate in a panel discussion of a contemporary issue

·      How to write a critique and summary

·      Three-dimensional shapes (their properties)

·      How to measure and model three-dimensional shapes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Road Map

 Mediterranean Interdisciplinary Unit

 

Day 1

Math- Explore the use of geometry in architecture in the Mediterranean area

Social Studies- Cruise: Assign group research

Language Arts- Greek and Roman myths: vocabulary/dictionary usage/etymology

Science- Plate Tectonics: Computer introduction, paleo-globes construction

Music- Introduce music from the Mediterranean

 

Home Economics- Introduction to Mediterranean Culture and Cuisine, plan menu for Taste Fest, take inventory and plan grocery shopping (next day prep with 4 students)

Foreign Language- Spanish: Alphabet, numbers 1-20, telling time, greetings, leave-takings

 

 

Day 2

Math- Discuss and explore how to find the surface area and volume of three-dimensional shapes

Social Studies- Cruise: Research

Language Arts- Translate a Roman myth into a short book or skit, peer brainstorm rough drafts/teacher consultation

Science- Plate Tectonics: Construct convergent, divergent, transform boundary models

Music- Investigate differences in the progressions and timing of various scales

Home Economics- Appetizers: Mediterranean Spice Olives (Greek, Sicilian, Moroccan), Greek Dips (Fava, Taramasalata)

Foreign Language- Spanish: Conversation (question and answer) – What is your name?, How are you?, Where are you from? ; Phrases – Yes, No, Please, Thank you, You’re welcome, How do you say _____ in Spanish?

 

 

Day 3

Math- Draw "blueprint" for structures that groups will construct

Social Studies- Cruise: Research Brochure

Language Arts- Translate a Roman myth into a short book or skit final drafts, teacher consultation, computer lab

Science- Plate Tectonics: Construct topographic cross sections of Italy and Greece

Music- Analyze the various scales and instruments of the Mediterranean area

Home Economics- Breads: Turkey (cornbread), Greece (spinach and feta pie)

Foreign Language- French: Alphabet, numbers 1-20, telling time, greetings, leave-takings

 

 

Day 4

Math- Construct structures

Social Studies- Cruise: Practice and tape video

Language Arts- Assign roles and begin research for trial

Science- Plate Tectonics: Finish cross sections of Italy and Greece

Music- Analyze the influence of early Mediterranean cultures in music

Home Economics- Breads: Israel (sabbith bread), Lebanon (pita bread), Egypt (sesame bread rings)

Foreign Language- French: Conversation (question and answer) – What is your name?, How are you?, Where are you from? ; Phrases – Yes, No, Please, Thank you, You’re welcome, How do you say _____ in French?

 

 

Day 5

Math- Finish Constructing structures

Social Studies- Cruise: Practice and tape video

Language Arts- Continue research, rehearse parts

Science- Volcanoes: Introduction, virtual field trip (internet)

Music- Play the scales on a Mediterranean instrument

Home Economics- Bread: Sardinia (music paper bread), Corsica (raisin and walnut rolls)

Foreign Language- Italian: Alphabet, numbers 1-20, telling time, greetings, leave-takings

 

 

Day 6

Math- Present structures with possible purposes for uses of structures

Social Studies- Cruise: Practice and tape video

Language Arts- Put on trial

Science- Volcanoes: Internet research and map plotting on Mediterranean volcanoes

Music- relate changes in music to the changes taking place in the countries around the   Mediterranean

Home Economics- Soups: Morocco (lamb and bean soup)

Foreign Language- Italian: Conversation (question and answer) – What is your name?, How are you?, Where are you from? ; Phrases – Yes, No, Please, Thank you, You’re welcome, How do you say _____ in Italian?

 

 

Day 7

Math- Follow up, feedback, assessment

Social Studies- Cruise: Practice and tape video

Language Arts- Travel website for Greece or Italy: Computer instruction, research regions, computer lab to develop website

Science- Volcanoes: Group Internet tour projects using Tour Maker

Music- Semantic webbing activity to establish chord structures of several instruments of the area

Home Economics- Soups: Provence (vegetable soup), Turkey (yogurt soup)

Foreign Language- Arabic: Alphabet, numbers 1-20, telling time, greetings, leave-takings

 

 

Day 8

Math- Problem-solving and Riddle day

Social Studies- Cruise: Practice and tape video

Language Arts- Travel website for Greece or Italy: Computer lab to develop website

Science- Volcanoes: Computer presentations on tour projects

Music- Presentation on instrument of choice from the Mediterranean area

Home Economics- Taste Fest

Foreign Language- Arabic: Conversation (question and answer) – What is your name?, How are you?, Where are you from? ; Phrases – Yes, No, Please, Thank you, You’re welcome, How do you say _____ in Arabic?

