L2+Simmons,Darcie+Jane


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Simmons **Date of Lesson:**
 * Grade Level:** 6-8 **Topic:** Roman Buildings and Technology

__**Objectives**__

 * Student will understand that:** the great achievements the Romans had throughout their empire
 * Student will know:** vocabulary such as: The Colosseum, Justinian Code, The Modern Calendar, Road Systems, etc.
 * Student will be able to:** exhibit the achievements the Roman Empire had

__**Maine Learning Results Alignment**__
//Maine Learning Results: Social Studies - E. History// //E1 Historical Knowledge, Concepts, Themes, and Patterns// //Grades 6-8 "The Roman Empire"// //Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.//


 * Rationale:** Students will learn that the Romans built and invented many things that we use everyday without realizing it.

__**Assessment**__
Students will use the think-pair-share method to learn about a specific building in Rome, or technology the Romans created. First they will take the time alone to read about some buildings and technologies that the Romans created. Afterward, students will pair off and discuss what they just read. After the pairs have discussed what they have read, they will move to pair up with other pairs and discuss what they discussed and see if there's anything new and different that the other pair talked about, or caught when reading. Students will create a Google sketch-up, where they will create a building or technology from the Roman Empire. By doing this they will be able to exhibit the achievements the Romans had by creating such a great city they called Rome. Students will have many opportunities to talk with others about their Roman building that they will create on Google Sketch-up. They will personally do a check list to make sure they have done everything that they need to do for this product. They will then spend time with peers making sure they have everything they need, and their building looks realistic. Once they have self assessed and peer assessed, they will then have a chance to go over everything with the teacher before presenting their product.
 * Formative (Assessment for Learning)**

__**•Google Sketch-Up:**__ Each student will choose a building or some type of "technology" that Roman's built. After you have chosen your building or technology, you will draw it by hand and work with it with clay for a hands on approach, then put it onto Google sketch up. This Google sketch up should look be as realistic as possible, the more realistic the better. In class students will get a tutorial of how to use Google Sketch-up. It will give all students a sense of how to use this program, and hopefully all questions will be answered by using this during class. After everyone in the class has created their Google sketch up, then the classroom will take each of their sketches and put them on one template to create our own classroom 3D Roman Empire. This will give everyone a visual look at what the Roman Empire looked like, before it became ancient architecture.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology**: Each student will choose a building or some type of "technology" that Roman's built. After you have chosen your building or technology, you will draw it by hand and work with it with clay for a hands on approach, then put it onto Google sketch up. This Google sketch up should look be as realistic as possible, the more realistic the better. In class students will get a tutorial of how to use Google Sketch-up. It will give all students a sense of how to use this program, and hopefully all questions will be answered by using this during class. After everyone in the class has created their Google sketch up, then the classroom will take each of their sketches and put them on one template to create our own classroom 3D Roman Empire. This will give everyone a visual look at what the Roman Empire looked like, before it became ancient architecture.
 * Art**: While students are creating their Google Sketch-up, they are using art skills in the social studies classroom. Since they are using their artistic skills to draw (on a computer) a building or technology that was created in the Roman Empire.

__Groupings__
Students will pair off during their think-pair-share to discuss their readings and class lecture. After the two have discusses all that there is to discuss amongst themselves, they well join another pair. The four students will then discuss the same information, and possibly new information that one pair forgot. By talking to at first to just one other person about the lecture and reading, and then multiple people students are able to talk out the information to get a deeper understanding of it. They are getting information and an understanding about Roman buildings, and technologies. This causes them to also have a deeper meaning for the material, and more prepared for the beginning of their sketch.

__**Differentiated Instruction**__

 * Strategies**
 * Logical-Mathematical**: The Google sketch-up product will be used, where measurements and angles will be involved to create the architecture from the Roman Empire.
 * Visual**: Using Google Sketch-up, students will be using pictures daily when working on their product.
 * Bodily-Kinesthetic**: Before creating their products on Google Sketch-up, students will have the opportunity to physically build their Roman building.
 * Interpersonal**: Students will be able to have time and options to work with others on their products, and discuss ideas in class.
 * Intrapersonal**: Students will have time and options to work on their products alone, before they put them together in class.
 * Naturalist**: After the buildings are created on Google Sketch-up, an environment of the Roman Empire will be created, to make it look real.


