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“Every Move Matters” Chess Unit (Grades 2/3)IntroHistoryMathSTEAMAffective & World ConnectionsThe Game of ChessSee, Think, Wonder – A Hook for “Every Move Matters” Unit found in Day 1 Resourcesfrom Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ron RitchhartDay 1Introduction (Note: All lessons make reference to slides in the History of Chess PowerPoint.)Hook:?Ask students if they have ever played the game of chess.?Show students the modern chess pieces?and board?and ask them to:?Give the chess pieces their own names (Even if they know their real names, they should come up with their own.)?This activity does not require any prior knowledge of the game. Students should use the core critical thinking skills of observation, analysis, application, evaluation, and explanation to give the chess pieces their own names and frames of reference.?Put them in order from the most important to the least important.?Share with their table group, taking time to explain their thinking.??As a brief overview, review the slides that introduce each of the chess pieces. Do not spend too much time, nor discuss the actual value of the pieces.?This will be covered in a future lesson. The purpose of these slides is to make a connection to the real names for the chess pieces.?Lesson:??Tell the students that the exact origin of chess is a great mystery. Ask them how they think historians might determine where chess began and what the original game looked like.? They might answer:?Writings – Explain there are few ancient texts referring to the very beginning of chess.?Artifacts?– There were few chess pieces left as physical evidence of the games early existence.??Watch a video (?)?to introduce the theories for the origin of chess.?BrainteaserChess Sudoku-There are 6 versions of this game, start with 1 and as the child completes and checks theirs they may move on to the next puzzle. See Day 1 resources folder for puzzlesDots and Squares Introduction- In the game of Chess “Every Move Matters”. Discuss with students what it means for something to cause a “ripple effect”.- Share with students in chess the move you decide to make will affect your opponents move, your next move, and could even affect the outcome of the entire game. As a warm-up students are going to play the game “Dots and Squares”. This is something you can have students play during down time or as a warm-up for chess each day.Dots & Boxes Activity: (2 Player)-Introduce the Rules of the Game: A blank grid is laid out, with 100 squares. On your turn, select a line connecting any two grid points (horizontal or vertical). When a player places the last line around a square (The fourth line), he/she will capture that square, and collect 10 points. If you capture a square, you (get to / have to) go again. The player with the most points at the end of the game wins.- Students may play individually against a computer at or students may use the printable Dots and Squares to play with a peer. For the printable there are two versions a large square one for beginners and a small square one as student’s progress.Life Skills From ChessDelaying GratificationSometimes it is better not to capture and wait for a better opportunity.World Connections Youth Players Around The World Carlson vs. Judit Polger Polger Playing Chess-Set up a chess board where all students can see-Name the pieces as you place them on the board and briefly tell how they move(See resources for sample script)-Explain the algebraic name for each square as you place each piece(If you do not have competition chess boards you can make your own labeled mats to lay under the chessboards with posterboard.)-Watch introductory video on 2Origins of Chess in PersiaThis resource is a helpful guide in understanding the history of chess: :? Show students the slide on?Chaturanga?and spend some time discussing what they notice about the pieces and the game board.?Explain that?Chaturanga?is played with 8 pieces:?Rajah (King)?Infantry (4 Soldiers)?Boatmen (Ship)?Cavalry (Horse)?Elephant?As a class, discuss the similarities and differences between Chaturanga and the modern chess pieces and board.?Note that?Chaturanga?is played by the roll of a dice.?Lesson:??Explain to students that the game of chess spread rapidly through Arabia as the Persian Empire grew. After the death of Muhammad in 632 A.D., it came to be known as?Shatranj.?Show the students the picture of the Shatranj (or Chatrang) chess set. Explain that during the 6th century reign of King Nushirwan, a gift from an Indian king included a chess game with 16 pieces of emerald and 16 of ruby (green vs. red). The game came with a challenge to learn its secrets. Ask the students, “How could you learn to play a game that didn’t come with instructions?”?Ask students if they notice anything different about the board? (Non-checkered board, set up virtually identical to the chessboard of today.)?Explain that each player had 16 pieces:?King (Shah) - 1?Prime Minister (Firzan) - 1?Elephant (Al-fil) - 2?War Horse (Faras) - 2?Chariot (Ruhk) - 2?Foot Soldier (Baidaq) - 8?In table groups?