Title Page

Allison Mcnamara
Madison Labshere
Unit Plan
The People and Environment of Ancient Greece

Prof. Grimes
May 6, 2017

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Table Of Contents

- Page 3: Unit Goal and Rationale

- Page 4: Class Profile
- Page 5-8: Parent Letter
- Unit Plan Outline
- Page 9: Standards
- Page 10-12: Unit Plan
- Page 13-16: Lesson Plan 1: Day 2
- Page 17-24: Lesson Plan 2: Day 3
- Page 25-30: Lesson Plan 3: Day 4
- Page 31: Final Assessment
- Page 32: KWL chart
- Page 33: Resources List

Unit Goal and Rationale

Students will know:

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 Ancient Greece was located on a peninsula with mountains and hills and what's surrounded baby many islands and
the Mediterranean Sea. Greece had limited rich soil. The people of Ancient Greece built ships, fished, made
pottery, and farmed
Physical (location, resources) and human (farmers, shipbuilders, traders) characteristics of Ancient Greece
How people adapted to the environment- farmed on hillside, trading took place on the Mediterranean Sea
Observe and recognize that soil, as a natural resource, provides the support and nutrients necessary for plant
growth
Students will understand:
Resources are used to produce goods and services
Ancient Greece had access to the sea (natural resource), so they used their human and capital resources to
produce ships (goods), which they used for transportation (service) in trading.
Ancient Greece is located near the Mediterranean Sea
People Adapt to their environment in different ways
Soil is important because many plants grow in soil, and it provides support and nutrients for the plants.
Students will be able to:
Find Greece and the Mediterranean Sea on a map
Define and provide examples of natural resources
Evaluate the importance of soil to people

Rationale:
This unit is important because it will give the students a global perspective of the world and what societies do and do not
have. It can provide the students with history but also a perspective of how far humans have come in technology but also
recognize that we utilize natural resources and human resources the same way we did in Ancient Greece. The hands on
planting activity will help students with responsibility and care taking skills as well as a time machine module of how
Ancient Greeks got their foods in contrast of how we do it today but going to the store.

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Students
- 14 out of 25 are female, 11 are male
- 14 are caucasian- american
- 14 students are above or on grade level reading- the rest of the students are below or ELL
- 4 ELL
- 7 have divorced parents or live with one parent
- 2 Gifted, 3 ADD, 1 dyslexic
- 6 bilingual students, 3 students parents speak native language at home
- 2 very talkative, 3 students get teased for various reasons

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Parent Letter (multiple translations below)

Dear Family:

We are excited to start our next unit in Social Studies covering Ancient Greece. Last week we discussed how people in Ancient China lived and
adapted to their environment and this week we will be doing similar activities to explore Ancient Greece. We will be looking at Ancient Greece from
an overall Geographical perspective. Looking further into the location of Ancient Greece, the physical characteristics, ways people adapted to
these characteristics and valued the natural resources the land provided, and finally how the people of Ancient Greece were able to use what they
produced through the natural resources and use their physical surroundings to trade with neighboring ancient civilizations.

This is where your help would be greatly appreciated. I would love for parents to stop by and be apart of our exploration this week! Our big activity
will be stepping into a time machine and planting food that will support our civilization just as the Ancient Greeks did! If you are able to contribute
in any way, please send me an email at AllMad@SocialStudies.edu or leave me a message on my voicemail at the school number that is
provided in the school directory!

We are looking forward to learning about another ancient civilization!

Thank you for helping the students learn about Ancient Greece!

Ms. McNamara & Ms. Labshere

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Querida familia:

Estamos muy contentos de comenzar nuestra prxima unidad en Estudios Sociales que cubre la antigua Grecia. La semana pasada discutimos
cmo la gente en la antigua China vivi y se adapt a su entorno y esta semana haremos actividades similares para explorar la antigua Grecia.
Vamos a mirar Grecia antigua desde una perspectiva geogrfica general. Las caractersticas fsicas, las formas en que la gente se adaptaba a
estas caractersticas y valoraba los recursos naturales que la tierra proporcionaba, y finalmente cmo la gente de la antigua Grecia poda utilizar
lo que producan a travs de los recursos naturales y utilizar sus recursos naturales. Fsico para comerciar con civilizaciones antiguas vecinas.