 * Modifications/Accommodations**: //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Absent**: If a student is absent in class, I will see if the student can get themselves back on track. If they have any questions then they can email me, and we will set up a time when we can talk about what was discussed in class. If there is no time when we are able to meet, the student can go to their partner from their think-pair-share, and they will be able to help the absent student with their questions on the lesson. The think-pair-share partner will be aware of the fact that they are responsible to fill in the absent student in class the next day.

Each student will choose a building or some type of "technology" that Roman's built. After you have chosen your building or technology, you will draw it by hand and work with it with clay for a hands on approach, then put it onto Google sketch up. This Google sketch up should look be as realistic as possible, the more realistic the better. In class students will get a tutorial of how to use Google Sketch-up. It will give all students a sense of how to use this program, and hopefully all questions will be answered by using this during class. After everyone in the class has created their Google sketch up, then the classroom will take each of their sketches and put them on one template to create our own classroom 3D Roman Empire. This will give everyone a visual look at what the Roman Empire looked like, before it became ancient architecture.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptop
 * Notes
 * Textbook
 * Presentation Features
 * Projector
 * Markers
 * Whiteboard
 * Google Sketch up software
 * Google Sketch up tutorial

__Source for Lesson Plan and Research__
http://www.2020site.org/rome/ This website is more of a website for actual building ideas, but it gives visuals for the students to be able to look at to get an idea of how Roman Architecture is still around today. http://www.historyforkids.org/learn/romans/architecture/romarch.htm This website is very useful for the students to look at. It has links to important words in the paragraphs to define them for the students. It reviews important buildings, and important technologies that were used when Rome was built. http://www.greatbuildings.com/types/styles/roman.html This website has almost all of the temples and important buildings linked. These links then go to a website that gives details and visuals of the building. http://employees.oneonta.edu/farberas/arth/arth200/politics/roman_architecture.html This website more or less focuses on the history or Roman architecture, and how important it was to the Roman Empire. http://rome.mrdonn.org/achievements.html This website is more “student friendly”. The information on this website is easier described for the students to understand. It has words that are linked, that give you the ability to learn about them more. http://www.buzzle.com/articles/ancient-roman-achievements.html This site is something that I would more likely use for my content notes, and lecture. Instead of having the students using this website for research, I’m much more likely going to use it for myself. http://www.mrdowling.com/702-technology.html This website talks about the Roman architecture, and it gives visuals to it as well. This website was created by another teacher, who has been to Rome. http://www.bbc.co.uk/schools/primaryhistory/romans/technology/ This is the best research website that I have found. It provides vocabulary, visuals, and activities for the students to do as well.
 * Lesson Ideas & Research Links:**

http://www.eduplace.com/graphicorganizer/
 * Graphic Organizer:**

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:** Throughout this lesson, students will have all of there learning styles met. There will be many different forms of resources available to them to be able to learn about the buildings throughout the Roman Empire, be it through books, the internet, and digital tours. They will also have choices in how they complete their research and work in class, by either working alone or with a partner or group. During lecture and class time, the classroom will be as organized as possible, and will have clear procedures on how we are going to complete our final product. Within the product itself students will be discovering things about Roman architecture, and just how advanced their technology was for their time. They will also be very focused on detail when producing their sketch up. The classroom will always be a comfortable environment for students to learn in, where everyone encourages and helps each other, where there are no dumb ideas.

//Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.// Using this MLR in the lesson, students will learn about the historical influence the Romans had through their buildings and technologies on the rest of the world. The things they invented and built are seen throughout the world today. It is because of them that we have the type of architecture that we do today. Students will be able to take the knowledge they learned during class lecture to demonstrate using Google sketch-up the buildings and technologies that the Romans created thousands of years ago.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:** Students will know vocabulary such as: The Coliseum, The Justinian Code, the Modern Calendar, Road systems, etc. (See Content Notes)


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Logical-Mathematical**: By using the Google sketch-up, students are able to get an idea of how much math and ingenuity went into Roman buildings and technologies.
 * Visual**: Using Google Sketch-up, students will be able to see just what it looks like without hundreds of years of wear and tear on a building.
 * Bodily-Kinesthetic**: Before creating their products on Google Sketch-up, students will have the opportunity to physically build their Roman building, by using clay. This is a good way to see how the Romans used their hands to create their buildings.
 * Interpersonal**: When it comes to class time that is spent researching, and creating their Google sketch-up, students will be able to work with each other in class to bounce ideas off of each other.
 * Intrapersonal**: If they want, students are given the option to work alone on their products, rather then with a partner or a group.
 * Naturalist**: After the buildings are created on Google Sketch-up, an environment of the Roman Empire will be created, to make it look real. This will be fun for those who find nature to be an important thing. They will be able to create the diversity of city dirt and grim, to outside of the city, where there are many trees and fields.


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:** Students will have many opportunities where they will be doing some form of assessment. Before we start the lesson there will be a pre-assessment that the students are given that will give me an idea of just how much information about buildings and technologies that the Romans built. At the beginning of the product students create with the teacher a checklist for what is needed to create a good building on Google sketch-up. They will all write the list down and have that to use while creating their sketch-up. They will also be given a rubric. Before they begin creating their products students will become familiar with their partners from think-pair-share. They will know that if they ever have a question then they will always be able to go to them for help. While they are creating their products, students will be able to look at each others products and give feedback, and tips on using Google Sketch-up. Students will also be able to ask the teacher for help with the software during class time. The teacher will also be able to provide feedback to the students about their products during any class time used to work on products.

__Teaching and Learning Sequence__
Day 1 Students will be introduced to the topic of Roman buildings and technologies. Hook - students will watch a clip about the beginning and growth of the Roman Empire. After watching the the class will discuss the things that they saw and noticed. Students will be told the final product from this lesson. Students will then, as a class, create a list of things that should be required to create a good sketch up. They will also be given a rubric to use as a guideline for their sketch up. Students will work in pairs on their sketch up. Begin lesson on the different architecture and technologies the Romans built and created.

Homework: Read assigned material on Roman architecture and technologies

Day 2 Have the students get into pairs, and talk about what they read the night before on the architecture and technologies. After 5-10 minutes of discussing what they read in pairs, students then will pair up with another pair and discuss again what they read. Give more details on final product, give a tutorial of how to use Google sketch-up and have each student play around with it. After the students feel comfortable with Google sketch-up, have them choose a building or technology to create on sketch up.

Homework: Start thinking about how you're going to make chosen building or technology, and research the building, and process put into building it.

Day 3 When students come to class, they will break into their pairs and talk about what they researched, and start working on their sketch ups of their products. Students will be given the whole class time to work on their sketch ups. While they are doing this, I will be walking around helping to answer any questions the pairs might have.

Homework: Work on sketch up

Day 4 Work on finishing sketch ups. When the students are finished with their sketch ups, they will email them to me, where I will first grade them, and then put them onto a clean Google sketch up template.

Day 5 Once all students have emailed their sketch ups to me and they have all been put on a clean Google sketch up, then the class will work together to place their sketches in the correct spot with each other, to make it look as realistic as possible.

For this lesson the classroom will be set up in two different ways. The first will be at the beginning of the lesson in the perimeter setting. That way the students are facing in towards the middle, and I will teach from the middle of the classroom. I am using the perimeter setting in the classroom, because that way the students are able to see me at all times, and also their peers faces at the same time. This classroom setting will create a sense of community, where we are all able to share our thoughts and ideas. The second setting will be in two's. This is while they are working on their products. Since they will be in pairs, it will be easier for the pairs to be together, and separate from the rest of the room (unless they want to work alongside another pair). Student will understand the great achievements the Romans had throughout their empire. They will learn about each of the buildings the Romans built. Along with the buildings, also the technologies that they created as well. //Students understand major eras, major enduring themes, and historic influences in the history of the United States, and various regions of the world.// I will show the students a short video clip that covers the Roman Empire beginning and growth. [|Roman Empire Growth] This hook uses visual, musical, interpersonal, and verbal multiple intelligences.