 

 

 

 

 

 

 

 

 

Lesson Plan—Music

Identifying Music from the Mediterranean cultures

 

Instructional Goal: To introduce students to the music of the Mediterranean.  To provide an opportunity for students to discover unique scales and play of different instruments not found in North American music and to discover the culture of music from this area of the world.

 

Specific Performance Objective:  In one 45 minute class period, students will be able to demonstrate their ability to create a five note progression for and instrument of their choice by manipulating and playing their notes during a session given the scale to play in with 100% accuracy.

 

Rationale: This lesson serves as a basic building block for all subsequent lessons in this five day unit on music from the Mediterranean. It is essential that students develop an understanding of how to create a series of notes for a new instrument to develop familiarity.  The use of      manipulatives is important in aiding students to develop a concrete understanding of this         abstract topic.

 

Learning Activities:

Teacher Will:

1.     Review current student knowledge of scales.

2.     Instruct students on new terms and topic of unit.

3.     Instruct students through examples of new scales on the board or overhead.

4.     Instruct students on the process of creating a progression of notes from a whole scale through the use of improvisation.

5.     Provide each group with a manipulative to ensure understanding of concepts.

6.     Work in each group to assist with carrying out the activity exercise.

7.     Review students' results to ensure 100% understanding.

 

Students will:

1.     Answer and ask questions as they develop understanding during the lesson.

2.     Use the manipulative to create a progression of notes and record them on tape.

3.     Work cooperatively in groups to complete exercise and enhance understanding.

4.     Complete manipulative exercise with 100% accuracy and report the answers to the class.

5.     Write one paragraph about their learning in their music journal.

 

Evaluation Procedures:

Learning will be measured by the ability of students to:

1.     Recognize and illustrate a specific notes in a key for their instrument.

2.     Record their progression on their data sheet and tape recorder.

3.     Demonstrate their ability to manipulate the scale by improvising.

4.     Solve the activity exercise with 100% accuracy.

5.     Recognize the use of sight and feel sensory perception in playing Music.

 

 

 

 

 

 

 

 

 

Materials and Aids:

1.     One manipulative per group.

2.     Recording data sheet and tape recorder for each student.

3.     Music journal and pencil, blank music note sheet.

4.     Selected instruments for the unit.

5.     Digital mixers and electronic tuning forks.

6.     Computer to write sheet music

 

Reflection on Plan:

This plan should grasp the interest of the students to "break the ice for the week".

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan—English

The Trial of Daedalus

 

Objectives:  Upon completion of this lesson, students will be able to identify the genre of mythology, interpret  and apply the Core Democratic Values in a court setting, plan and prepare a panel discussion, assess and summarize the application of the Constitution.

 

Rationale:  This lesson encompasses many benchmarks for the English and social sciences curriculums.  Through this integrated lesson, the students will read the selected works of fiction to identify the author’s theme, point of view, and character motivation, identify the genre, and interpret mood and tone.  Students will also plan, organize, participate in and listen to a panel discussion of a contemporary issue and write a critique on the panel discussion.

 

Materials needed:  suckers with colored bottoms, copies of Daedalus, dictionaries, encyclopedias, access to classroom computers.

 

Procedure-Day One:

1.     As students enter the classroom, they will select a sucker of their choice.

2.     Teacher will hand out copies of Daedalus.

3.     Teacher will sort students according to the color at the bottom of their sucker stick, red=witness, blue=lawyer, yellow=expert witness, green=jury member, white=bailiff, brown=court reporter, orange=Daedalus, purple=King Minos, teacher is the judge.

4.     Students will separate into their groups.

5.     Teacher will explain the process in which they will research their parts:  research will include use of dictionaries, encyclopedias, and the internet

6.     Students will begin researching their parts.

7.     Teacher will circulate throughout the classroom, offering guidance, etc.

 

Procedure-Day Two:

1.     Students will assemble into their groups and continue their research.

2.     Students will begin to rehearse their parts.

 

Procedure-Day Three:

1.     Students will arrive to class in appropriate costumes.

2.     Bailiff will announce the judge.

3.     Lawyers will present their opening statements.

4.     The trial of Daedalus will begin.

 

Closure:

1.     Students will write a summary of the trial events, write their support or opposition to the verdict, and explain how our trial demonstrates the Core Democratic Values and the Constitution.