(or individually), students will use their logical?thinking?to match the names of the chess pieces in?Sharanj?to their modern names and provide their reasons. In?Shatranj,?the pieces loosely compare as follows:??King (Shah): King?Prime Minister (Firzan): Queen?Elephant (Al-fil): Bishop?War Horse (Faras): Knight?Chariot (Ruhk): Rook?Foot Soldier (Baidaq): Pawn?Discuss the connections students make to the modern chess game.?Ask the students, “What could the secrets of the game be?”?There is some evidence that the actual chess moves were designed according to an ancient mathematical key code. The book, Chatrang-namak?included a mythical tale of the invention of?Chatrang?by a group of sixth-century Indian?wisemen?as a taunt to their Persian rivals. Along with a pile of gold, pearls, elephants, and camels sent as a conditional tribute, the?Chatrang?board and unarranged pieces were presented to King Nushirwan?of Persia?with no instructions on how to play. Instead, it came with this message:?Since you bear the title "King of Kings" and are King over all us Kings, it is [expected] that your wise men should be wiser than ours.??If now you cannot discover the interpretation of the?CHATRANG,?pay?us?tribute and revenue.?The king was given three days to comply.?For two days, there was an eerie silence, as the game seemed to stump everyone in his court. Finally, on the third and final day, a nobleman named Wajurgmitr figured it out in perfect detail. Not only that: he also played and defeated the Indian king's ambassador in twelve straight games. "And there was great joy throughout the whole land."?Ask the students, "How could even the wisest of wise men possibly deduce the rules to a totally unfamiliar game without a single clue as to its sources or methods? According to the logic of the story, there had to be some sort of hidden clue allowing the puzzle to be solved."?This remained a riddle for chess historians until the 1970s, when three of them —Germany's?Reinhard?Wieber, Yugoslavia’s Pavle?Bidev, and Spain's Ricardo?Calvo?— stumbled upon ancient references to an eight-by-eight "magic square" that also, inexplicably, contained chess pieces.?A widespread feature of ancient civilizations in Egypt, India, China, and elsewhere, the magic square is a matrix of numbers positioned in such a way that every row, every column, and every diagonal?adds up to the same sum. They can be any size —?three by three, four by four, five by five, and so on.??The Puzzle was solved and it was a Magic Square. 7. (MATH CONNECTION) Students will independently complete some magic squares.?Teachers Pay Teachers has 8 Magic Square Worksheets by Puzzles to Print for $3. There are 4 sizes of grids (3x3, 4x4, 5x5, and 6x6) with two worksheets for each size of grid. Assessment: Students will be asked to create their own 3 x 3 Magic Square.?Brainteaser:The Broken Chessboard-Read the story to the students then challenge them to put the board back together properly. Pieces are similar to pentomino pieces. There is an online game or a hands on version to play.Online game link: Magic Squares(Connection to The History of Chess)Students will independently complete some magic squares.?Teachers Pay Teachers has 8 Magic Square Worksheets by Puzzles to Print for $3. There are 4 sizes of grids (3x3, 4x4, 5x5, and 6x6) with two worksheets for each size of grid. Assessment: Students will be asked to create their own 3 x 3 Magic Square.?Castle ArchitectureStudents compare maps and floorplans of castles built in Europe and Asia. Possible research Q's:1.How did castle plans change over time?2.What are similarities between castles in Europe & Asia?Details of maps to point out:Scale, perspective, elevation, enlargements, viewsUsing large chart paper, students draw their own castle floorplan / map. Maps should be labeled and have map key. Midieval Castle FloorplansEurope and Asia: resource with castle vocabulary and similar activity: Life Skills From ChessControlling impulsesMoving too quickly without seeing a chess position is in danger can cost you the game.World ConnectionsWho's Who in Chess History(Research famous chess players)Bobby FischerJosh WaitzkenBoris SpatskyGarry Kasparov Setting The Board-Hand out chess boards to students.Tell them to line up their pieces next to the board. -Read script found in Day 2 resources to teach where each piece starts on the board. -Allow students to place their pieces as you read the story. -When completed have students remove all pieces and challenge them to reset the board on their own. Day 3Origins of Chess in Asia?Hook:? Explain that another theory for the origin of chess states that chess was invented in China, around 200?B.C., by a military commander named?Hán?Xin ("Hahn Sheen"). The game was designed to represent a particular battle, as?Hán?Xin's troops waited out the winter holding their ground. This first chess was called “The game to capture Xiang Qi.” Xiang Qi was the?name of the commander of the opposing army.?Lesson: Review how chess spread down into Southeast Asia through the Silk Road.?