UNIT TITLE: Olympics

Author: Kimberly Glader-Dykema
E-Mail Address:
School: George W. Lieb School: (Bridgeview, IL)
School Home Page URL:

THEME: Olympics

BROAD CONCEPT: Determination, Sportsmanship

GRADES: Intermediate Grade Levels

INTEGRATED SUBJECTS: Math, Social Studies, English/ Language Arts, Physical Education, Technology

UNIT GOALS AND PURPOSE:

Apply math skills to real life activities for a deeper understanding of results.

Link the past and present for further understanding of tradition regarding Olympic events.

Gain an understanding about competition, determination, teamwork, sportsmanship and effort.

Create sensitivity to cultural differences.

Incorporate technology to enhance instruction.

Grading will be summative and ongoing throughout the unit.

TIME FRAME: This unit will last approximately three and a half weeks. 
 

OBJECTIVES:

In this lesson, students will:

Learn the origin of the first Olympics.

Learn host countries of Olympic years.

Learn differences between ancient Olympics and modern Olympics.

Learn about determination, sportsmanship, fair-play, honesty, perseverance, winning, and losing.

Learn about having and attaining personal goals.

Learn to apply math skills to practical situations.

Learn to research information using the computer as an aide.

Learn to use technology to enhance presentations.

MATERIALS:

General materials and equipment: graph paper, worksheets, pens, pencils, paper, workbooks, text books, bed-sheet, yarn, Olympic Cyber hunt

Technology tools: computer, internet, digital camera, scanner, printer, stop watch, measuring tape, calculator, video camera

Software Used in this Unit:  

_x_ Desktop Publishing (Publisher)                           _x_ Timeline (Inspiration)

_x_ Word Processing (Microsoft Word)                    _x_ Spreadsheet (Excel)

_x_ Presentation (Microsoft PowerPoint)                   _x_ Multimedia (Kid Pix Deluxe 3)              

_x_ Other software pertaining to the unit: Inter-fact Ancient Greece
 

STATE STANDARDS ADDRESSED BY THIS UNIT:

ENGLISH LANGUAGE ARTS

STATE GOAL 1: Read with understanding and fluency.

1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations.

1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.

STATE GOAL 4: Listen and speak effectively in a variety of situations.

4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.

STATE GOAL 3: Write to communicate for a variety of purposes.

3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation

STATE GOAL 5: Use the language arts to acquire, assess and communicate information

5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).

5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.

5.C.2b Prepare and deliver oral presentations based on inquiry or research.

MATHEMATICS

STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.

10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology.

10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.

STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches—both analog and digital).

7.A.1a Measure length, volume and weight/mass using rulers, scales and other appropriate measuring instruments in the customary and metric systems.

STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.

SOCIAL SCIENCE

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

16.A.1a Explain the difference between past, present and future time; place themselves in time.

16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

16.A.2a Read historical stories and determine events which influenced their writing.

16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

16.D.1 (W) Identify how customs and traditions from around the world influence the local community.

PHYSICAL DEVELOPMENT AND HEALTH

STATE GOAL 19: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.

19.A.2 Demonstrate control when performing combinations and sequences in locomotor, non-locomotor and manipulative motor patterns.

STATE GOAL 21: Develop team-building skills by working with others through physical activity.

21.A.2a Accept responsibility for their own actions in group physical activities.

21.A.2b Use identified procedures and safe practices without reminders during group physical activities.

21.A.2c Work independently on task until completed.

21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity.

STATE GOAL 24: Promote and enhance health and well-being through the use of effective communication and decision-making skills.

24.A.2b Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, body language).