 

Evaluation:

The teacher will use participation in and observation of preparation and trial proceedings.  The teacher will also use the summary papers as an assessment tool.

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan – Foreign Language

Numbers (0-20), Time, Alphabet, Greetings and Leave-takings

 

 

 

Objectives:

1.     Students will recite the numbers 0-20.

2.     Students will recognize and use greetings and leave-takings.

3.     Students will apply correct greetings and leave-takings to specific times of the day.

4.     Students will tell time.

5.     Students will recognize the French use of the military time system.

6.     Students will recite the French alphabet.

 

Rationale:  These topics are important for building a foundation of knowledge for further development of fluency in the French language.  Learning the numbers from 0-20 is important because students need this information for subsequent lessons in numbers.  Learning the time is important to be able to identify a variety of schedules.  The French alphabet is the basis for learning and using correct pronunciation of vocabulary.  Learning different ways to say hello and good-bye are important for students to be able to express themselves in social situations.

Materials:  Handouts (numbers and alphabet), Number flashcards, Overhead, Flyswatters, Clock with moveable hands, Large clock drawn without hands, CD (alphabet song) and CD player.

 

Procedure:

Activities 1-6 – Alphabet.

  1. Pass out handout; model correct pronunciation of letters and have students repeat..
  2. Go through alphabet again and have students make suggestions for phonetic sounds for each letter.
  3.  Record responses on board and have students take notes.
  4.  Recite alphabet first as a class, then boys vs. girls, then per individual students.
  5.  Have volunteers practice reciting alphabet for the class, then have students work in groups of 2-3 to recite alphabet.  Circulate to monitor progress.
  6. Play alphabet song once through for students to listen, then once or twice more for students to sing along.

 

Activities 7-13 – Numbers (0-20).

  1.  Pass out handout; model correct pronunciation of numbers and have students repeat.
  2. Repeat a second time with TPR exercise (snap, clap, slap, slap) while reciting the numbers.  Model appropriate response first, followed by group participation.
  3. Practice counting by 1s, 2s, and 3s (forwards and backwards) first per individual students, then by rows, then boys vs. girls.
  4. Have students work with a partner to continue counting practice.
  5. Using flashcards of numbers in random order, students say the number as it appears.
  6. For listening comprehension, dictate a list of numbers for students to write down, then check work as a class.
  7. Play “Tapettes” (Flyswatter Game).  Using the overhead, have numbers 0-20 written in random order.  Students form two teams; each person comes up to the screen with a flyswatter.  I state a number in French, and the first student to swat the correct number wins a point for the team.

 

 

 

 

Activities 14-19 – Time.

  1.  Using a clock with moveable hands, set different example, state the time in French and have student repeat.
  2. Write on board: Quel heure est-il? / Il est…  Model correct pronunciation and have students repeat.
  3. Set different examples on clock and have students state the correct time in French (ask for volunteers, then call on individuals using popsicle sticks for random practice).
  4. Dictate times for student to write down, then check work as a class.
  5.  Tape a large clock drawn without hands to the floor.  State different times and have students use their arms and legs to create the correct time on the clock.
  6. Write columns of numbers to represent a.m. and p.m. times.  Ask students if they have any prior knowledge of military time system; record responses on board.  Expand/explain/clarify further, if necessary.

 

Activities 20-24 – Greeting and Leave-takings.

  1.   Write on board:  Bonjour, Salut, Au revoir, À tout à l’heure, À demain, Bonne nuit; have students take notes.
  2. Model correct pronunciation and have student repeat.
  3. Have student use prior knowledge with Spanish and prediction abilities to put phrases into categories of “Hello” and “Goodbye”; record responses and clarify/correct if necessary.
  4. Give situations in English (i.e., it’s 10:00 p.m. and you’re going to bed—what do you say?) and have students come up with an appropriate response in French.
  5. Have students continue to work with situations in groups of 2-3; circulate to monitor progress.  

 

Closure:  Tell students that we will be reviewing material tomorrow, and we will be learning more conversational phrases.  Remind them to practice new vocabulary for homework tonight—practice speaking in front of the mirror, to their parents, to a brother or sister, with a friend, or even to a pet!  J’espère, mes élèves, que vous vous êtes bien amusés!  (I hope that you had a good time!)  Au revoir!  À demain!