(Show the BrainPop video on the Silk Road at: )Together as a class, complete the Challenge Activity.?Xiang Qi (Shiang-Chi)?– Chinese chess, mentioned in a book whose author died in 847 A.D. Pieces are simple disks with Chinese characters on them and are played on the points of the board rather than within the squares.?Makruk?– Thai Chess?Sittuyn?– Burmese Chess?Changgi?– Korean Chess, similar to Chinese Chess.?Changgi?– Korean Chess, similar to Chinese Chess.?Shogi?– Japanese chess.?Pieces are pointed wooden counters with Japanese symbols on them.?Pieces are allowed back on the board.?Ask students, “How does Shogi compare to the other games in: Persia, China, and Thailand?”?Day 3: Students will create dance moves for each chess piece.You as a teacher will need to create a life size 8 x 8 chessboard for them to "dance" on. This is a great activity for a parent to help create. See Day 3 Resource folder for how each chess piece is allowed to move. As a teacher you may allow your students to be as creative as possible.Another idea is to allow students to use life size chessboard to play a Chess version on "Simon Says." Castle EngineeringStudents research the designs of various castles.Investigation Questions:1.Where is the best place to build a castle? 2.What makes a castle secure? How can you best defend it?3.How did the design of a castle affect the people who lived there?Resources:BBC Hands On History Castle Webquest Defense Webquest Skills From ChessIdentifying and expressing feelingsChess offers to opportunity to discuss feelings that arise in playing (I made a mistake ...he/she isn't playing fair, etc.)World ConnectionsChess terms in other languagesGreat for writing to chess pen pals or a fun self challenge. Team ChessNote: This activity uses an interactive chess board online. When students touch a chess piece all of the possible moves that piece can make light up allowing students to see their options. If they accidentally touch a piece, you can reverse the move using the controls. class into two teams and have them set where they can see / reach the interactive board. -Students take turns choosing a move for their team. Students may ask for advice from a teammate if they wish. -Continue play until a win or draw occurs.Day 4Chess in the?Middle?Ages?Background Information:?The Moors learned chess from the Persians. When the Moors later invaded Spain, the soldiers brought the game of chess with them.? Soon the Spanish were playing chess, too.?From Spain, chess quickly spread through Europe. The Europeans gave chess pieces the names we know today.???European Chess appeared around the end of the 15th?century.?The six different chess pieces on the board represent a cross section of medieval life.?Today, we can see that the pieces represent the way both ordinary people and nobility lived their lives during the Middle Ages.?Hook:?Watch?BrainPop?video on Feudalism at? take the?interactive?quiz.?Continued to Day 5... Day 4:Chess MathHow many squares are on a 8 x 8 chess board?You will be teaching students about square numbers.Here is a lesson plan for My Full Moon Square book to go along with teaching the students about square numbers: info:My Full Moon is Square, by Elinor J. Pinczes; ISBN 0-618-15489-2 Build a better "Mousetrap"Based on their castle research students choose a part of a castle to improve upon: moat design, defense mechanisms, walls, towers,drawbridge, etc. Students draw up a plan to create their castle innovation and begin constructing a working model.Life Skills From ChessNonverbal CommunicationIn chess, you learn to see non-verbal clues from your opponent.World ConnectionsChildren's Chess Leagues around the worldAustralia... days 4 – 9:If you have quite a few students who already play chess, I recommend using the lessons from this website in place of the mini games. Games:The mini games are an easy way to practice the moves for each piece. Additionally, students will gain strategy insights for the pieces as they play. Mini games can found in a folder or at this link: Game #1Pawn Parade-Review moves the pawn can make-Students set up only pawns on the board-Win by getting more pawns to your opponent's back rowMini Game #2Bishop's Beware-Review moves for bishops-Students set up board with pawns and bishops-Be the first to get a your bishop to your opponent's back corner to winDay 5Continued from Day 4...Lesson:?Introduce?feudalism in medieval Europe through “Feudal M&M’s” Simulation, a kinesthetic experience to identify the order of societal rank and loyalties within feudal Europe.?After the simulation and students have counted their candy, ask:Is this a fair system? Why or why not??How do the peasants (serfs) feel??vassals??nobles??king/queen??Why would the nobles and king need all that food??The serfs greatly outnumbered the lords and the king. Do you think the serfs ever tried to revolt? Why or why not? What would you do if you were a serf? What might happen if the serfs refused to harvest the lord’s?crops.?What motive (reason) did the serfs have for staying on the manor???Why did feudalism work???Discuss the power of the church and tithing.??Ask the students how many Skittles they would need to give up to the church as a tithing. Using the PowerPoint slides, discuss each of the chess pieces and how they?are a representation of the history of medieval times and cross section of medieval life.?pawns?