Harappa & Mohenjo-Daro

Grid streets, brick uniformity, the Great Bath; what these say about society.

Learning target: I can grid streets, brick uniformity, the Great Bath.

Step-by-step

1. Warm-up (5 min): one-question opener tied to yesterday's lesson.
2. Together (10 min): Grid streets, brick uniformity, the Great Bath.
3. Independent practice (12 min): what these say about society..
4. Closure (5 min): students name one thing they learned and one question they still have.

Use ratio reasoning to scale a city plan up or down.

Learning target: I can use ratio reasoning to scale a city plan up or down.

Step-by-step

1. Number talk (5 min): mental-math warm-up tied to today's concept.
2. Mini-lesson (12 min): worked example of "Use ratio reasoning to scale a city plan up or down" with the teacher modeling thinking out loud.
3. We do (10 min): class works two problems together; students explain each step.
4. You do (15 min): students try 4–6 problems independently or with a partner; teacher confers.
5. Closure (5 min): one student presents a solution; class critiques the reasoning.

Vocabulary: archaeology, artifact, urban planning.

Learning target: I can read and write about vocabulary: archaeology, artifact, urban planning.

Step-by-step

1. Bell-ringer (5 min): a sentence-level grammar warm-up or quick-write prompt.
2. Read-aloud / shared reading (12 min): "Vocabulary: archaeology, artifact, urban planning" — students follow along and annotate.
3. Discussion (10 min): turn-and-talk on a focus question, then share out with text evidence.
4. Writing (15 min): students respond in writer's notebook — one paragraph minimum, citing the text.
5. Share (3 min): two volunteers read a sentence they're proud of.

Investigation: filter 'kidney' challenge with sand and gravel.

Learning target: I can investigate investigation: filter 'kidney' challenge with sand and gravel.

Step-by-step

1. Phenomenon (5 min): show an image, video, or demo and ask, "What do you notice? What do you wonder?"
2. Mini-lesson (10 min): teacher introduces the science of "Investigation: filter 'kidney' challenge with sand and gravel" with a labeled diagram.
3. Investigation (20 min): students gather data — observe, measure, model, or run the lab.
4. Sense-making (8 min): students record a Claim-Evidence-Reasoning response in the lab notebook.
5. Share-out (2 min): one group presents data; class compares results.