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:
 Measurement Standard

Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems

Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles

Number and Operations Standard

Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers

Select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools

Data Analysis and Probability Standard

Find, use, and interpret measures of center and spread, including mean and inter-quartile range

Collect data using observations, surveys, and experiments

Represent data using tables and graphs such as line plots, bar graphs, and line graphs;

Problem Solving Standard

Solve problems that arise in mathematics and in other contexts

Apply and adapt a variety of appropriate strategies to solve problems

Communication Standard

Organize and consolidate their mathematical thinking through communication

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others

Connections Standard

Recognize and use connections among mathematical ideas

Recognize and apply mathematics in contexts outside of mathematics

Algebra Standard

Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:                                                  Math Activities include: statistics, mean, median, mode, range, charts, graphing, measurement, time, problem solving.      

    *All lessons are easily adapted to meet the needs of all learners; no matter what the special need may be. 

Lesson One, Greek “Vocabulary-at-a-Glance” Booklet: the students will look up definitions of Greek terms listed in their Social Studies textbook. They will write the word and then the definition in their notebooks. Upon completion of writing the words and definitions the students will then create a mini book using Kid Pix Deluxe 3. The slides will contain the word, definition, and pictures that support the meaning of the word. This will enable the students to link the word and its definition with pictures as a memory aide. The slides will then be printed and bound in order for each student to have their own mini book, study guide.

Lesson Two, students will create a timeline of Olympic dates, host cities, and the countries these cities are in using Inspiration. After looking up the information needed to complete this project the students will be able to use their creativity in deciding what format they will use to present the timeline, arrows, boxes, etc. Olympic dates from the first year they were held in Greece to the present Olympics in modern day. Besides showing the dates of all of the Olympic games the students will also label the city and country that held the games. This presents “history at a glance.” The students will have all of the information right in front of them. This may be done with a partner.

Lesson Three, Cyber hunt on Olympics. This is a worksheet that will be completed in the computer lab. The students will log on to the Internet, www.scholastic.com, and follow the directions given to reach the particular links needed to be able to answer the questions regarding the Olympics. This will increase their general knowledge of the Olympics. 

Lesson Four, the students will access the internet to investigate several different websites in order to research an assigned famous Olympian and the event they had competed in. The project will entail finding information on the athlete, the event they were involved in, and taking notes on the information found to use in a later project.

Lesson five, the students will use the note they had taken on the information they found on the Internet regarding an athlete and their Olympic event and write a research paper. The students will convert notes into a five-paragraph research paper. After writing the first draft of the paper, peer pairs will then proofread and edit the each other’s research papers. Upon completion of all corrections needed the students will then take the final draft to the computer lab and type their own papers using Microsoft Word. The research paper will be typed in either Arial or New Times Roman using a 12 font.

Lesson six; the students will create a PowerPoint presentation on the main points of their research paper. Each main point and its support information will be placed on its own slide. The number of slides for each student may vary. The presentation will involve factual information, graphics, and sound for each slide. The slide show will then be shared with the entire class.

Lesson seven; the students will each be assigned a different Olympic event. Events will range from original events used in the first games, such as running and discus, to newly introduced events that are used in competition today, like snowboarding and bobsled. Each student will research their assigned game using the Internet, magazines, books, etc. Notes on each event will be taken, main points to find should include rules and instructions on what the game entails and how to play the game. The Internet will be accessed for the children to find as much information as possible. Books will also be available for the students to use as resources. 

Lesson eight; the students will use Microsoft Word to type the rules and instructions for the game that they were assigned. Each student will explain to the other students, in their own words, how each game works and what is entailed in the event. This information should have been found in lesson seven. Once the information has been typed, each student should save the information in his or her classes file folder.

Lesson nine; the students will create an information booklet, on the events, using the type written information from lesson eight. Using Microsoft Word, students will open their file from the class folder and pull up their assignment. The students will use clipart to illustrate their information. The students will then print their paper and put all of the class sheets together to create an information booklet on a variety of Olympic events.

Lesson ten; the students will create a brochure on the Olympics using Publisher. Students will use information from their vocabulary mini books, event booklets, cyber hunt, research papers, and any other source to create this brochure. The brochure must contain information regarding event information, rules, participating athletes, and the city hosting the games. The brochure must be illustrated in all areas with pictures pertaining to the information in that particular space. This is an informational piece formulated using all of the previously learned information from prior lessons.  

