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Exploring Ancient Civilizations:

Part 1 - Their Settlements

A 6th grade STEM lesson

Narey Zaragoza

June 29, 2024

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Notes for teachers

Context: This lesson takes place in a classroom using 6 - 7 class periods.
Students may work in small groups of 2-4.

List of Materials

Computers/tablets and ancient civilization books for research.
Poster paper or digital presentation tools for organizing research findings
Markers, color pencils and/or art supplies.

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AZ Science Standards

6.E1U1.8: Explain how the geosphere, hydrosphere, atmosphere, and biosphere interact to support life in different regions of the world.
6.E1U1.9: Analyze the importance of water in different ancient civilizations and its impact on their development.

AZ ELA Standards

6.RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
6.W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

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Objective(s):

Today I will brainstorm, research and discuss what I know about ancient civilizations (e.g.,

Egypt, Greece, Rome, China).

Today I will define geosphere, hydrosphere, atmosphere, and biosphere.
Today I will research what geographic factors influenced towards the settlement of selected ancient civilization.
Today I will draw an informational map highlighting geographic factors that influenced towards a settlement including iconic architectural designs of selected civilization.
Today I will write an explanation of the features and the geographic factors that impacted the civilizations development.
Today I will present, compare and contrast presented maps.

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Agenda (5-6 class periods)

Day 1: Introduction to ancient civilizations

Day 2-3: Define and Research

Day 4-5: Drawing of Map

Day 6 - 7: Map presentations/Reflective Essay

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Day 1: Introduction to Ancient Civilizations

Post the following questions: What is Ancient Civilizations to you and what do you know or want to know about it? Offer students some think time and then have them make a list of anything that comes up to mind about this topic.
Assign students into pairs or small groups and have them share back and forth their list.
Inform students that within the next few weeks, they will be researching and analyzing various ancient civilizations. Present a list of ancient civilizations that you would like students to focus on(e.g., Egypt,, Greece, Rome, China etc…).
Have students independently research (digitally/provided literature) 2-3 ancient civilizations of interest from provided list.
On an index cards have students write the 2-3 ancient civilizations researched and why they are interested in them. (What stood out?, What they would like to learn? etc…)

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Day 2 - 3: Define and Research

Introduce the concepts: geosphere, hydrosphere, atmosphere, and biosphere. Students will define these concepts and as a class or in groups, create an anchor chart that explains the four concepts.
Using their note cards from the day(s) before, explain to students that as they review their 2-3 civilizations of interest, today they will select one ancient civilization and will focus on it’s settlement geographic layout. They will analyze the geographic layout through the lens of the defined science concepts. They are to research maps and literature with a strict focus on its geographic location and settlement layout.
Based on selected civilization, have students partner up or get in groups with peers that selected the same civilization. In partners/groups, have students identify and list geographic factors that influenced the settlement of their selected civilization.
Partners/groups will find and analyze as many maps as possible that point out geographic factors and civilization layout.

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Day 4 - 5: Drawing Map

With their partner/group have students look up the must haves of an informative map.
Explain to students that they will be creating an informative map that highlights the geographic features that possibly influenced the researched civilization to settle in that area.
As a class, brainstorm and list details that should be included within the informative map (e.g.,water sources, fertile land, and other important geographic features/civilization city layout).
Students begin working on their maps (digitally/physical poster) in groups, ensuring to include agreed upon details.
Within their group, students will write a detailed explanation of the features and the geographic factors that impacted their civilizations settlement and development.

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Day 6 - 7: Map Presentations/Reflective Essay

Groups present their maps to the class, explaining why certain areas were crucial for the civilization's development.
Displaying all informative maps within the classroom, students are to independently pick 2 civilizations, that they did not present on, and express similarities and differences of the settlements using a Venn Diagram or Double Bubble Map.
Students are to write a reflective essay on what was learned about ancient civilizations and the importance of geography in it’s settlement/development.

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Assessment

Research/Defining/Map: Accuracy of information, details on information map, creativity (Science Standards)
Presentation/Reflective summary: Clarity of communication, compare/contrast (ELA Standards)
Participation and Collaboration: Contribution to group work, engagement in discussions and activities.

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Differentiation

For students with special needs, provide simplified research materials and offer additional support during the writing process and information map creation.

Remediation

Extension/Enrichment

Math: Calculate the distance between water sources and settlements.

Science: Investigate how climate changes might have affected these civilizations.

ELA: Research and write a report on a specific ancient civilization, focusing on how geography influenced its culture.