dlese.org|1007936
In this lesson plan students will learn about Stonehenge and read some ancient myths and stories explaining the seasons. They will pretend to be historians and use websites to find information about how ancient cultures kept track of and celebrated the seasons. They will then compile their findings into posters or illustrated reports.
Summary
| Subject keyword(s) | Astronomy, Earth and space science, Earth in the solar system, Geography, Geoscience, Historical perspectives, History and nature of science, Human body, Human geography, Seasons, Social Sciences, Space Science, Space sciences |
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| Grade level | Middle School, Informal Education |
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| Intended audience | Learner |
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| Resource type | Instructional Material |
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| Resource format | text, text/html |
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| Rights | Copyright 2001 National Geographic Society. All rights reserved. |
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Using this resource
Found in collection(s)
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| Title | DLESE Community Collection |
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| Link | http://www.dlese.org/ |
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| Description | The Digital Library for Earth System Education (DLESE) mission is to improve the quality, quantity, and efficiency of teaching and learning about the Earth System, by developing, managing, and providing access to high-quality educational resources and supporting services through a community-based, distributed digital library. Intended users include students, educators and citizens of all ages, in both formal and informal learning environments. The collection favors resources that convey linkages and connections; the general with the specific, theory with evidence, global with local, and that demonstrate the application of science to solving real world problems. This includes providing access to Earth data sets and imagery, and the tools and interfaces that enable their effective use. DLESE resources are community-contributed, by individuals, organizations, and formal collection efforts. |
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| Title | Middle School Portal: Math and Science Pathways (MSP2) |
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| Link | http://msteacher2.org/ |
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| Description | The Middle School Portal 2: Math and Science Pathways (MSP2) supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice. MSP2 is a project of the Ohio State University College of Education and Human Ecology, National Middle School Association, and Education Development Center, Inc., and is funded by the National Science Foundation. The partners integrate resources, tools, and services across projects, and support multiple methods of resource discovery to meet the needs of this audience. |
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Content contained within the resource
Check out: X17: The Dig - Standard #17: How to Apply Geography to Interpret the Past - Geo-Generations Recording the Changing Seasons in Ancient TimesGeography Matters in HistoryWhich Way Did They Go? Complete Index Recording the Changing Seasons in Ancient Times Overview: Students will learn about Stonehenge and read some ancient myths and stories explaining the seasons. Theyll pretend to be historians and use Web sites to find information about how ancient cultures kept track of and celebrated the seasons. Theyll compile their findings into posters or illustrated reports. Connections to the Curriculum: history, geography, science, art Connections to the National Geography Standards: Standard 7: The physical processes that shape the patterns of Earths surface Standard 17: How to apply geography to interpret the past Time: three hours Materials Required: Internet connection, poster or construction paper, markers or colored pencils Objectives: Students will: Describe some of the ways in which we acknowledge the changing of the seasons. Research and take notes on the possible significance of Stonehenge with regard to the passing of the seasons. Investigate ancient myths and stories to see how these stories explained or acknowledged the seasons. Create posters or reports illustrating how these ancient cultures explained the seasons and explaining whether our culture has any similar traditions or beliefs related to the seasons. Geographic Skills: Asking Geographic Questions Acquiring Geographic Information Organizing Geographic Information Answering Geographic Questions Analyzing Geographic Information S u g g e s t e d P r o c e d u r e Opening: Ask students to describe some of the ways people today acknowledge the changing of the seasons. For example, we have many annual activities such as raking leaves, spring cleaning, and shopping for fall or summer clothes. Also, some holidays, such as Thanksgiving and Easter, include elements that celebrate the fall and spring, respectively. List their ideas on the board. Development: Ask students to think about how ancient peoples celebrated and commemorated seasonal changes. In what ways do students think ancient peoples would have acknowledged the seasons differently than we do today? What aspects of ancient peoples lifestyles would have been closely influenced by the seasons? Have students learn about Stonehenge by reading the information at The Reason for the Season activity and the following Web sites. As they read, ask them to take notes on current beliefs about why Stonehenge was constructed and how it may have been created to keep track of the seasons and to predict astronomical events. Emphasize that no one knows for sure why Stonehenge was constructed and that some scientists have discredited the theory that it was used to keep track of the seasons. Sacred Places: Stonehengewww.arthistory.sbc.edu/sacredplaces/stonehenge.html Stonehengewww.christiaan.com/stonehenge/stonemain.html Stones of EnglandStonehengewww.stonepages.com/england/stonehenge.htmlHold a brief class discussion on the theories regarding Stonehenge. Closing: Ask students if theyve ever read myths or stories or seen art or artifacts from ancient cultures. If so, can they think of any relationships between these things and the seasons? What monuments or artifacts, in addition to Stonehenge, might be related to the seasons? What ancient myths have they heard that have to do with the seasons? Suggested Student Assessment: Have students pretend theyre historians who are studying how ancient cultures kept track of and celebrated the seasons. Have them use the Web sites listed below to find evidence to help them draw conclusions about this topic. They may include Stonehenge information in their findings. Ask them to compile their findings into posters or illustrated reports that include the following: The names, approximate dates, and locations of at least three ancient cultures One or two examples of how each of these cultures explained or acknowledged the seasons or the changing of the seasons (ideally, examples will be presented in pictures with written descriptions) For each of the three cultures, a few sentences explaining whether our modern culture has a similar tradition and, if so, describing this tradition Extending the Lesson: Have students interview older people from other countries or from the United States to see whether these people heard legends about the seasons when they were younger. Have students share their interview results with the class. Related Links: A Creation Story from Ancient Greece A Creation Story from China A Reason for the Season Calendars: Counting the Days Encyclopedia Mythica E-Mail This Page to a Friend nationalgeographic.com/xpeditions marcopolo-education.org nationalgeographic.com/education © 1998-2008 National Geographic Society. All rights reserved.