Lesson eleven, the students will participate in a few games in order to simulate past Olympic games. The participation in these events will give the children a “taste” of the competition and determination to win just as the Olympic athletes. The students will also be in costume, such as a draped sheet to symbolize ancient Greek garb. This also gives the children a hands-on way to compile data and results to be able to evaluate later. The students will all keep their own tally cards so that the results of their events can be used in math computation later in the unit.

*There will be pictures of all events taken with the digital camera for later use.

*Discus - students will compete in this event. The distance of the throw will be measured, using a measuring tape, and recorded.

*Running even - students will compete in this event. They will be running against other students. All times will be clocked, using a stopwatch, and recorded.

*Obstacle course - students will compete in this event as both individuals and as a team. The individual and the team times will be clocked, using a stopwatch, and recorded.

*Javelin - all students will compete in this event. In place of an actual javelin, a vortex (nerf footballs with a tail) will be used. This is safer and still gives the feel of the event. The distance will be measured; using a measuring tape, then will be recorded.

Lesson Twelve, the students will be engaged in several statistics lessons. Using the measurements and times recorded during the events the students will be finding different statistical information. The different aspects of statistics to be formulated will be the following: finding mean, median, mode, and range. The mean, median, mode, and range of individual scores, team scores, and whole group scores will be calculated.

Lesson Thirteen, using the statistical information from the previous math lessons students will chart, on graph paper, all first, second, and third place medals from the individual events.

Lesson fourteen; the students will use Microsoft Excel to graph the medal winners from in each event. The graph will list/label each country (team) on the y-axis and the gold, silver, and bronze medals will be labeled on the x-axis. The students will then fill in all of the information previously obtained then go on to create a graph using the graphing wizard that this program provided to all users. This will allow the students to visualize what country/team won the most medals.

Lesson fifteen; the students will engage each other in discussion regarding all of the above information probing with problem-solving/critical thinking questions. This will be done in the teams that the students were put into for the events. This can easily be a review of all information learned as well as an opportunity to place problem-solving activities in the unit. The teacher will give the students lists of higher order thinking, problem-solving worksheets and have them engage in a quiz game to compete against each other. * There will be pictures taken during this event for later use with the digital camera.

Lesson Sixteen, the students will create posters, on Publisher, using pictures taken with the digital camera, pictures that will be scanned into the computer, and information found in research for a display. These posters will be a visual display for the award ceremony held at the end of the unit.

Lesson Seventeen, as a culminating experience of all events, hold an awards ceremony. As a symbolic gesture to the ancient Olympics there will be a crowning ceremony for the overall winner, using the statistical information as the basis to find this athlete. As a symbolic tribute to the current Olympians, the rest of the gold, silver, and bronze winners will be acknowledged in a more modern ceremony with ribbons and “medals”.  This event will be video recorded for future reference. 

SHARE YOUR IDEAS:

Students will share their knowledge through completing group and individual projects. PowerPoint presentations created using information from research papers will share information in a technological manor. Creating a time-line with a partner will offer immediate idea sharing. Working together on an actual recreation of the Olympics will provide an interactive culminating experience. This type of “hands-on” festivity lends itself to immediate sharing of information and experience.

The evaluation regarding this unit will be an ongoing process. A formative evaluation process provides the teacher with information a test would not provide. With actual “activity” being the culminating activity in this unit regular observation will help when it comes to participation points for working on the lead up information and preparation.  The culminating project will be part of the rubric offered for the children to follow to obtain the best possible grade in this unit. The rubric will encompass mathematical computations, graphs, research paper, PowerPoint presentation, timeline, brochure, vocabulary booklet, rules and guidelines information, posters.

STUDENT AND TEACHER ROLES:

Student Roles:

Work effectively individually, with partners, and in cooperative groups.

To be engaged learners.

Actively participate in all activities: research, writing, presenting, and games.

