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Aqueducts and Aquaduckies

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Aqueducts and Aquaduckies Aqueducts and Aquaduckies Author Danna Lagerquist Grade Level 6 Duration 4 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA GEOGRAPHY Element 5: Environment and Writing Human-environment interactions Society Production and are essential aspects of human life 14. How human actions modify Distribution of Writing in all societies. the physical environment 6.W.4 Produce clear 6.G2.1 Compare diverse ways people 15. How physical systems affect and coherent writing in or groups of people have impacted, human systems which the development, modified, or adapted to the 16. The changes that occur in organization, and style environment of the Eastern the meaning, use, distribution, are appropriate to task, Hemisphere. and importance of resources purpose, and audience. Examining human population and Element 6: The Uses of Language movement helps individuals Geography Vocabulary understand past, present, and 17. How to apply geography to Acquisition and Use future conditions on Earth’s interpret the past 6.L.6 Acquire and use surface. 18. How to apply geography to accurately grade- 6.G3.1 Analyze how cultural and interpret the present and plan for appropriate general environmental characteristics affect the future academic and domain- the distribution and movement of specific words and people, goods, and ideas. NEXT GENERATION phrases; gather 6.G3.2 Analyze the influence of OF SCIENCE vocabulary knowledge location, use of natural resources, STANDARDS when considering a catastrophic environmental events, MS-ETS1-2. Evaluate competing word or phrase and technological developments on design solutions using a important to human settlement and migration. systematic process to determine comprehension or HISTORY how well they meet the criteria expression. The development of civilizations, and constraints of the problem. societies, cultures, and innovations MS-ETS1-3. Analyze data from SCIENCE have influenced history and tests to determine similarities Life Science continue to impact the modern and differences among several 6.L2U1.14 Construct a world. design solutions to identify the model that shows the 6.H1.1 Compare the development best characteristics of each that cycling of matter and and characteristics of historical can be combined into a new flow of energy in cultures and civilizations from different solution to better meet the ecosystems. global regions within designated time criteria for success. periods. 6.H1.2 Explain the causes and effects of interactions between cultures and civilizations. Aqueducts and Aquaduckies SIOP Elements Preparation Scaffolding Grouping Option Adapting content Modeling Whole class Linking to background Guided practice Small groups Linking to past learning Independent practice Partners Strategies used Comprehensible input Independent Integrating Processes Application Assessment Reading Hands on Individual Writing Meaningful Group Speaking Linked to objectives Written Listening Promotes engagement Oral Arizona English Language Proficiency Standards Grade 6 Basic Speaking and Writing Standard 3 By the end of each language proficiency level, an English learner can speak and write about grade appropriate complex literary and informational texts and topics. B-3 compose informational text that includes details to develop a topic while using appropriate conventions. B-5: use examples of precise language and domain-specific vocabulary within informative texts. Listening, Speaking, Reading, and Writing Standard 6 By the end of each language proficiency level, an English learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. B-1: participate in discussions about familiar topics and texts. B-2: participate in written exchanges about familiar topics and texts. B-5: contribute relevant information and evidence to collaborative oral and written discussions. Overview trench: a long cut in the ground, a ditch tunnel: an underground passage The ancient Romans constructed many aqueducts pressurized pipe: tube used to conduct liquid to route water to cities and other sites. These wall: a structure of stonework, cement, or other aqueducts are considered to be one of the greatest materials built to retain a flow of water engineering feats of the ancient world. Many of the arcade: a series of arches supported by columns ancient aqueducts are still in use today. Aqueducts gravity: force by which bodies fall to the earth served several functions including providing potable water and supplying water to baths and fountains. Materials Water was then routed into the sewers, where they helped remove waste matter from the cities. § 4 Styrofoam or plastic cups per group of students § Yard