In order for the students to be able to do their final product they need to be equipped with the right information to know where to begin. We will explore this information by talking about the Roman figures we have just learned about, and how their power created these new buildings and technologies. How these powerful and famous figures were the masterminds behind a lot of the buildings. Then we will talk about the buildings and technologies themselves, and how they were very advanced for the time they were in. After we have talked about this information in class students will be given an inverted triangle [|graphic organizer.] That way they are able to plot their ideas for their sketch up. Students will use the provided sources to find out the information needed for their products.

After the introduction to the content, the students will explore the information by doing some reading in class on the buildings and technologies the Romans created. After they have done their reading, they will pair off where they will continue to explore and think about the information they have just read. By discussing what they have just read, and thinking about the different buildings and technologies the students are creating a deeper understanding for the architecture in the Roman Empire. Students will then be able to apply what they have learned and discussed about Roman architecture, by creating a Google sketch-up. By doing this in pairs, they will be able to discuss they many different aspects of "building" their own Roman building. I will facilitate this learning process by first giving the students the information and resources to the information needed for their product. Then I will give them a tutorial on just how to use Google sketch-up. Then, once the students are working on their own product I will be available during class time for the students to ask questions. I will walk around class, to see how their product is coming along, and offer tips when necessary. The person the students are paired with when they do their think-pair-share is the person they will work with on their final product. The two will work together in creating their 3D building on Google sketch-up. Before they begin working on their product the two will talk about who is responsible for what, and will create a "code word" that they will use to signal to the other that they need to discuss some things that are going on while working. Throughout the process of creating their products, each pair will meet with different pairs sporadically throughout class to peer assess each others products. I will be walking around the classroom while the students are doing these peer assessments to facilitate them, and to give my own personal feedback.

After the pairs email me their final product, they will fill out two assessments. The first will be on how they felt their product turned out, and the second will be on how they felt they worked with their partner. By doing this they are able to reflect their own input in the project, their partners, and the quality of their work. I will evaluate students using a Rubric, and a checklist that was created in class. Within a week of the presentations I will provide them with feedback. It is important to do this, that way the product and information is still fresh in their mind, and if they feel there was an area that wasn't graded fairly they will have a leg to stand on when discussing the matter with me. This lesson will connect with the next because the students will now have a grasp of who was important in the Roman Empire, the technologies of the Empire, and will now be able to think about the politics of the Empire.
 * Logical-Mathematical:** The Google sketch-up product will be used, where measurements and angles will be involved to create the architecture from the Roman Empire.
 * Visual:** Using Google Sketch-up, students will be using pictures daily when working on their product.
 * Bodily-Kinesthetic**: Before creating their products on Google Sketch-up, students will have the opportunity to physically build their Roman building.
 * Interpersonal**: Students will be able to have time and options to work with others on their products, and discuss ideas in class.
 * Intrapersonal:** Students will have time and options to work on their products alone, before they put them together in class.
 * Naturalist**: After the buildings are created on Google Sketch-up, an environment of the Roman Empire will be created, to make it look real.

__**Arches**__ The Romans used the Arch in their buildings to make it stay up properly. They were one of the first civilizations that used this to make their buildings stand. The unique thing about the arch is that it works effectively, and it also looks rather majestic when details are put on it.
 * Content Notes**

Baked Brick (Clay) The Romans found clay along riverbanks and realized that if they formed it a certain way and the laid it out in the sun, that it would harden and create a sort of brick. With this they were able to use it to create a stronger building, and also stronger arches.

Cement The Romans invented cement. Which is why they are able to create such great buildings, that have lasted so long.

Roman Forum Roman Senate House Arch of Semptimius Severus Temple of Castor and Pollux Aqueducts Sewers Ampitheaters Colosseum Trajans Market Roman Bath Buildings The Pantheon Hadrians Summertime Theatre Library of Ephesus Stadium of Domitian Temple of Venus and Rome Roman Roads Hypocaust Cranes


 * Handouts:**
 * Outline of Lesson
 * Rubric for Google sketch up
 * Graphic Organizers
 * Reading on buildings and technologies