Class News - Project details

2019 January / February biograpy timeline

The students will be completing the majority of their biography work in school.  We ask that their families help them locate additional resources  (books and online), print 5 or more relevant pictures, and come up with a costume to help them "become" the subject of their biography.  Optional:  Students may bring historical maps or maps marked with key locations in their historymaker's life to add to their display board.  Display boards will be completed at school.  The boards are provided.

If a student is not keeping up with the assigned tasks in class, work will be sent home.  Here is the 2019 schedule of what we are planning to do in class:

Jan. 9-11  Students select biography, write questions, read biography, and record key dates of history maker's life.

Jan. 12-18  At home, students should be obtaining additional texts for reference from the public library.  Students will be taking notes at school through Jan. 23.   

 Note-taking will be modeled in class.  Topics:  p.1:  Birth and Early Years,  p.2:  Education (including non-formal education...when and where did the individual learn his or her skills?),  p.3:  Later years, including more detailed notes on accomplishments.  A minimum of 10 facts per page pp1 & 2, 15-20 facts for p.3.

Jan. 22,23,28,29  Students record evidence of positive character traits / attitudes.  (At least 10 traits with evidence, example:  Clara Barton showed empathy when she cared for both Union and Confederate soldiers.  She knew they were in pain from their wounds.)  Lists of traits will be provided.

Jan. 30, Feb. 1  Students write introduction and conclusion.

Feb. 4-7  Write rough draft of report, using notes.  Read each page to a partner to see if it is clear or if revision is needed. (report will include 3 paragraphs, each with topic sentence, details and closing sentence)

Feb. 8,11-14  Edit and write final copy of report.  

Feb. 19-20  Write key notes on notecards for reference as needed. (speech notes)  Practice speech!

Feb. 21,22,25  Assemble board (maps, pictures printed at home, portrait created in art, name of historymaker, character traits sheet)

Feb. 26-28  Complete notecards and practice speech.

March 1:   The big day!  Wax Museum in lunchroom, 2:55-3:40 PM  Parents are invited and encouraged to attend.  Grandparents, too.  This is when students dress like their historymaker, stand by their display, and recite their speech for museum visitors who stop at their exhibit.  










February 2019 Ancient Civilizations Board Game Assignment

Task:  Design and create an Ancient Civilization themed board game at home.  You can model it after a real game (Candyland, Monopoly,...); use elements of a real game but change the way it is played; or create an original game.  3-D games are welcome!

Objectives :

Students will apply their knowledge of an ancient civilization to create a fun game.
Students will begin to learn how to manage their time to do large projects.
Students will practice research skills.
Students will practice writing skills:
  writing instructions, writing a simple bibliography, and writiing carefully on playing cards and the gameboard.  This means careful spelling, punctuation where appropriate, and using capital letters on names and names of places on playing cards and the gameboard.

What I'm Looking For:

1.  A board game or card game with illustrations.  This can be on tagboard, heavy paper, or a recycled game board.  Heavy index cards work well for card games.

2.  Cards (if needed for the game).  Dice, spinners, and tokens can be included or supplied by the teacher.  Cards may have true / false statements, multiple choice questions, or  comments like "Famine hits the Maya civilization.  Go back 5 spaces."  

3.  Directions for playing the game:
     *Use order words.
     *Write in sentences with capitals and periods.
     *Use capitals on all names and names of places.

4.  Bibliography of 3 books you used to gather or verify information.   You may also use websites, magazines and the sheets handed out in class.  In class we will be practicing making  bibliographies with titles and authors, so just keep a list of that information as you use the books.   If your child also records the ISBN # above the barcode on the back of books, a more detailed bibliography might be assembled in media.  You are encouraged to visit the library to find additional books.

5.  The written information should be done by hand by the student.   Start early and do a little bit each day.

6.  At least 30 facts on daily life (food, homes, clothing, education, types of jobs, ...see #7 below)  should be incorporated into the game.    An Egyptian game's facts should go beyond pyramids and mummies, a game on Ancient China would include a lot of information besides the Great Wall and the Terracotta Soldiers,

7.  Show what you know :  Ancient Civilizations

  The game should show evidence that the student knows the location and time period of the civilization and can describe daily life, new inventions and ideas, methods of communication, and the system(s) used to record time.  If the information is available, students should describe the human and physical features that acted as boundaries (mountains, body of water, wall, ...) and explain why people would want to settle in that place (superior soil for raising crops due to ???,  easily protected from attack, etc.)

.Civilizations we've touched on in class include Mesopotamia, Egypt, Greece, Rome, China, the Aztecs, the Inca and the Maya.  


Schedule of Due Dates 2019:

*By Monday, March 4:  Sketch out your idea.  Gather materials needed.

*By Wednesday, March 6:  Start your board.

*By Thursday, March 21:  Complete the board and cards (if needed for the game).

***We will be playing these games in class...March 21, 22, 25, 26, 27. 

*By Monday, March 25: Complete the final copy of the directions.  Hand in.

*By Wednesday, March 27: Complete the bibliography.  Hand in.

Have fun!