 

Assessment:  Teacher observation, class participation, written work from dictations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nom_______________________________ Date_________ Heure____

 

L’ALPHABET FRANÇAIS

 

A (a)                                                                M (emme)                               Y (i grec)

        

 

B (bé)                                              N (enne)                         Z (zède)

 

 

C (cé)                                              O (o)

        

                          

D (dé)                                              P (pé)

 

 

E (e)                                                Q (ku)

        

 

F (effe)                                           R (erre)

 

 

G (gé)                                              S (esse)

 

 

H (hache)                                         T (té)

 

 

I (i)                                                U (u)

 

 

J (ji)                                               V (vé)

 

 

K (ka)                                              W (double vé)

 

 

L (elle)                                            X (ixe)

 

 

 

 

 

Nom______________________________ Date_________ Heure_____

 

 

LES NOMBRES DE 0 À 20

 

 

 

0               zéro                                       11       onze

 

1                un                                          12      douze

 

2               deux                                       13      treize

 

3               trois                                      14      quatorze

 

4               quatre                                    15      quinze

 

5               cinq                                        16      seize

 

6               six                                         17      dix-sept

 

7               sept                                       18      dix-huit

 

8               huit                                        19      dix-neuf

 

9               neuf                                       20      vingt

 

10            dix

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plan - Life Skills

Taste Fest—Day 15

 

Objective:  Visit the Mediterranean by viewing, touching, smelling, tasting a varied menu of appetizers, breads, and soups, in addition to listening to Mediterranean music.

 

Procedure:

1.     Set a long table with a “Mediterranean map” table cloth. (see model).

2.     Place spiced olives, dips, breads, and soups on land of origin.

3.     Display large scale menus visible to incoming guest. (see menu).

4.     Serve 1/4 to 1/2 cup of soup per person.

5.     Slice or divide bread into individual servings, spoon dip onto plates.

 

Materials:  Table of Mediterranean appetizers, soups, and breads.  Paper ware, plastic ware, napkins.  Poster-board menus.

 

Evaluation:

1.     Taste food samples.

2.     Welcome comments from parents and school staff.

3.     Grade for planning, inventory, or shopping, food preparation, display, serving and

      mannerisms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mediterranean Menu

 

Appetizers

Mediterranean Olives

            Greek Spiced Olives

            Sicilian Spiced Olives

            Moroccan Spiced Olives

Grecian Dips

            Fava (Pureed Yellow Split Peas)

            Taramasalata (Fish Roe)

Breads

Turkey

            Misir Ekmegli (Corn Bread)

Greece

            Spanokipitta (Spinach and Feta Pie)

Israel

            Challah (Sabbath Bread)

Lebanon

            Khubz Arabi (Pita Bread)

Egypt

            Semit (Sesame Bread Rings)

Sardinia

            Carta Di Musica (Music Paper Bread)

Corsica

            Uga Siccati (Raisin-and-Walnut Rolls)

Soups

Provence

            Soupe Au Pistou (Vegetable with Basil and Garlic)

Morocco

            Harira (Lamb and Bean)

Turkey

            Tutmac Corbasi (Yogurt with Noodles and Meatballs)

 

 

 

 

 

Material List

 

Mediterranean: The Beautiful Cookbook by Joyce Goldstein

 

Grocery List (To Buy: Farmer Jack, Kroger, Mediterranean Specialty Shops)

 

     Dried fava beans               canned plum tomatoes

     olive oil                             green onions

     white bread (loaf)               tarama (mullet roe); substitute carp or cod

     dried chick-peas                1/2 lb. Lamb

     lentils                               1/2 lb. Ground lamb

     basil leaves                       canned olives; green and black

     Italian parsley                   Kalamata olives

     fresh spinach                    fresh Parmesan cheese

     feta cheese                       frozen filo

     garlic cloves                      ripe tomatoes

     celery                                fresh coriander

     shell beans                       semolina flour

     zucchini                            potatoes

     Swiss chard                       green beans

 

Inventory (items on hand)

              Spices

salt                        thyme

pepper                   dill

oregano                  cinnamon

rosemary                nutmeg

sugar                     cayenne pepper

ginger                    turmeric

paprika                  dried mint

 

                Dairy and Staples

     yogurt (plain)               dry yeast

     butter                          raisins

     margarine                    walnuts

     eggs                             all-purpose flour

     lemons                        baking powder

     oranges                       chicken stock

     sesame seeds              egg noodles

     vegetable oil                carrots

     onions                         macaroni, rice

     milk                             cornmeal

 

 

 

 

 

 

 

 

Lesson Plans—Mathematics

 

Objectives:

Explore the use of geometry in architecture in the Mediterranean area.  Discuss and explore how to find the surface area and volume of three-dimensional shapes.   Draw “blueprint” for      structures that groups will construct.  Construct structures.  Present structures with possible   purposes for uses of structures.  Follow up / Feedback / Assessment.  Problem-solving and   Riddle day.

 

Instructional Goal: Have students practice problem – solving skills in a fun atmosphere.

 

Rationale: to be able to put to practice previously learned skills.

 

Materials for today: In classroom, there will be posters displaying Polya’s Problem – Solving Strategies, there will be manipulatives and calculators.  Each group will be given a packet of questions.  Students will provide paper and pencils.

 

Learning Activity:

1.     (1 – 3 minutes) Get into small groups of two or three students with paper and pencil.

2.     (3 – 5 minutes) Teacher will give one packet of questions to each group.

3.     (45 – 50 minutes) Students will work on packet, and find potential answers.  They are       allowed to talk in their group and use any material in the classroom to help solve their   problems.  They must then write an explanation for their answer and why they used the strategies they used.

4.     (10 – 15 minutes) Students will join another group to compare answers and make an         argument for the use of their strategy, if it is different.

5.     (10 – 15 minutes) Come together as a class and compare their strategies and answers.     Volunteers will be asked to give answers, defend procedures or make arguments for          unconventional solutions and strategies.

6.     (rest of class time, if any) As students hand in their written explanations and scratch paper, they will pick up a handout of Math Riddles to solve for fun and extra credit.  If there is 15 – 20 minutes left in the class period, they are to finish in class; otherwise they can take them home for homework. 

 

Closure/ Evaluation: Students enjoy "Math Fun Day." They have to turn in
their scratch paper, their written explanation of how they solved the
various problems along with the actual answers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric: Geometry

 

For each problem:
4 points for complete and exceptional work:

·       Student shows any and all necessary work and calculations in an organized
manner.

·       Calculated answers are correct.

·       Student offers a logical response to the conclusion of answer.

·       Student shows analytical thought processing in dealing with the clues and
then checking all of the work.

·       Students explanation is written in complete sentences and in proper
Standard English.

3 points for good work:

·       Student shows work and calculations in an organized manner.

·       Calculated answers are correct but method is unclear/questionable.

·       Method is correct but calculations are incorrect.

·       Thought process in dealing with clues is unclear/questionable.

·       Student offer a logical response to the conclusion of answer but has
minor errors in checking and in grammar.

2 points for passing work:

·       Method of calculation is unclear/questionable and answers are incorrect.

·       Thought process in dealing with clues is unclear/questionable.

·       Student offers a response to the conclusion of answer and is correct.

1 point:

·       Student puts in minimal effort.

·       Some work is shown since the problem was attempted.

·       Final answer not necessarily provided.

            or

·       A correct solution is provided but no explanation and no work is shown.

·       Student attempts response to the conclusion of answer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Problem – Solving Packet

 

Be sure to: 

·      Show all your work

·      Include an answer to all the questions

·      Write a clear explanation of your work and reasoning

 

 

Problem 1:

King Hoptumastep called his advisors together one hot, sunny day on the plains of Gonz.  He said, “I want to build a structure that will tell the world of my greatness, and that we can use as a communications base.  I want the structure to be made up of six triangular pieces of quartz, which is an excellent conductor of supersonic waves.  Each triangle must be equilateral, and must share at least one side with another triangle.  All triangles must be the same size.  I hereby command you, my advisors, to present me as many different designs as possible.  Be off with you now, and don’t return until you have designs to show me!”  With that, King Hoptumastep’s advisors scurried off to discover the designs.  What are all the different designs the advisors could present to the King?

 

Question #1:   What are the important pieces of information?

                                    How many triangles are there?

                                    How many sides must each triangle share with another triangle?

 

 

 

 

Question #2:   How many possible ways could the six triangles be arranged?

 

 

 

 

Question #3:    Will the pieces of quartz be separated in the structure?  Why?

 

 

 

 

Question #4:    Is there another way the advisors could arrange the triangles?

 

 

 

 

Problem 2:

A rectangular chalkboard is 3 times as long as it is wide.  If it were 3 meters shorter and 3 meters wider it would be a perfect square.  What are the dimensions of the chalkboard?

