Mayan Agriculture Techniques

September 3-5, 2024

Correlation to State Content Standards

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

7.7.5: Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations’ agricultural systems.

ELD Standard:

P1: A1, A2, A3, C10, C12

Expected Student Outcomes (Objective)

Today I am learning about Maya agriculture by:

Identifying their staple crops.
Understanding agriculture techniques and hardships.
Explaining the importance of the "3 Sisters".

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 8: Gather relevant information from multiple print and digital sources.

WHST 9: Draw evidence from information texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

SDAIE: Metacognition: Starter Quiz: Students will complete their starter by reading their daily passage of “This Day in History” and identifying the Who, What, When, Where, and Why from the passage. Daily short task to improve reading and comprehension skills.

Direct Instruction (10 min.)

SDAIE: Close Read/Annotate/Chunked Reading/Lexile/Model: Challenges Facing Maya Farmers: Teacher will lead students in close reading. Students will then read the paragraph by themselves the second time. After that students will annotate the passage to locate the evidence within the text that supports the claim provided by the teacher. After annotating the evidence they will write the evidenes in their own words in the spaces provided.

Guided Practice (10 min.)

SDAIE: TPS/Cornell Notes/VBQ: Challenges Facing Maya Farmers : Teacher will go over the answers to the section dealing with Maya agriculture. Students will also answer the VBQ from the video with their group. Question is "What did the Mayans create to help them become successful in agriculture?" (Answer: Calendar to track the position of the sun to denote the seasons)

Independent Practice (20 min.)

SDAIE: Text to Speech/Annotate/Chunk Reading/Lexile/VBQ: Maya Agriculture Technique: Students will complete the next chunked reading by either reading it on their own or using the Text to Read function and having it read to them. In this chunked passage students will uncover the two techniques they created to adapt to their environment. The VBQ will focus on the two techniques, terrace and slash and burn, and explain which method is the best one.

SDAIE: Cornell Notes/Talk to the text/Visuals/TPS: Challenges Facing Maya Farmers Cornell Notes: Students will complete their Cornell by utilizing the Talk to the text hints to complete their Cornell Notes. Students will be given time to discuss their answers and make changes if needed. The VBQ will focus on the importance of the "3 Sisters" and why they used that technique to grow their food.

Homework.

EdPuzzle: due Friday by 5 p.m.

Closure (3 min.)

1. Clean up.

2. Dismiss Class.

Lesson Modifications for GATE, RSP, and EL Students

EL: Projector (visuals), questioning, chunking, cognitive words, repetition, translation in Spanish.

RSP: Projector (visuals), questioning, modified assignments, check for understandings.

GATE: Require answers that will demonstrate depth and complexity of fertilization.

Expected Student Outcomes (Objective)

Students will be able to:

1. Identify the agricultural techniques used by the Maya.

2. Explain how the Maya were able to adapt to their environment to insure their survival

3. Identify the possible theories for the collapse of the Mayan civilization.

4. Analyze how students family members are represented by the role and responsibility of the three sisters.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Starter: 5 W’s: Students will work on identifying the 5 W’s on a short reading from “This day in History.”

Direct Instruction (10 min.)

SDAIE: Close Read/Annotate/Chunked Reading/EQ: Mayan Agriculture & Collapse: Teacher will lead students in close reading. Students will then read the paragraph by themselves the second time. After that students will annotate the passage based on the annotation clues after each paragraph.

SDAIE: Direct Teach/Model: Three Sisters Infographic: Teacher will explain and introduce the assignment to the students. Students will complete an infographic on the Mayan three sisters crop (corn, bean, squash) and then they will have to analyze which of their family members takes on that characteristics of the crop within their family.

Guided Practice (10 min.)

SDAIE: TPS: Maya Agriculture Technique: Teacher will review the answers to the essential questions and the four pictures explanation. Students will make corrections to their assignment as needed in complete sentences.

Independent Practice (20 min.)

SDAIE: Essential Question/QuickWrite: Mayan Agriculture Techniques: Students will answer two essential questions in complete sentences after each section of annotation. Then students will be given four pictures. Using the reading and annotation they have completed they will match the picture to the information obtained from the reading and explain the importance of the pictures in perspective to the Mayan civilization.

SDAIE: QuickWrite: Three Sisters: Students will identity the agricultural and the symbolism each of the Mayan crop from the three sisters played within the community. Then students will write a 2-3 QuickWrite explaining how a member of their family represents and symbolizes one of the three crops by providing an example from their life. Students will have the opportunity to present their information for an extra point.

Homework.

EdPuzzle: The Great Maya Disappearance. Due by Friday at 5:00 pm.

Closure (5 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

August 29, 2023

Correlation to State Content Standards

7.7.1 Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

Expected Student Outcomes (Objective)

Students will be able to:

1. Explain two agricultural techniques used by the Maya that allowed them to adapt to their environment to insure their survival.

2. Explain the agricultural importance of the 3 sisters.

Common Core Literacy Standard

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 6: Use technology, including the internet...

WHST 8: Gather revelent information from multiple pring and digital sources...

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (5 min.)

Starter: 5 W’s: Students will work on identifying the 5 W’s from a chunked reading from “This day in History.”

Direct Instruction (10 min.)

SDAIE: Close Read/Annotate/Chunked Reading/VBQ/Speech to Text: Challenges Facing Mayan Agriculture: Teacher will lead students in close reading that has been chunked from the textbook. Students will then read the paragraph by themselves (they can use headphones and speech to text) the second time and complete the annotations based on the Talk to the Text hint at the end of the paragraphs. After each paragraph, students will answer a Video Based Question (VBQ) that will cover a further examples and/or provides a visual and audio of agriculture achievements .

Guided Practice (10 min.)

SDAIE: TPS: Challenges Facing Mayan Agriculture: Teacher will review the answers to the essential questions and the four pictures explanation. Students will make corrections to their assignment as needed in complete sentences.

Independent Practice (20 min.)

SDAIE: Cornell Notes/Talk to Text: Challenges Facing Mayan Agriculture: Students will go back into their reading and use the information they annotated to complete their Cornell Notes. Students will organize their information and use the talk to the text hints to help students guide their comprehension.

Homework.

EdPuzzle: Mayan Lime Mortar. Due by Friday at 5:00 pm.

Closure (3 min.)

1. Clean up.

2. Exit Question

3. Dismiss Class.

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