sticK Purpose § Poster Board § Scissors In this lesson students solve a problem: How to get § 1 or more rubber ducks (aquaducks) water to flow through use of an aqueduct. They will § Tape see how gravity plays a large role in the flow of this § Tinfoil water while they will also practice the sKills of an § Aqueduct (AquaducKy) Engineering handout engineer. § Rubric for Aqueduct (AquaducKy) Engineering § Group WorK Score Sheet for AquaducKy § Aqueduct Essay Scoring Guide Key Vocabulary § Vocabulary handout and Power Point § Civil Engineering Power Point Aqueducts and Aquaduckies § Aqueduct Photos Power Point engineers do, show the Civil Engineering Power § Vocabulary Test and Answer Key Point. (Application: Meaningful) § Engineering Design Process Model assessment 8. Then show slides 4-15 of the Aqueduct Photos § Water source (faucet, 2-liter bottles or pitchers to PowerPoint. pour the water) 9. Conclude class with students sharing with a classmate three things that they learned today Objectives about aqueducts or about civil engineering. The student will be able to: (Assessment: Group) 1. Explain how aqueducts worked to transport SESSION TWO water. 2. Describe the job of a civil engineer. Elaborate: 3. Analyze how the advancement of technology 1. Distribute the Aqueduct (AquaducK) Engineering changed a civilization and how geography played handout. Explain that as Civil Engineers, this is a role in the advancement. the problem they must solve (Remus needs his duck), and these are the specifications for building the aqueduct as decided upon by Procedures supervisors of the project. It is their job, as a Prerequisite Knowledge: The students have read group of 4 to create a model of the proposed about aqueducts in one of their textbooks and are aqueduct using the plans provided. If this model familiar with their uses and importance. is successful, the larger (actual) project would be started. SESSION ONE 2. Divide students into groups of 4 and review the requirements of the project including the grading Engage: rubric at the end of the handout. (Grouping 1. Show the students the rubber ducK. Explain the options: Small groups; Scaffolding: play on words (Aqueduct, Aquaduck). Comprehensible input) (Scaffolding: Comprehensible input) 3. Groups will gather materials and begin worKing 2. Then explain the problem: The herdsman who on the prescribed design. (Application: Hands discovered Romulus and Remus has a problem. on, Promotes engagement) Remus is sad. His rubber duck was left behind in Rome. The fastest way to get the ducK would be to float it through the Roman aqueducts to SESSION THREE Remus. Can you help? 3. Have students share what they Know about Evaluate: aqueducts since they will be using this invention 1. Have students complete their aqueducts. When to solve the problem. Record their comments on they are ready for testing, give them water. Work the whiteboard. (Preparation: Linking to past with each group to assess their success: Did learning) the aquaducK float from one end to the other of 4. Show the Aqueduct Photos PowerPoint slides 1- the aqueduct? Provide time for re-engineering. 3 only. Have students contribute more (Application: Hands on, Promotes comments to the whiteboard after viewing the 3 engagement) slides. (Preparation: Linking to past learning) 2. When all of the groups have re-engineered their Explore: projects, go from group to group and evaluate 5. Return to the problem of getting the ducK to their aqueduct using the rubric. (Assessment: Remus. Divide students into groups of 4 and Group) have them design an aqueduct using the following list of materials: poster board, cups, SESSION FOUR tape, scissors, and tinfoil. Have 1 member of the group create a drawing of the proposed 1. Have students recall individually on a piece of aqueduct. Have another member create a paper some of the vocabulary words from detailed materials list. (Application: Promotes Session Two and Three that they used in engagement; Grouping Option: Small groups) building the project. Distribute the Vocabulary 6. Have groups share their ideas. handout and show the Vocabulary Power Point. 7. Explain that in the next session, they will become (Scaffolding: Comprehensible input; civil engineers. To understand what civil Integrated Processes: Reading, Listening, Aqueducts and Aquaduckies Speaking) Give vocabulary test later in the Extensions weeK. (Assessment: Individual) 2. Share the Aqueduct Essay Scoring Guide with 1. Have the students connect their aqueducts to the students and explain your expectations. maKe a series, float a ducKy for this longer 3. Have students write an essay describing how distance, and demonstrate their understanding Roman aqueducts were made, what they were of gravity. used
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