 

 

 

 

 

 

 

 

 

 

 

 

Problem 3:

Over four hundred years ago, there were four famous Italian sculptors and painters.  The problem arose when their names and the years in which they lived were separated so we need your help to match the years in which they lived with their names.

 

These are the things we know:

            Their names:                Donatello

                                                Michaelangelo

                                                Raphael

                                                Leonardo

 

            The years in which the lived:

                                                1483 – 1520

                                                1386 – 1466

                                                1475 – 1564

                                                1452 – 1519

 

The clues that we have are listed below:

1.     Donatello died before Michaelangelo was born.

2.     Raphael was younger than Michaelangelo but died earlier.

3.     Leonardo died before Raphael did.

4.     Leonardo, Michaelangelo and Raphael could have met during their lives.

5.     Leonardo was 14 years old when Donatello died.

Match the names with the years in which they lived.

 

Problem 4:

The Stewarts are buying cups and plates for the annual family picnic.  Cups come in packages of 54, whereas plates come in packages of 42.  How many packages of each must the Stewarts buy to have the same number of cups and plates?

 

 

 

 

 

Problem 5:

During the softball season, the Angels won three times as many games as the Cardinals, and the       Cardinals won one-fourth as many as the Beavers.  If the Beavers won three more games than the      Angels did which team won 12 games?

 

 

 

 

 

Problem 6:

Certain types of examinations are scored by giving 2 points for every correct answer and subtracting one point for each incorrect answer.  On an examination of 20 questions, Alice, Bob, Chloe, and David       received score of 31, 13, 25, and 37 respectively.  How many questions did each of them answer        correctly?

 

 

Problem 7:

A rancher divided his herd of cows among his four sons.  He gave one son half the herd; a second son one-fourth the herd; a third son one-fifth the herd; and the fourth son 48 cows.  How many cows were in the herd originally?

 

 

 

 

 

 

 

 

Problem 8:

Ella has $1.15 made up of 6 US coins.  With these coins, however, she cannot make change for a dollar, half dollar, quarter, dime or nickel.  Which 6 coins does she have?

 

 

 

 

Problem 9:

A family of four wants to cross a river.  Their raft can hold at most 100 kilograms.  The father weighs 85 kg, the mother weighs 54 kg, the son weighs 45 kg, and the daughter weighs 40 kg.  How can they cross the river?

 

 

 

 

Problem 10:

Three hikers named Tim, Don, and Herman are walking along a trail.  Tim always tells the truth.  Don sometimes tells the truth, while Herman never does.  The first hiker says, “The hiker in the middle is Tim.”  The hiker in the middle says, “I’m Don.”  The hiker at the end says, “The first hiker is Herman.”  Determine who is who.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Math Riddles

1.     Do they have a Fourth of July in England?

2.     If you had a match and entered a room that had a kerosene lamp, an oil heater and a wood burning stove, which would you light first?

3.     How far can a deer run into a forest?

4.     A farmer had 17 sheep.  All but 9 died.  How many sheep does the farmer have left?

5.     An airplane crashed on the border of Arizona and New Mexico.  All but three aboard were killed.  Where will they bury the survivors?

6.     How much dirt may be removed from a hole that is 3 ft. deep, 2 ft. wide and 10 ft. long?

7.     Which would you prefer, a truckload of nickels, or half a truckload of dimes?

8.     What number increases its value by one-half when you turn it upside down?

9.     Mr. and Mrs. Smith had seven daughters, and each daughters had one brother.  How many people are in the Smith Family?

10.   The scientist shouted across the lab, “Great!” I have found the antidote to the poison my son swallowed.”  Yet the poisoned boy’s father died three years ago.  How is this possible?

11.   Which is correct: 8 and 6 are 15, or 8 and 6 is 15?

12.   There are ten blue socks and ten black socks in a drawer.  If you reach into the drawer in the dark, what is the smallest number of socks you must take out before you are sure of  having a pair that match?

 

 

 

 

 

Lesson Plan—Music

Improvising and playing without music

 

Lesson Title: Identifying the blues scale.

 

Instructional Goal: To introduce students to the blues scale and the fact that any note from the scale can be played during a progression in that particular key.

 

Specific Performance Objective:  In one 45 minute class period, students will be able to

demonstrate their ability to create a five note progression by manipulating and playing their notes during a session given the scale to play in with 100% accuracy.

