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Disasters Grade 7 - Unit 2 (Activity 1 A: Traditional to Modern Society …

- - - - Flipped Class For Activity 2:
        Using the Sway presentation, learners must write down definitions for trade and business.
        For this activity they will need to rewrite those definitions in their own words to show that you understand what they mean. Their definitions should not be longer than three sentences each.
        
        Refer to Grade 7 PBL ISN
        
        Resources Needed:
        
        SWAY
      - Activity 3 A:
        Individual Work:
        As part of their Flipped Class Activity learners will have to read a passage from an article on Lumen Learning. This article is about the Role of Slavery in Africa. For this activity learners will have to write a precis of the article that should be between 60-75 words.
        Teacher will have to work through a presentation with the learners that explains what a precis is and what the process is for writing one. Precis Writing Explained PowerPoint
        
        Activity 3B: Individual Work
        Research
        Learners will complete questions referring to the map in their PBL ISN.
        Students will type out answers in WORD and submit via the assignments tab on TEAMS.
        
        Activity 4 A:
        Individual work:
        Using the information from their flipped class activity learners will create a flow chart demonstrating the chain of events that led to the Transatlantic slave trade using information from Source A-C. Learners will create their own flow chart using Microsoft Word and submitting it on the relevant assignment on Teams named: T2U2 – F4 (Flow Chart)
        
        Activity 4B: Group Work
        For this activity learners will be placed in groups of four.
        Links to different articles will be provided to group members.
        Each group will participate in a meeting where each member must explain what they learnt about the causes of the transatlantic slave trade from their article. Other group members will have an opportunity to ask questions or seek clarity during this time.
        
        Activity 4 C:
        Individual work:
        After learners have established how the Transatlantic Slave Trade came to be and expanded, they will have to record a response on Flipgrid where they provide their personal opinion on what they believe it was that motivated the Europeans decision to engage in slave trade in the first place, and why they continued to trade with slaves instead of other goods?
        
        Activity 5A:
        Research
        The learners established the reason that slaves used in the America’s were sourced in West Africa. The captured individuals were taken to their new life by ship having to travel across what was called the Middle Passage. The journey of slavery started with the capture and selling of Africans, but it only got worse as the conditions they were transported under were horrendous.
        The learners will watch the video detailing conditions aboard a slave ship. The learners will use the Cornell note-taking skills to jot down any details that provide evidence of how the slaves were treated whilst on board the ship.
        The learners will use the link provided to learn more about slavery and the experience across the Middle Passage: Article on the Middle Passage.
        The learners will use the information from activity and the Sway to complete the table activity by briefly detailing their findings. The learners must complete activity on the relevant assignment on Teams named : T2U2 – C5A (Research Life as Slave). The assignment is to be completed in Microsoft Word by copying and pasting the table provided into the document and then filling their answers in on that table.
        
        4 more items...
        
        Final Product
        Recording a response on Flipgrid where learners provide their personal opinion on what they think it was that motivated the Europeans decision to engage in slave trade in the first place, and why they continued to trade with slaves instead of other goods?
        
        Final Product
        The final product will be a meeting where each member must explain what they learnt about the causes of the transatlantic slave trade from their article.
        
        Flipped Class Activity for Activity 4:
        Learners read the article found at the link. The learners should be consulting the section of the article with the heading “The Atlantic Slave Trade”
        The article details the beginnings of the Atlantic Slave Trade.
        The learners summarise the information from the article into seven facts that they consider to be most important. Write the facts down in their own words and in chronological order.
        Refer to Grade 7 PBL ISN
        
        Resources Needed:
        
        SWAY
        
        Final Product
        Learners will have to create a flow chart demonstrating the chain of events that led to the Transatlantic slave trade using information from Source A-C
        
        Final Product:
        The final product for this activity will be the word document on which learners answer the set questions. The document will then be submitted through Teams.
        
        Flipped Class Activity for Activty 3:
        Learners read the article from Lumen learning and ensure that they understand what it is about. If there are unfamiliar words the learners encounter, ensure that they look them up and understand what they mean. These words should also be added to the New Vocabulary document towards the end of the ISN.
        Refer to Grade 7 PBL ISN
        
        Resources Needed:
        
        SWAY
        
        Final product
        For this activity learners will have to write a precis of the article that should be between 60-75 words. The final article will be completed on a Word document and handed in through a teams assignment.
      - Activity 2 B:
        Research and Discussion:
        Group Work
        Learners must watch the Crash Course video found here :The Age of Exploration from the beginning up to 7.28.
        Learners will make use of Cornell note taking and jot down information they consider to be important. Learners will also use Cornell notes to complete the table in the activity.
        The learners will also consult the article West African History on Lonely Planet. The section in the article that they must read has the subheading “European Foothold” . Learners will refer to Western Africa and more specifically about the Kingdom of Mali and its well-known ruler Mansa Musa from Term 1 and follow instructions from ISN.
        
        Final Product
        Learners will complete an activity from a Word document in the correct Assignment on Teams.
        The learners will copy the activity template into the Word document.
        
        Activity 2
        Level of Teaching
        Social Sciences
        The silk road trade route
        The reasons for European exploration.
        HIS 3.7, HIS 3.9, HIS 3.11-3.15, HIS 3.21-3.22 EMS 1.3
        English
        Demonstrates good listening skills
        Demonstrates good reading skills
        LS1-LS6, LS8, LS11-12, RM3, RM6, RMC4
      - Final Product:
        For this activity Learners will participate in a Socratic discussion where they will share their own views:
        Learners will consider the following factors when formulating their opinion:
        • What is the difference between global trade and trade in general?
        • Who was trading with one another using the Silk Road trade route?
        • Was the business relationship mutually beneficial for all parties involved?
        • Was this the original form of global trade?
        • What was the purpose of the Silk Road?
        • Did these businesses trade goods and services and if so what was the compensation they received?
- - - - STRUCTURE OF THE EARTH
        Core, mantle, crust How the crust moves: Introduction to tectonic plates and plate movements
        VOLCANOES:
        Volcanoes - location around the world (map*) Why volcanoes occur
        EARTHQUAKES:
        Location of earthquakes around the world (map*)-- Causes of earthquakes – link back to plate movements.
        Effects of earthquakes – including injury and loss of life, disease, displacement of people, damage to infrastructure, firesand tsunamis
        Why some communities are at higher risk than others.
        Reducing the impact – preparing for and responding to earthquakes -- Case study of a selected earthquake
        FLOODS:
        Causes of floods – unusually heavy rain, environmental factors (such as farming, settlement, fires and loss of vegetation)and earthquakes (tsunamis)
        Effects of floods – including injury and loss of life; disease; displacement of people; soil erosion; damage to fields, buildingsand infrastructure-- Why some communities are at higher risk than others--
        Reducing the impact – preparing for and responding to floods-- Case study of a selected flood
        Formal Assessment:
        The above topics will be tested in a form of an examination (Task 3) which will cover both Term 1 and Term 2 content.
    - - EMS:
        Accounting concepts- Capital; assets; liability; income; expenses; profit; losses; budgets; savings; banking; financial records; transactions Income and expenses
        Personal income; personal expenses; types of personal income; personal statement of net worth; types of income that businesses receive; types of expenses that businesses have; savings and investments in businesses
        Budgets- Definition of a budget; income; expenditure; a personal budget; business budget.
        Formal Assessment:
        The above topics will be tested in a form of an examination (Task 3) which will cover both Term 1 and Term 2 content.