Aqu es donde su ayuda sera muy apreciada. Me encantara que los padres se detuvieran y se separaran de nuestra exploracin esta semana!
Nuestra gran actividad ser entrar en una mquina del tiempo y plantar alimentos que apoyarn a nuestra civilizacin como lo hicieron los
antiguos griegos. Si usted es capaz de contribuir de alguna manera, por favor enveme un correo electrnico a AllMad@SocialStudies.edu o
djeme un mensaje en mi buzn de voz en el nmero de la escuela que se proporciona en el directorio de la escuela!

Estamos mirando adelante a aprender sobre otra civilizacin antigua!

Gracias por ayudar a los estudiantes a aprender sobre la Antigua Grecia!

Sra. McNamara y la Sra. Labshere

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Unit Plan Outline

Standards
Economics Grade 3
3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources,
human resources, and capital resources in the production of goods and services.

Geography Grade 3
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.

Science Grade 3
3.7 The student will investigate and understand the major components of soil, its origin, and its importance to plants and animals
including humans. Key concepts include
a) soil provides the support and nutrients necessary for plant growth;
b) topsoil is a natural product of subsoil and bedrock;
c) rock, clay, silt, sand, and humus are components of soils; and
d) soil is a natural resource and should be conserved.

NCSS Standards
Culture- Human beings create, learn, share, and adapt to culture. Through experience, observation and reflection, students
will identify elements of culture as well as similarities and differences among cultural groups across time and place.
Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time.
People, Places, and Environments- The study of people, places, and environments enable us to understand the relationship
between human populations and the physical world.
Production, Distribution, and Consumption- People have ants that often exceed the limited resources available to them.
Science, Technology, and Society- Young children learn how science and technologies influence beliefs, knowledge, and
their daily lives.
Unit Title: The People and Environment of Ancient Greece

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Day 1: Hook Em Day 2: Lesson 1 Day 3: Lesson 2 Day 4: Lesson 3 Day 5: Assessment

NCSS/SOL: 3.4 Locate The people of Ancient Use of resources to NCSS/SOL:Geograph

Warm Up: Read You Greece/physical Greece adapting to produce goods and y 3.4, Science 3.7,
wouldnt want to be a characteristics environment/ services Geography 3.7
Greek Athlete by NCSS/SOL: importance of soil as NCSS/SOL:
Michael Ford Geography 3.4 natural resource Economics 3.7 Warm Up: Jeopardy
NCSS/SOL:
Activity: Find Greece Warm Up: Relocate Geography 3.4 and Warm Up: Review Activity: Unit
on a map, explore on Greece a map, and Science 3.7 natural resources. Ask assessment
Google Earth. Fill in now locate the students if we have
KWL chart as a class. Mediterranean Sea Warm Up: What is a any in our society. Debrief: Pull up the
*this will serve as a natural resource? Have students take a KWL chart the class
diagnostic Activity: Have Have the students look at Ancient created at the
assessment regarding students work in pairs turn and share with a Greece by Eyewitness beginning of the unit.
the students with an interactive partner, then share Books pg. 52 (Crafts, Have the table groups
understanding of map to complete an in with class. Do we see Travel, and Trade) discuss if they have
Ancient Greece* class report on the any natural resources learned what they
geographical features in Greece? Have Activity: Ask students wanted to learn and
Debrief: Why we are Greece has. (Ex. students take a look if there is a difference what they are still
going to be learning surrounded by water, at Ancient Greece by between natural curious about.
about Ancient Greece mountain range, etc.) Eyewitness Books pg. resources, human
50 (Farming, Fishing, resources, and capital
Debrief: Have Food) resources. Define
students share their each, then write ideas
research with the Activity: Planting on the board and
class. How can these plants- Each table will create a bubble
Geological and plant a vegetable diagram for each. Ask
physical plant in a pot to leave students what goods
characteristics affect in the classroom. can come from these
how people in ancient Replicating food resources.
Greece lived? production in Ancient
Greece and Debrief: Ask students

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 demonstrating that how the Ancient
soil can be a natural Greeks used their
resource to support resources to produce
human survival. goods and the
Explain the important students to think of
characteristics of soil. different ways the
Greeks utilized these
Debrief: Ask students goods.
why they think soil
might have been
important to the
Ancient Greeks. Ask
students if they think
soil is a natural
resource and why.

