Closed flannery-denny closed 1 year ago
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@schanzer We decided that we were going to try to follow our lesson plan template as closely as possible. Something that is different about the SS materials from other lessons, however, is that they are not written as stand alone lessons, rather there is an expectation that they will be done in a very prescribed order and, as such, they have Do Nows and Homework assignments. I am proposing that the first and last section of each lesson not be bound to the Launch, Investigate, Synthesize structure. Curious what your thoughts are. Take a look at lesson Maya-1 on the maya branch for an example of what I'm suggesting.
@flannery-denny why wouldn't the Do Now be in the Launch section, and the homework be part of an investigate (or perhaps even synthesize?). Maybe best to discuss in a call?
Lesson 1 My research says that the letter-named gods referred to in the KIPP materials are from the early 20th century, before the codices had been deciphered. I have changed the text from calling these the 5 most important Maya gods (archaeologists believe that God D is not actually even a god)... to declaring them the first 5 gods deciphered by Paul Schellhas. I have also added names, because it seems that many people now refer to Maya Gods by their names, when they are known. I am not able to see the full text of the book that Nancy drew these glyphs from. Ideally we would access the text to
Lesson 2:
Lesson 3:
Lesson 4:
[ ] This lesson has no activities related to histograms, but the KIPP lesson plan for this unit is titled "Unit 2 Lesson 4: Class Skull Histograms" and states "In today’s lesson, students will wrap up their work with skull data from the Maya human sacrifice victims from Lesson 2 and realize that it is problematic to display quantitative variables (e.g. skull circumference) in a pie chart. In order to draw additional conclusions from the skull evidence, students will learn to display quantitative variables using a histogram."
[x] This lesson presumes the school is coed. How will we make this lesson work for single-sex classrooms? It also doesn't make any space for students who might identify as non-binary? Should we switch to encouraging them to measure their own heads in lesson two and providing the data for this lesson so that when they measure their own heads it's not connected to gender? Could potentially also be better for math learning to find the average of 5 data points ( and of 2 and 3 in the gender breakdown) than of 4 (2 and 2 or 1 and 3).
Lesson 5:
Lesson 6: