For example, if the stupa is 12 inches tall, the water height must be 4 inches in their container. Students can only use the items listed below. Using a list of supplies, students must engineer a model of a chariot. After applying the mixtures to the apples, they are placed inside the sealed jars.
The group who can build the tallest pyramid in the shortest amount of time wins the challenge. Watch a video of the challenges in action here! They can stop the clock while their pyramid dries.
The goal of the stem challenge is to create a design that has the longest properly-functioning marble run track. Using a list of supplies, students must first design four canopic jars. Students must protect a stupa from flooding due to a monsoon.
The group with the tallest rock cliff wins! The list of supplies are not required in this challenge, they are just suggestions on what they can use.
The effects and transitions may not display properly on older versions or google slides. The goal of this challenge is to design an aqueduct that can transmit water from a source to at least three different locations separate containers of water.
The PowerPoints are a stand-alone resource. The marble run can travel up, down, around, or inside the Ziggurat structure. Materials must be added around the fence to protect water from entering the stupa.
The Ancient Civilizations PowerPoints can be used as powerful classroom presentations or students can click their way through them.
Using 4 slices of apple, students must test different mixtures using salt, baking soda, vinegar, and sugar. Students must design a catapult.
Each Canopic Jar needs to be labeled with the mixture. Using a list of supplies, students must engineer a model of the Great Wall of China.Social Studies World History Unit 01 Early Civilizations ( BC - BC) This document is the property of the TCMPC and as such may not be replicated or changed without permission.
Due to the physical geography of China, early Chinese civilizations A did not develop in river valleys. B were spread over large amounts of land. C were isolated from the rest of the world. D made few advances in learning.
Identify the importance of early inventions in each of the civilizations Evidence of Student Understanding (Assessment) in this Lesson: Formative Assessments 1. Ancient Civilization poster board project 2. Ancient Civilization Newspaper 3. Students will also be formally assessed based upon classroom discussions and activities.
(See Activities Below) 4. The social studies curriculum for sixth grade introduces students to the study of the world’s ancient civilizations. In addition to opportunities for content-area integration, the global nature of the ancient civilizations curriculum affords students the chance to explore the development of many diverse cultures.
The following assessment is designed to test your knowledge of Mesopotamia. It is a cumulative test that is based on everything we have studied about this ancient civilization. Take your time and read each question carefully.
World History: Ancient Civilizations, Progress Assessment Support System with Answer Key (Holt Social Studies) on mi-centre.com *FREE* shipping on qualifying offers. Complete Year-Long Assessments Monitor Student Progress with: Diagnostic Pretest Section Quizzes Chapter Tests Unit Tests End-of-Year Tests & Answer Keys5/5(1).Download