– serfs (Why are there more of them than any other piece?)?rook?– castle, the home or refuge?(How was the castle a? place of protection?)?pawn?-?represents?the serfs or laborers. Everything in the medieval society depended on them to provide the food and labor force for the lords.?(Why are there more pawns than any other piece?)?Life was extremely hard for serfs.? They were often left unprotected while wars raged around them.??(What move in chess?is like the analogy of being unprotected?)?knight?– nobles whose job it was to protect the lord and his manor. A lord usually had many knights or vassals who swore allegiance (loyalty) to the lord in exchange for a fief or piece of land.?(Why is the knight chess piece represented by a horse? Which piece did the knight defend?)?bishop?–the name for a priest in the Catholic church, which was a rich and powerful force in medieval times.?(How can you infer?from the chess pieces?that religion played a large part in daily life??Answer: crosses on the pieces.)?queen?– in medieval times, they held a powerful position. The king was often guided by her advice and in many cases the queen played games of intrigue at court. Kings could set their wives aside or even imprison them in nunneries without their approval.?(Why do you think the queen?is placed right next to the king?)??king?– tallest?(Why?is he the tallest piece?)?and most defended piece.?In medieval times, the surrender of the king would mean the loss of the kingdom to invading armies.?(What do you think?might happen if the king isn’t protected? What is it called when the king is cornered?)?Next, place a set of chess pieces at each table and ask students to rank the chess pieces in order of their?importance?(value) and defend their choices.?All answers are acceptable if they are backed up by logic.?Students will share their thinking with the table group and the rest of the class.?The following is the most common assignment of point values (from Wikipedia)?:pawn – 1knight – 3bishop – 3rook – 5queen - 9The value of the king is undefined as it cannot be captured, let alone traded, during the course of the game. Some computer chess programs give the king an arbitrary large value to indicate that the inevitable loss of the king due to checkmate trumps all other considerations. In the endgame, where there is usually little danger of checkmate, the fighting value of the king is about 4 points. The king is good at attacking and defending nearby pieces and pawns. It is better at defending such pieces than the knight is, and it is better at attacking them than the bishop is.Day 5:Chess Math Con't.4 Square Shapes and PatternsReview what a polygon is.Review or teach what perimeter and area are and how to find them.See Day 5 resource folder for more information and activities.Build a Better Mousetrap(continued)Continue construction of models. Life Skills From ChessVerbal CommunicationIn chess we learn to make requests and respond to criticism.World ConnectionsInternational Chess organizations:International Braille Chess Association Game #3Queen Rook Checkmate-Review moves for Queen / King / Rook-Discuss term "checkmate"-See diagram in Mini Games folder for board set-up-Win by checkmateDay 6Chess Set Design: Create your Own Chess SetShow students examples of?different styles/genres of?chess sets (ex:?Alice in Wonderland, Star Trek,?Pokémon) and ask them to design their own chess?board and?pieces with a thematic?integration, assigning their own values to pieces.?This may take?several?class periods.?Day 6:Tangram Chess Students will learn or review what slides, flips and turns are.Look in the Day 6 resource folder for the game and activities to support this activity.Build A Better MousetrapCulminating activity:Engineers present their prototypes in a "Castle Design Faire". Students vote for the most "innovative" design. You could establish categories and have multiple awards.Life Skills From ChessDecision MakingWhen you play chess you have to make decisions and resolve problems every time you move a piece. You must set short term and long term goals to gain an advantage and win the game. You must identify alternatives and consequences and set a goal.World ConnectionsNational Day of Chess (Oct 8) Day of Chess (July 20) Chess Parks New York London Paris Mini Game #4Horse Race-Review knight's move-Students set up board with pawns and knights-Win by being the first to get your knight to your opponent's back rowMini Game #5Last Man Standing-This game reviews moves for R/B/K/P-See diagram in Mini Game folder for board set up-Last piece on the board wins the gameDay 7 & 8Day 7Artificial Intelligence?