 

Rationale: This lesson serves as a basic building block for all subsequent lessons in this five day unit on the blues scale. It is essential that students develop an understanding of how to

create a series of notes from a whole scale and to add and subtract notes from it by improvising.

The use of manipulatives is important in aiding students to develop a concrete understanding of this abstract topic.

 

Learning Activities:

Teacher Will:

1.     Review current student knowledge of scales.

2.     Instruct students on new terms and topic of unit.

3.     Instruct students through examples of blues scales on the board or overhead.

4.     Instruct students on the process of creating a progression or "lick" from a whole scale through the use of improvisation.

5.     Provide each group with a manipulative to ensure understanding of concepts.

6.     Work in each group to assist with carrying out the activity exercise.

7.     Review students' results to ensure 100% understanding.

 

Students will:

1.     Answer and ask questions as they develop understanding during the lesson.

2.              Use the manipulative to create a progression of notes and record them on tape.

3.              Work cooperatively in groups to complete exercise and enhance understanding.

4.              Complete manipulative exercise with 100% accuracy and report the answers to the class.

5.              Write one paragraph about their learning in their music journal.

 

Evaluation Procedures:

Learning will be measured by the ability of students to:

1.     Recognize and illustrate a specific notes in a key of the blues scale.

2.     Record their progression on their data sheet and tape recorder.

3.     Demonstrate their ability to manipulate the scale by improvising.

4.     Solve the activity exercise with 100% accuracy.

5.      

Materials and Aids:

1.              One manipulative per group.

2.              Recording data sheet and tape recorder for each student.

3.              Music journal and pencil, blank music note sheet.

 

Reflection on Plan:

 

This plan should grasp the interest of the students to "break the ice for the week".

 

 

Lesson Plans—Science

Topographic Cross Sections

 

Objectives:

TSWBAT explain how plate tectonics have shaped the Mediterranean region


Materials Needed:  topographic maps of region, pencils, paper, ruler

 
Procedure:

Review with students that topographic cross-sections make a one-dimensional map into two

dimensions thaw show relief.

Activity:

Break students up into groups of 2.  Set up room so that each group has 10 sets of topographic maps of region.  Give each group a different cross section to do on each map.  This should be done so that the whole map is covered with cross sections. Have students draw and label each cross section accordingly.

Closure:

Have students present cross sections made to class near the end of the block.  Questions that should be asked should focus how plate tectonics shaped this area. The students should also be aware of where the mountains are and that some of these mountains are volcanic and will be

discussed in the next few classes


Evaluation: Observation of student participation and understanding, written work from activity

 

Internet Volcanic Tour

 

Objectives:

TSWBAT show features of volcanoes from the Mediterranean region


Materials Needed:  computer with Internet access and TourMaker software

 
Procedure:

Review with students the features of TourMaker.

Activity:

Break students up into groups of 2.  Have students search internet for volcanic pictures of features,

eruptions, maps, etc.  of Mediterranean region.  When a student finds a picture to use, the must save it in a file and note the following information: volcano name, elevation, what the picture shows, and web

address.  When the groups fell they have enough information to produce a virtual tour, they must show the teacher a frame by frame sketch of the tour.  After teacher approval of the tour, the group then uses TourMaker to construct a virtual tour using the pictures and information taken.


Closure:

Students will show class presentations.  Presentations will be grades by class and saved to show at parent teacher conferences.


Evaluation: Observation of student participation and understanding, and the grading of presentation by class.

 

 

 

 

Lesson Plan – Social Studies

A Cruise Around the Mediterranean

 

Objectives:

1.     Students will give an oral presentation.

2.     Students will use technology to research and present.

3.     Students will work cooperatively in a group.

4.     Students will increase awareness of geography, and become familiar with geographic features.

 

Rationale:  Students will get a chance to work cooperatively on a presentation, which will enhance their understanding of geography.

 

Opener:  Tell students that today we are going to become travel agents for a Mediterranean Cruise Liner Company.  Each group will be responsible for creating a commercial video and brochure for their county.

 

Materials Needed:  Video Camera, construction paper, drawing paper, markers, colored pencils, Atlas, maps, Internet, computer lab, library books on Mediterranean countries.

 

Day 1

 

Teacher Procedures:

(90 minute rotating block)

 

  1. Put students into groups of three.
  2. Assign countries to groups.  Greece, Malta, France, Italy, Spain, Croatia, Algeria, Tunisia, Libya, and Egypt.
  3. Explain assignment to class. 

 

Student Procedures:

Students will begin research in the computer lab or library.