Pre-Assessment: Formative End-of-unit

Diagnostic Assessment: (before Summative
Assessment- KWL the day 3 lesson) Assessment: Write a
chart Quiz- Locate Greece story about the daily
on a map, describe life of an Ancient
other geological Greek farmer
factors that Greece
has.
Formative
Assessment: Collect
the handout with the
reflective questions
from the students
planting activity to see
what they took away
and what they know

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 about ancient Greek
farmers.

Homework- None Homework- None Homework- None Homework- None Homework- None

Summative Assessment
The end of unit assessment will be a written summary of the knowledge that the students gained from this unit about
geography in Ancient Greece and how it affected the lives of those who lived at the time. The students will write a story
about a farmer in ancient Greece. They will connect and include the concepts of geography, economics, and science that
we learned about this week.

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Day 2 Lesson 1
Topic: Physical Characteristics

Enduring Understandings:
People adapt to their environment in different ways
Ancient Greece was located near the Mediterranean Sea and other physical characteristics of Ancient Greece
Essential Questions:
Where was Ancient Greece located?
What were the physical characteristics of Ancient Greece?
How did the people of Ancient Greece adapt to and/or change their
Primary content Objectives:
Students will know: (facts/information)
Ancient Greece is located on a peninsula with islands, mountains and hills
It is surrounded by the Mediterranean Sea
Characteristic: Different traits
Students will be able to do: (skills and behaviors)
Identify and locate features on a map and globe
Locate and use information from print and nonprint sources

Related state or national standards: (Examples include State Standards of Learning, Common Core State Standards, Next
Generation Science Standards or National Curriculum Standards for Social Studies)
Social Studies Standard 3.4
The student will develop map skills by
A. Locating Greece, Rome and West Africa;
B. Describing the physical land human characteristics of Greece, Rome, and West Africa;
C. Explaining how the the people of Greece, Rome, and West Africa adapted to and/ or changed their environment to meet their
needs.
NCSS standard
A. People, Places, and Environments- The study of people, places, and environments enable us to understand
the relationship between human populations and the physical world.

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Assessment: (How and when will students be assessed? What evidence will you collect to determine whether students have met
the lesson objectives? Will the assessment(s) be a pre-assessment (diagnostic), formative (ongoing feedback) or summative?)
Formative assessment- The students will be completing an inclass report and sharing their findings with the class. This will
take place at the end of the lesson after the students have had the opportunity to research Ancient Greece and note any
geographical features and interesting facts they come across.
By assessing the students in this formative format, I will be able to judge how much the students were able to research
on their own and comprehend on their own before I continue on with the lesson. Based on the presented information, I
will know what elements or concepts surrounding Ancient G
reece, physical characteristics, or geographical characteristics I need to go over again for the students. If there was no
confusion, I can continue with the next lesson as planned.

Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology
and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.)
Lab tops- for researching the materials
Website links- Interactive maps
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/
Tab: The Greek City States, 500 B.C.
http://www.childrensuniversity.manchester.ac.uk/interactives/history/greece/exploreancientgreece/
Handout photos
http://www.greeceathensaegeaninfo.com/a-presentational/map-greece-topological-lg.jpg
http://heliades.biz/images/maps/greece/I_physical_map_of_greece_thumbnail.jpg
Each student will be given a computer to work with and they will be signed out by the teacher and for the student so we can
keep track of who has which computer for the return at the end of the lesson.
The website links will be written on the board or provided for the students and the handout photos will also be provided by the
teacher if she thinks they will be necessary

Key Vocabulary and Definitions:

Characteristics: Different traits

Lesson Procedures:
1. Introduction and goal orientation:

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 a. Today we are going to go further into understanding what Ancient Greece was like. We are going to build off of the
mapping activity we did yesterday and look more closely at the physical characteristics of the land.
2. Connecting to prior knowledge and experiences: (Questions or activities that help students make links)
a. We are going to warm-up today by finding Greece on our world map. Who would like to come up to the map and
remind us where Ancient Greece is located? Great! (reviewing from yesterday)
b. Does anyone notice anything else about where Ancient Greece is located on the map? Thats right, it is surrounded by
water. That is called the Mediterranean Sea. Think about the other Oceans and Seas you know about, talk about it
with a neighbor.
3. Tasks and activities: (What challenging tasks and activities will students engage in as they construct knowledge, learn new
skills or behaviors and develop understandings?)
a. Have students work with their desk partner for the task. The students are challenged to use the resources above to
research the physical and geographical characteristics of Ancient Greece. The interactive maps and physical maps
will provide them with the information they need. Have the students write down facts and interesting things they find
while doing their research. The research notes can be taken in the students social studies notebook or on a piece of
paper if they do not have their notebook for some reason. Both students in the pair need to write down the facts in
their notebooks for the assignment and for future studying purposes. Facts such as mountain ranges, seas, fertile
soils, where civilizations were and other facts along those lines are what we are looking for here out of the students
research.
b. At the end of the research time, student pairs will present their research to the rest of the class. Depending on how
much time is remaining the groups might share 2 of their favorite facts they learned while doing their research on the
characteristics of Ancient Greece.
4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include some form of assessment or exit
slip)
a. (Closure and exit ticket questions) Who can point out on our map where Ancient Greece was? Who can point to where
the Mediterranean Sea? What is a characteristic? Who can raise their hand and share their favorite physical or
geographical characteristic of Ancient Greece? (take 4 or 5 students answers) What would be a physical
characteristic in our own lives today?

Accommodations for individual differences: (How will the lesson be differentiated to support diverse learners? Describe
additional supports that can be used for re-teaching if needed, and a challenging extension for students for demonstrate mastery
quickly or show evidence of a lot of prior knowledge.)

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 Our class contains several students who are either ELL students or are below the grade reading level. These students will be
given the option to complete the assignment by taking their notes based off of this video about Ancient Greece Geography
https://www.youtube.com/watch?v=5FVpL4ma8nQ
Another option would be for the students to color in a physical map of Ancient Greece. They will need to color the mountain
ranges orange, the Mediterranean Sea blue and the rest of the land green.
https://s-media-cache-ak0.pinimg.com/originals/e1/c4/3e/e1c43e064d7cdb5230e155a50092efc0.jpg

Behavioral and organizational strategies: (What behaviors will you model or discuss with students? What do you want to
remember about organizing the lesson and materials? Use this section for reminders to yourself about behavioral and organizational
strategies. For example, do you want to explicitly model how to work with partners in this lesson? Or demonstrate how to use
mathematical tools?)
Model- good eye contact with a speaker, quietly and respectfully listen to what our peers have to say, good focus and
concentration on being efficient with our time to get our work done, work collaboratively with others.
Discuss- Responsibility with using the computers, working together with your partner collaboratively, classroom sound level-
keeping our voices to a whisper so everyone is able to focus on their work without being distracted
The students should be able to work collaboratively on this assignment together without any problems, they have worked with
the computers and worked in pairs before. Remind them about using the appropriate voice level.

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Day 3 lesson 2
Topic: THE IMPORTANCE OF SOIL AS A NATURAL RESOURCE

Enduring Understandings: (What big idea(s) will students understand as a result of this lesson?)
Soil is considered a natural resource
Natural resources are used to support life
Soil enabled the role of farmers to work within Greece

Essential Questions: (What question(s) will students grapple with as they learn through this lesson?)
Why are we planting?
Isnt there soil everywhere?
What tools do you need to plant?

Primary Content Objectives:

Students will know: (facts/information)
Observe and recognize that soil, as a natural resource, provides the support and nutrients necessary for plant
growth
People in Ancient Greece used their natural resources to support them

Students will be able to do: (skills and behaviors)

Plant a plant and provide care for the object
Explain why Ancient Greece utilized the fertile soil
Relate the activity to Ancient Greece and to civilization today

Related state or national standards: (Examples include State Standards of Learning, Common Core State Standards,
Next Generation Science Standards or National Curriculum Standards for Social Studies)
Geography Grade 3
3.4 The student will develop map skills by
a) locating Greece, Rome, and West Africa;

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 b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to
meet their needs.

Science Grade 3
3.7 The student will investigate and understand the major components of soil, its origin, and its importance to plants and
animals including humans. Key concepts include
a) soil provides the support and nutrients necessary for plant growth;
b) topsoil is a natural product of subsoil and bedrock;
c) rock, clay, silt, sand, and humus are components of soils; and
d) soil is a natural resource and should be conserved.

Assessment: (How (and when) will students be assessed? What evidence will you collect to determine whether students
have met the lesson objectives? Will the assessment(s) be a pre-assessment (diagnostic), formative (ongoing feedback)
or summative?)
Diagnostic assessment- Students, have any of you grown your own food before?
Formative assessment- Observing the students to see if they are properly following directions and planting their
plants, asking follow up questions about the planting activity after the activity to see if the students are able to make
the connection between Greece then and now. Take note of students answers. Keep track of students knowledge
of the objectives using the attached checklist. (see below)
Teacher will also collect handout from students (one for each table).
Summative Assessment- The end of unit assessment will be a written summary of the knowledge that the students
gained from this unit about geography in Ancient Greece and how it affected the lives of those who lived at the
time. The students will write a story about a farmer in ancient Greece. They will connect and include the concepts
of geography, economics, and science that we learned about this week.

Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include

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technology and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.)
6 bags of Soil for each table
6 little bags of Sand
6 pots- one for each table
6 bowls - one for each table (for unavailable soil)
6 different individualized packs of veg. Seeds, one for each table
6 small shovels or spoons
6 small (small paper cups) cups of water for each table (one for each student)
Checklist handouts (one per table)
Reflective handouts (one per table)

Key Vocabulary and Definitions:

Natural Resources: materials that come directly from nature

Lesson Procedures: Commented [1]: Good dialogue with steps write

clearly so a sub teacher could read, if needed
1. Introduction and goal orientation:
We are going to plant our own classroom garden. We are going to travel back in time to Ancient Greece and utilize
our natural resources to support our society.

2. Connecting to prior knowledge and experiences: (Questions or activities that help students make links)
Bring up the same map that the students analyzed yesterday. Re-discuss the geographical features. Discuss that
Ancient Greece was on a peninsula, emphasize the presence of the mountain range. Did people live on the
mountain range or was it just there? Why kind of obstacles might the mountain range have presented to the
people of Ancient Greece? A mountain range is a type of landscape. In what type of landscape do we typically
see farmland? Discuss how farmland is typically flat, grassy, has dirt, gets a good amount of rain. Have any of
you ever been to a farm? Talk about how the food we eat comes from the ground of farmland. (ex: potatoes...a
vegetable that most children eat and can relate to). Imagine being a farmer in Ancient Greece, having to farm on
the mountains. There wasnt a lot of dirt available (show pictures of mountainsides with varying characteristics like

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 dirt, rocks, grass, snow, etc.). Today we are going to pretend to be Ancient Greek Farmers, using the soil that we
can find to plant vegetables that will grow and become our food. Before we get started on planting, we are going to
look at this passage about fishing, farming, and food in Ancient Greece. (Read this aloud, have it on the projector
screen or smartboard so students can see images and follow along with the text).

3. Tasks and activities: (What challenging tasks and activities will students engage in as they construct knowledge,
learn new skills or behaviors and develop understandings?)
Activity- planting. Students are being tasked to use soil and plant their own vegetables just as people did in Ancient
Greece.
Give each table the materials they need for planting (listed above). Have an extra bowl in the middle of each table.
Instruct the students to use their shovels/spoons to take a big scoop of soil from their bag. While they are holding
that spoonful of soil, tell them that this is the soil that the Ancient Greeks didnt have. Since they were working in a
mountainous area, there were places they couldnt farm, places with less soil than others. SO the students need to
put their spoonful of unavailable soil in the bowl in the middle of the table. Soil was scarce, soil was limited.
(Quick call out on a student for a refresher on the definition of scarce from the economics lesson you did
recently).
Planting steps: fill pot halfway with soil. Put seeds in the soil. Cover the seeds with soil. Each student, one at a
time, pours his or her cup of water into the soil (go in alphabetical order to avoid issues). Students will have a
checklist on their table with these steps. One student volunteer will be responsible for helping their group stay on-
task and will check off each step as they complete it. Another student at the table will be the scribe. They will have
a handout with the following questions What did we learn about planting from doing this activity? What was hard
about planting? What might have been different for farmers in Ancient Greece. The group (table) will discuss
each question and the scribe will write down some of their answers. Each of these handouts will have the names of
all of the students at the table on it and will be collected at the end of class as a formative assessment.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include some form of assessment
or exit slip)
Key ideas: soil provides the support and nutrients necessary for plant growth, explaining how the people of Greece
adapted to and/or changed their environment to meet their needs. The people of Ancient Greece adapted to their

20
 mountainous environment to be able to still plant and grow food. To them, soil was very valuable because there
wasnt too much of it and it was used to help grow food so they could survive.
Exit ticket- each table group must turn in their finished potted plant and their handout- Then as a class discuss the
experience of planting your own food and how you might have to change your own eating habits to match the food
that is available to you. Talk about the bowls of unavailable soil. What could we have done with that soil had we
been able to use it? (plant more food). So, what does this tell you about the value of soil to the people of Ancient
Greece? (soil was very valuable). Ask students to think and brainstorm ideas as to how might they gather other
goods that are not available to them in their civilization? (Trade, use of the Mediterranean Sea, shipbuilders-
segway to tomorrows lesson)

Accommodations for individual differences: (How will the lesson be differentiated to support diverse learners?
Describe additional supports that can be used for re-teaching if needed, and a challenging extension for students for
demonstrate mastery quickly or show evidence of a lot of prior knowledge.)
If students are unable to participate in the activity, they can either be a note taker for their table group or write down
the procedure of planting their seeds or they can list what the plants will need in order to grow and produce the
foods that their table needs.

Behavioral and organizational strategies: (What behaviors will you model or discuss with students? What do you want
to remember about organizing the lesson and materials? Use this section for reminders to yourself about behavioral and
organizational strategies. For example, do you want to explicitly model how to work with partners in this lesson? Or
demonstrate how to use mathematical tools?)
Behavioral expectations: be mindful of where the soil is going- not on other students and not all over the desk. Soil
is a conserved resource that cannot be wasted. Be responsible in taking care of your seeds as well. Use inside
voices to communicate to each other within groups. If there is a question, students are expected to raise their
hands and wait quietly until I come over to assist them.
Organizational strategies: All of the material is already set out of the students and separated for their convenience.
Tables also separate the activity so the students workspace is spread out.

21
http://ascs8.eservices.virginia.edu/AsEquivs/Home/EquivsShow?schoolId=1001091

22
Formative Assessment Checklist for Day 3 Lesson 2

-Successfully and respectfully
plant seeds
- Know why the people of
Ancient Greece used soil
- Understand: Farming in
Ancient Greece is similar to
Farming roday
- Understand: Farmers
needed soil in Ancient
Greece
- Understand: People of
Ancient Greece relied on
natural resources

23
24
Day 4 lesson 3
Topic: Natural, Human, Capital Resources. What are they? Application to Ancient Greece.

Enduring Understandings: (What big idea(s) will students understand as a result of this lesson?)
Resources are used to produce goods and services
Producers of goods and services are influenced by natural, human, and capital resources
Ancient Greece had access to the sea, so they used their human resources to produce ships (goods), which they used for
transportation (service) in trading.

