Education:The First Machine - The Story of the Bow and Arrow: Difference between revisions
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== Common Core State Standards == | == Common Core State Standards == | ||
== Anticipatory Set | == Anticipatory Set == | ||
#Bring a bow and arrow to class.Have the students handle it and discover how it works. (Check for permission based on zero tolerance laws. | #Bring a bow and arrow to class.Have the students handle it and discover how it works. (Check for permission based on zero tolerance laws. | ||
#Discuss how a sling shot works; bring one to class. Ask the students to consider how the sling shot can be improved upon. | #Discuss how a sling shot works; bring one to class. Ask the students to consider how the sling shot can be improved upon. | ||
#Show a movie clip from "Robin Hood", "Pocahontas" or any combination of G rated movies which have bows and arrows i the story. Discuss the use of the bow and arrow and who is using it. Compare the Native American tool and the European one. | #Show a movie clip from "Robin Hood", "Pocahontas" or any combination of G rated movies which have bows and arrows i the story. Discuss the use of the bow and arrow and who is using it. Compare the Native American tool and the European one. | ||
#Ask the students if they have ever taken archery lessons. Is it easy? hard? | #Ask the students if they have ever taken archery lessons. Is it easy? hard? | ||
== Procedures | == Procedures == | ||
#Readings and questions based on the readings are offered at differing reading levels which will allow the teacher to differentiate within the class. | #Readings and questions based on the readings are offered at differing reading levels which will allow the teacher to differentiate within the class. | ||
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#Map study to be completed by the students. All procedures can be offered as whole class or individually completed exercises. | #Map study to be completed by the students. All procedures can be offered as whole class or individually completed exercises. | ||
== Assessment/Evaluations | == Assessment/Evaluations == | ||
#Students can explain how the bow and arrow works | #Students can explain how the bow and arrow works | ||
#Students will hypothesize reasons for the invention of the bow and arrow. | #Students will hypothesize reasons for the invention of the bow and arrow. | ||
#Lists will be developed with the historical and present uses of the bow and arrow and a comparison of the lists will be created as well. | #Lists will be developed with the historical and present uses of the bow and arrow and a comparison of the lists will be created as well. | ||
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#Students will contemplate the possibility of ideas for inventions developing in different cultures within the same historic period. | #Students will contemplate the possibility of ideas for inventions developing in different cultures within the same historic period. | ||
== Integration | == Integration == | ||
Students will use literacy skills throughout the lesson. Science skills will be employed to explain the technical advances in this invention. | Students will use literacy skills throughout the lesson. Science skills will be employed to explain the technical advances in this invention. | ||
== Accommodations | == Accommodations == | ||
#Readings are offered at different lexile levels. | #Readings are offered at different lexile levels. | ||
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<br> | <br> | ||
== Closure | == Closure == | ||
(Two closures are offered, the choice of which is based on the number of days devoted to this subject and the abilities of the students. Both closures can be used and assigned based on differentiation of abilities.) | (Two closures are offered, the choice of which is based on the number of days devoted to this subject and the abilities of the students. Both closures can be used and assigned based on differentiation of abilities.) | ||
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#Discuss changes you have experienced in cell phones, computers, game boxes, televisions and other electronic devices. What kinds of changes occurred? Why did the changes occur? Who made these changes? Do you like the changes? Have they improved your life? | #Discuss changes you have experienced in cell phones, computers, game boxes, televisions and other electronic devices. What kinds of changes occurred? Why did the changes occur? Who made these changes? Do you like the changes? Have they improved your life? | ||
== Resources | == Resources == | ||
inventors.about.com | inventors.about.com | ||
Revision as of 23:51, 21 November 2011
About
Title of lesson
Grade/Subject
Time Required for completed lesson
Standards
NJCCCA Social Studies:
- 6.2.8.B.1.c
- 6.2.8.C.1.b
- 6.2.8.C.3.b
- 6.2.8.B.4.c
- 6.2.8.C.4.b
- 6.2.8.C.4.e
- 6.2.8.D.4.j
- 6.2.12.B.1.a
Common Core State Standards
Anticipatory Set
- Bring a bow and arrow to class.Have the students handle it and discover how it works. (Check for permission based on zero tolerance laws.
- Discuss how a sling shot works; bring one to class. Ask the students to consider how the sling shot can be improved upon.
- Show a movie clip from "Robin Hood", "Pocahontas" or any combination of G rated movies which have bows and arrows i the story. Discuss the use of the bow and arrow and who is using it. Compare the Native American tool and the European one.
- Ask the students if they have ever taken archery lessons. Is it easy? hard?
Procedures
- Readings and questions based on the readings are offered at differing reading levels which will allow the teacher to differentiate within the class.
- Pictures and diagrams to promote the understanding of the nature of the bow and arrow as a machine.
- Timeline to be filled in by the students.
- Map study to be completed by the students. All procedures can be offered as whole class or individually completed exercises.
Assessment/Evaluations
- Students can explain how the bow and arrow works
- Students will hypothesize reasons for the invention of the bow and arrow.
- Lists will be developed with the historical and present uses of the bow and arrow and a comparison of the lists will be created as well.
- Students will follow the historical and geographic progression of the bow and arrow.
- Students will contemplate the possibility of ideas for inventions developing in different cultures within the same historic period.
Integration
Students will use literacy skills throughout the lesson. Science skills will be employed to explain the technical advances in this invention.
Accommodations
- Readings are offered at different lexile levels.
- All activities can be done individually, with the instructor or in groups.
Closure
(Two closures are offered, the choice of which is based on the number of days devoted to this subject and the abilities of the students. Both closures can be used and assigned based on differentiation of abilities.)
- Using the readings, timeline and maps, explain why the bow and arrow changed due to the needs of the people. Discuss the basic bow and arrow, the composite, the longbow and the crossbow.
- Discuss changes you have experienced in cell phones, computers, game boxes, televisions and other electronic devices. What kinds of changes occurred? Why did the changes occur? Who made these changes? Do you like the changes? Have they improved your life?
Resources
inventors.about.com
library.thinkquest.org
North American Bows, Arrows and Quivers by Otis Tufton Mason
How We Got Here: From Bow and Arrow to the Space Age by C. R. Hallpike
The Third Invention: How the Bow and Arrow Changed History by Steve Hayes
Compare these changes in inventions with the changes in the bow and arrow.