Apply previously learned skills and information when writing, researching, and completing all projects necessary for completion of the unit.

To complete the rubric provided by the teacher in order to earn as many points possible.

To take responsibility for achieving their own educational expectations.

Teacher Roles:

To act a facilitator and guide for the students.

Set guidelines for the students to follow in order to achieve success.

Provide “Hands-on” activities for the students to create real-life experiences.

Use formative assessment techniques to provide students creative freedom, and the use of higher level, critical thinking skills to complete their projects following the guidelines provided in their rubric.

Provide the literature, resources, and technology needed by the students to complete the unit successfully.

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE:

World Book Encyclopedia

The New Book of Knowledge

Lands and Peoples

World History Encyclopedia 
 

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

Social Studies Textbook, Sixth Grade Edition

An Illustrated History of the Olympics by Dick Schaap

*Check with your own library, school and public, for various books on the Olympics.

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES: 

Title1: Scholastic (Sites for Teachers and Students)

URL1: http://www.scholastic.com

Description1: There are several educational opportunities for teachers, students, and parents. This site provides an assortment of activities for all ages as well as a large variety of topics.
 
 

Title2: Discovery School (Sites for Teachers and Students)

URL2: http://www.discoveryschool.com

Description2: This site has information for teachers and students. An assortment of topics will engage learners as well as provide teachers with worksheets and research topics.
 
 

Title3: ABC Teach

URL3: http://www.abcteach.com/directory/theme_units/funkids/      olympics/classroom_olympic_activities

Description3: There are a variety of classroom activities and incentives to use with your class in order to enhance your thematic unit. 
 
 

Title4: Ancient Olympics-Description    

URL4: www.library.thinkquest.org/20622/the.htm

Description4: This site provides a brief history of the Olympics in ancient Greece and includes a timeline of milestones.
 
 
Title5: Olympic Games - History

URL5: www.aroundgreece.com/olympics.html

Description5: This provides a brief historical outline of the history of the ancient Olympic games in Greece.
 

Title6: Infoplease.com-Olympics

URL6: www.infoplease.com/ipsa/A0114094.html

Description6: This site provides details the history of the games, with recaps of each summer and winter Olympiad. Includes medal counts and major news stories.
 
 

RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:

Title1: Real Story of the Ancient Olympic Games

URL1: http://www.upenn.edu/museum/Olympics/olympicintro.html                      

Purpose of Use1: Helpful in creating their poster, brochure, timeline, and possibly information for the research paper.

Description1: Changes over time in the Olympics, maps of Greece and information regarding the Sanctuary of Zeus.
 
 

Title2: Olympics Through Time

URL2: http://www.fhw.gr/projects/olymipcs/

Purpose of Use2: Information on the history of the Olympic Games.

Description2: This site takes students from ancient times thru the First International Olympic Games in 1896.
 
 

Title3: Summer Olympic Games

URL3: http://library.thinkquest.org/21934/

Purpose of Use3: Research and information for putting together a timeline of Olympics from past to present.

Description3: Summer game locations from ancient time to the 20^th century. There is also a “fun” quiz and a game for the children to try. 
 
 

Title4: Olympic Games

URL4: http://library.thinkquest.org/CR0214546/

Purpose of Use4: Information for creating a brochure and rules packet.

Description4: Descriptions of Olympic Games from the past to the present as well as the origination of the Special Olympics.
 
 

Title5: Olympia

URL5: http://www.culture.gr/2/21/211/21107a/e211ga02.html

Purpose of Use5: To look up information regarding rules and information about the events at the Olympic Games.

Description5: Learn the history of the Olympic Games including details of the ten original events.

 
Title6: Scholastic

URL6: www.scholastic.com

Purpose of Use6: To complete the Olympic Cyber Hunt worksheet.

Description6: Contains Cyber Hunts on various topics. The hunts contain a variety of questions that, in order for the students to answer, they need to click on links that take them to a connecting web site. When at the connected web site they are to read the text in order to locate the answer the questions.