Essential Questions: (What question(s) will students grapple with as they learn through this lesson?)
What types of resources were there in Ancient Greece?
How did the people of Ancient Greece use or create resources?
How are goods and services related to the three types of resources?
Primary Content Objectives:
Students will know: (facts/information)
Natural resources: materials that come directly from the earth (water, soil, wood, coal)
Human resources: people working to produce goods and services
Capital resources: Goods made by people and used to produce other goods and services (machines, tools, buildings)
The people of ancient Greece built ships, fished, made pottery, and farmed.
Students will be able to do: (skills and behaviors)
Distinguish between different types of resources
Identify some resources used and created in Ancient Greece
Explain why certain goods and services were produced and used in Ancient Greece

Related state or national standards: (Examples include State Standards of Learning, Common Core State Standards, Next
Generation Science Standards or National Curriculum Standards for Social Studies)
Economics Grade 3
3.7 The student will explain how producers in ancient Greece, Rome, and the West African empire of Mali used natural resources,
human resources, and capital resources in the production of goods and services.
NCSS Standards:
Culture- Human beings create what did human beings create using the resources available to them

25
 Time, Continuity, and Change- Studying the past makes it possible for us to understand the human story across time how
are the goods and services offered today different from the ones in Ancient Greece
People, Places, and Environments- The study of people, places, and environments enable us to understand the relationship
between human populations and the physical world. how did the natural environment influence the resources available to
the people of Ancient Greece how did this influence their production of goods and services
Production, Distribution, and Consumption- what goods and services did people create and use?

Assessment: (How (and when) will students be assessed? What evidence will you collect to determine whether students have met
the lesson objectives? Will the assessment(s) be a pre-assessment (diagnostic), formative (ongoing feedback) or summative?)
Students will be assess formatively throughout the lesson through teacher/student dialogue during the discussion and book
talk.
The teacher will also walk around the room and formatively assess students while they are filling out the posters (bubble
charts), asking probing questions to push their thinking as well as asking them guiding questions if they happen to be off task
or taking the task in the wrong direction.
The students will also be filling out a worksheet at the end of the lesson that will demonstrate their understanding of the
definition of each type of resource as well as their ability to identify 3 examples of each type of resource from ancient greece.

Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology
and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.)
Page 52 from Ancient Greece by Eyewitness Books.
Large poster sheets with graphic organizer already on the them (see below)
white board & markers
worksheets
Desks should be organized in social studies groups

Key Vocabulary and Definitions:

Natural resources: materials that come directly from the earth (water, soil, wood, coal)
Human resources: people working to produce goods and services
Capital resources: Goods made by people and used to produce other goods and services (machines, tools, buildings)

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Lesson Procedures:
1. Introduction and goal orientation:
1) Start off class by explaining that today we are going to build on our knowledge from yesterdays lesson about natural
resources and learn about two more types of resources: human and capital.

2. Connecting to prior knowledge and experiences: (Questions or activities that help students make links)
1) Review natural resources (went over definition and examples yesterday). Natural resources are materials that come directly
from the Earth (water, soil, wood, coal).
2) There are two other types of resources. Lets think for a minute about a conversation we had last week about producers and
consumers. We are consumers when we buy things. We are producers when we make things.
3) Prior knowledge, activate: What things have your parents bought for you or your family in the past week? Where did those
things come from? What services have your parents paid for? Thinking about what we learned about farmers in Ancient
Greece yesterday, what might they have needed to buy for their families, what services may they have needed and what
things and services did they provide?
4) Lets take a deeper look at what goods and services were like in Ancient Greece. Read Ancient Greece by Eyewitness Books
pg. 52 (Crafts, Travel, and Trade). As you go through talk about which items are human resources, natural resources, and
capital resources, without defining them (these resources came from the earth, these resources were made by humans to
create other things, the jobs these humans do are also considered resources.
5) Then give students the definition for human and capital resources. Write it on the board. Go back to reference the specific
examples that were on the page you were just reading.

3. Tasks and activities: (What challenging tasks and activities will students engage in as they construct knowledge, learn new skills
or behaviors and develop understandings?)