 

Each group should:

 

  1. Develop a  narrative describing interesting sites within their travel area.
  2. Describe the climate and physical features of the country.
  3. Describe the cuisine and pastimes of the particular region.
  4. Draw a map depicting the country and its place in the Mediterranean region.
  5. Find pictures of people, places, and cuisine of the region.

 

 

 

 

 

 

 

 

 

 

 

 

Day 2

 

Teacher Procedures:

Ask students if they need any help, continue to monitor and assist groups.  Remind students of students’ agenda.

 

Student Procedures:

(90 minute block) rotating schedule

 

  1. Finish research.
  2. Design a travel brochure for their country.

 

Day 3

(50 minute class period)

 

Teacher Procedures:

Tell students that today we begin writing their scripts for their commercial.  Students will have to decide how they are going to divide the time on the camera.  Stage directions should be included on the script.

 

 Student Procedures:

Write and practice for taping of commercial.

 

Day 4

(90 minute block)

 

Teacher Procedures

Pass out one video camera to each group.  Tell them to be creative and appropriate. If students finish early they may go outside to play an Ancient Roman ball game.  First they must find the rules and game on http://www.personal.psu.edu.users/w/x/wxk116/romeball.html.

 

Student Procedures

Each group should video tape their commercial.  The video should not exceed 6 minutes.

 

Day 5

 

Evaluation and Wrap Up of theme:  Watch video with the class.  Have students vote on which place they would like to go most.  Have students make a list in their journal of which place they would like to go and give at least five reasons why.

 

 

 

 

 

 

 

 

 

 

 

 

Lesson Plans – Field Trip

Detroit Institute of Art – Mediterranean Culture

 

Objective:  Students will see and discuss art from the Mediterranean region.

 

Rationale:  Students will get a chance to look at primary sources or artifacts from different time periods and civilizations.

 

Opener:  Tell students that today we will visit the DIA, which is one of the best art galleries in the United States.  Explain that today will be looking at art or artifacts from Mediterranean Cultures.  It is their job to explore the gallery and complete a scavenger hunt.  They will find that almost every country bordering the Mediterranean will be represented at the DIA.

 

Materials Needed:  Clip boards, scavenger hunt sheets, teacher and parental chaperones, and bus.

 

Student Procedures:

Students will search the museum looking for art from different time periods and countries.

 

Teacher Procedures:

Teachers will chaperone a group of 5 to ten students.  Teacher should explain the scavenger hunt before the students get off the bus.  Pass out clip boards as they exit the bus and collect before they get on the bus.

 

Transition:

On the bus ride home ask students if they were able to complete the scavenger hunt.  Ask students about what was the most interesting part of the scavenger hunt.  Tell them that tomorrow we will become travel agents for the Mediterranean.

 

Evaluation:

Students will receive a grade on how many pieces of art they were able to find for the scavenger hunt.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name of Group:_____________________

 

Members of Group: ________________________________________________________________________

 

 

 

Countries:                               Time Period:                           Name of Artifact:

 

 

1.  Italy                                   500B.C.- 1000A.D.                __________________

 

 

2.  Italy                                   1700 A.D. – 2000 A.D.           ___________________

 

 

3.  France                                1000 A.D. – 1600 A.D.          __________________

 

 

4.  France                                1900 A.D. – 2000 A.D.          __________________

 

 

5.  Greece                                0 – 2000 A.D.                         _______________________

 

 

6.  Italy                                   1200 A.D – 1700A.D             _______________________

 

 

7.  Egypt                                 1000 B.C.- 500 A.D.              ________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resources

 

Books:

 

Mediterranean: The Beautiful Cookbook, Joyce Goldstein

Myths and Legends from Ancient Greece and Around the World, Prentice Hall

 

 

Internet:

 

1.     http://Pubs.usgs.gov/publications/text/dynamic.html

2.     http://www.field-trips.org/tours/sci/volcano/tr.hrm

3.     http://volcano.und.nodak.edu/

4.     http://personal.psu.edu.users/w/x/wxk116/romeball.html

 

 

Software:

 

Geometer Sketchpad Software

Interactive CD-ROM Geometry Tool

Tourmaker Software

 

 

Textbooks:

 

1.     Scott Foresman – Addison Wesley Middle School Math - Course 3 Chapter 9

2.     Dale Seymour Publications Connected Mathematics Thinking with Mathematical Models

3.     Math Minders Geometry - Activities To Stretch Young Minds

4.     The English Teachers’ Companion—Jim Burke