This particular roadmap features all of the SOLO designed activities for the "Ancient Civilizations Roadmap Unit View (revised)" resource. You could distribute this roadmap to students for work that they complete independently, as part of their learning path in the unit map.

Compare and contrast writing for English Learners using social studies content. Scaffolds include multimedia support, partner work, jigsaw protocol and sentence frames. This roadmap presents the UNIT view (including solo and collaborative tasks). There are two additional roadmaps for distribution that would be helpful when teaching the unit - Ancient Civilizations Roadmap- Solo Activities + Ancient Civilizations Roadmap- Collaborative Activities.

Students develop an app for an Android device that utilizes its built-in internal sensors, specifically the accelerometer. The goal of this activity is to teach programming design and skills using MIT's App Inventor software (free to download from the Internet) as the vehicle for learning. The activity should be exciting for students who are interested in applying what they learn to writing other applications for Android devices. Students learn the steps of the engineering design process as they identify the problem, develop solutions, select and implement a possible solution, test the solution and redesign, as needed, to accomplish the design requirements.

This Nrich problem involves complicated reasoning about fractions that challenges children's understandings of the concepts involved. It is a good example of how fractions relate to multiplication and division.

This task provides a construction of the angle bisector of an angle by reducing it to the bisection of an angle to finding the midpoint of a line segment. It is worth observing the symmetry -- for both finding midpoints and bisecting angles, the goal is to cut an object into two equal parts. The conclusion of this task is that they are, in a sense, of exactly equivalent difficulty -- bisecting a segment allows us to bisect and angle (part a) and, conversely, bisecting an angle allows us to bisect a segment (part b). In addition to seeing how these two constructions are related, the task also provides an opportunity for students to use two different triangle congruence criteria: SSS and SAS.

In this activity, learners use a hand-made protractor to measure angles they find in playground equipment. Learners will observe that angle measurements do not change with distance, because they are distance invariant, or constant. Note: The "Pocket Protractor" activity should be done ahead as a separate activity (see related resource), but a standard protractor can be used as a substitute.

This lesson is designed to develop knowledge about the angles of a triangle. This lesson will prove that the interior angles of a triangle will have a sum of 180 degrees. This lesson will prove that an exterior angle is the sum of the remote interior angles. This lesson will show the relationships of the angles of parallel lines and transversals. This lesson results from the ALEX Resource Gap Project.

HyperSlides are digital lessons/units that help students learn the material in a way that is engaging and inquiry-based. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades 3-5. Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and a Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis. This Lesson Plan was created in partnership with the Birmingham Zoo.

Students will begin by describing how humans change their environment in order to provide for their needs. Students will watch a video clip that explains how several forest animals alter their habitats, and then explain how other animals might change their environment in order to survive. At the conclusion of the lesson, students will create a drawing that illustrates how an animal may alter their environment to provide for its needs. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

In this lesson, students will research a variety of animals, plants, and habitats from Alabama. After researching animals, plants, and habitats from Alabama, small groups of students will be assigned a habitat to create. After creating the habitat in small groups, the small groups of students will share their habitat with their classmates. This lesson results from the ALEX Resource Gap Project.

In this task students have to interpret expressions involving two variables in the context of a real world situation. All given expressions can be interpreted as quantities that one might study when looking at two animal populations.

Students create a informational board on Discovery Education Board Builder. Discovery Education is a website that offers a plethora of information on any given topic. With the use of Builder Tools/Board Builder students create a dynamic research presentation on their given animal.

This is an inquiry-based lesson that allows the students to investigate how an animal's color affects its chances of survival in its environment. Students will explore evidence needed to explain the cause-and-effect relationship between an animal's coloring and its effect on the individual's ability to survive. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

It is a fun skill to be able to identify animal tracks. Every animal has their own unique track they leave in the sand or snow. Using Peep and the Big Wide World, students will learn about different animals and the tracks they make.

In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool that creates slideshows that blend text and music.

In this lesson, students will apply the concept of loops they learned in order to animate their sprites.

Students will read an informational text about variations in college completion rates for people born in different years. To help students better understand the text, the teacher will model how to annotate the first half. Students will then annotate the second half themselves. After that, students will answer a series of questions about the text, drawing inferences from what they’ve read and citing textual evidence to support their responses.

In Work Time A, students participate in a Language Dive that guides them through the meaning of a sentence from One Well. The focus of this Language Dive is on the function of nouns (L.3.1a). Students then apply their understanding of the meaning and structure of this sentence when determining the main idea of the text and when determining the function of nouns in One Well and during the Mid-Unit 1 Assessment. Refer to the Tools page for additional information regarding a consistent Language Dive routine.
In Work Time B, students reread One Well to answer text-dependent questions, including questions about vocabulary (RI.3.1, RI.3.4, L.3.4).This is meant to help students gain a deeper understanding of the first two pages of the text and to use information gained from the illustrations to demonstrate understanding of the words (RI.3.7). Pay careful attention to this routine in order to apply it in subsequent lessons.
To increase student independence with reading and analyzing texts in Module 4, students dig in deeper to determine the main ideas and supporting details of pages of One Well in triads and pairs throughout the remainder of the unit, rather than through teacher-led close reads.
In the Closing, students contribute to the class KWEL chart--repeating the routine from Lesson 1. Refer to this lesson for more detail as necessary.
In this lesson, students focus on working to become effective learners with a characteristic of their choice.
Students practice their fluency by following along and reading silently as the teacher reads One Well aloud in Opening A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to water. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it