1) Split the students up into groups, each group will be assigned either Fisherman, Shipbuilder, Craftsman, or Farmer.
2) Each group will have to brainstorm the natural resources, human resources, and capital resources related to each profession,
as well as the goods and/or services each profession produced or used.
3) They will use the pages in the Ancient Greece book for help. They will fill this out on large poster paper, using the rough
guideline of the bubble map shown to help them organize their thoughts as they brainstorm. The students can include
information directly from the text and they can also include educated guesses based on the information provided in the text (if
they are making pottery, they could include clay as a natural resource even though it doesnt directly say that in the text).

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 4) The students will then return to their seats where they will have a sorting activity to be done individually. Each item will be put
in the correct column, either Natural resource, capital resource, or human resource.
5) Then, each student will have to list three of each resource that were used in Ancient Greece, below the related column. This
will be collected as a formative assessment.

Natural Capital
Resources Resources
definition:____ definition:____
__________ Farmer __________
__________ __________
__________ __________
__________ Human
Resources
definition:____
__________
__________
__________
__________
4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include some form of assessment or exit slip)
Think pair share: what natural resources were there? Why? What capital resources were there? Why? What human resources were
there? Why?
1) The students will be able to keep their sorting papers on their desk while we discuss the lesson as a class.
2) Review the definition for natural, human, capital resources.
3) Have the students offer examples for each from ancient greece.
4) Thank the students for their hard work during todays lesson.

Accommodations for individual differences: (How will the lesson be differentiated to support diverse learners? Describe
additional supports that can be used for re-teaching if needed, and a challenging extension for students for demonstrate mastery
quickly or show evidence of a lot of prior knowledge.)
Our class contains several students who are either ELL students or are below the grade reading level. These students will be
given the option to complete the color-in sort, which includes pictures for each item listed. This reduces the reading/decoding
cognitive load, and lets the students spend their energy on determining what type of resources the item is instead of worrying
if they are reading it right. This accommodation will also benefit the dyslexic as well as the visually impaired students in our
class.

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 Additionally, students with visual impairments will be give a photocopy of the page of the book while we discuss it as a class
so that it is easier for them to see. This also gives them an opportunity to read it while it is being read to them.

Behavioral and organizational strategies: (What behaviors will you model or discuss with students? What do you want to
remember about organizing the lesson and materials? Use this section for reminders to yourself about behavioral and organizational
strategies. For example, do you want to explicitly model how to work with partners in this lesson? Or demonstrate how to use
mathematical tools?)
Behavioral expectations: Students will only answer questions when they are called on during whole group discussion.
Students will be respectful of their classmates during group work. Students will remain focused and work hard.
Organizational strategies: The posters will be pre-made for them to fill out with information. Multiple copies of the ancient
greece book or copies of that particular page will be available for the students to limit fighting over them.
During group work, students will be in their normal Social Studies groups that have been preselected to be heterogeneous in
terms of sociability, language skills, and more.

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Worksheet Form 1 (Differentiated) Worksheet Form 2

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 Final Assessment
For their final assessment, Storyboard Template to Plan Story for Final Assessment
students will be instructed
to individually fill out this
storyboard. Their story will
have to be about the life of
a farmer, craftsmen,
shipbuilder, or fisherman in
Ancient Greece. Each story
will need to include two
facts about the
geographical features of
Ancient Greece, at least 1
way in which their main
character was influenced
by the environment, and 1
way in which their main
characters profession was
a reflection of the
environment (geography
natural resources
products/job).

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Resource List
Pearson, A. (2014). Ancient Greece. London: Dorling Kindersley.

Houghton Mifflin History/Social Science, World History, Ancient Civilizations Interactive Maps,
https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/

The Childrens University of Manchester. Retreived May 01, 2017, froms

http://www.childrensuniversity.manchester.ac.uk/interactives/history/greece/exploreancientgreece/

M. (2014, February 02). Geography and Early Greece. Retrieved May 01, 2017, from
https://www.youtube.com/watch?v=5FVpL4ma8nQ

https://s-media-cache-ak0.pinimg.com/originals/e1/c4/3e/e1c43e064d7cdb5230e155a50092efc0.jpg

http://www.greeceathensaegeaninfo.com/a-presentational/map-greece-topological-lg.jpg

http://heliades.biz/images/maps/greece/I_physical_map_of_greece_thumbnail.jpg

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