(AI) – The Future of Chess?Hook: See attached lesson plan,?“The Intelligent Piece of Paper,”?for a?tic-tac-toe?activity that starts a discussion about what intelligence is and whether something that just blindly follows rules can be considered intelligent.?Follow-up questions:?Was the paper intelligent??The paper did show intelligent behavior, so there is intelligence somewhere. Where is it??Play the video from 2001: A Space Odyssey,?where?HAL (Heuristically programmed?Algorithmic?computer),?a sentient computer (or artificial general intelligence)?controls the systems of the Discovery One spacecraft and interacts with the ship's astronaut crew?by playing a game of chess. students:?Will computers ever really be able to think for themselves??Will computers?ever be smarter than humans? Are they already??Will computers ever pose a threat to humans??Lesson:?Click on the image to show the YouTube video “Computer Science Field Guide: Artificial Intelligence” at? students the definition of Artificial Intelligence.?The ability of a computer or other machine to perform those activities that are normally thought to require intelligence. It is also referred to as the branch of computer science concerned with the development of machines having this ability.?Together? read the article?Artificial?Intelligence Hasn’t Peaked (Yet), focusing on the following questions:??When and where did people start researching artificial intelligence???What are some examples of artificial intelligence mentioned in the article?? How are these devices more than just advances in engineering???According to Dr. Winston, what is the appeal of artificial intelligence???According to Dr. Hillis, what is intelligence???Day 8: (MATH CONNECTION)Artificial Intelligence (AI) –Boolean?Algebra?is Elementary?Hook:?See attached lesson plan, “Boolean Algebra is Elementary.” This lesson provides a brief overview of how Boolean algebra provides the basis for artificial intelligence?reasoning. The rules of propositional logic are introduced in the context of the kind of “AI” found in role-playing games both on the computer and off.?Day 7Chess MathSee Chess Math Worksheet in Day 7 Resource Folder.Day 8:Chess Notation -Introduce Chess Notation See Day 8 resources folder for info. Battleship ChessChess notation tutorial: Day 8Life Size Chess Students brainstorm ways to create a life size chess game.Things to consider... 1. How would you design the playing board? 2. How large should it be? 3. Should the pieces be living or created? 4. How will the game be played? (Who "moves" the Pieces?As a class collaborate and finalize a plan. Assign tasks.Life Skills in ChessCompetition can be stressful.World ConnectionsGlobal Chess FestivalOct.14Day 7Mini Game #10Major Players-Set up boards with all pieces except pawns-Win by checkmate or leaving opponent with only their KingDay 8Mini Game #13Build An Army-Each player chooses any 6 pieces amd places them in their regular starting position. -Win by being the first to capture any 4 piecesDay 9 & 10Future of Chess: Artificial Intelligence Design an AI deviceLesson:??Show students how?an AI computer learned how to beat almost anyone at chess in 72 hours (See web page at?. Watch?the?video?clip of?Deep Blue (IBM’s?Chess Playing?AI?Computer)?beating?Garry?Kasparov in 1997.?Assign students the following task:?(Based on Lesson Plan “It’s Alive!”) at? work for an artificial intelligence company and have been hired to create the plans for a device to help students. Brainstorm what type of device you would want to create, what features it would have, and what it should be called.??In order to be considered artificial intelligence make sure the device utilizes the features listed in the definition of artificial intelligence, which is?to perform activities that are normally thought to require intelligence, not simply advances in engineering.???Teacher Notes: Refer to the web page “What Artificial Intelligence Could Mean for Education” at:?. Some possible AI applications for education:?one-on-one tutoring?facilitate and moderate group discussions?give?feedback in an instant about students' progress, their knowledge state and even their state of mind — eliminating the need to stop and give a standardized test.?Learning companion - Like an imaginary friend, learning companions would accompany students — asking questions, providing encouragement, offering suggestions and connections to resources, helping you talk through difficulties. Over time, the companion would "learn" what you know, what interests you, and what kind of learner you are.Day 9Design Your Own Coordinate Pictures of a Chess Piece Part 1- First introduce a coordinate plane to the students and how to graph on them.-Complete graphing one picture together.-Homework:Draw your picture on the graph of one of the chess pieces.Day 10Design Your Own Coordinate Pictures of a Chess Piece Part 2-Take your picture and find the coordinates for your picture and the order they must be followed for the picture to turn out correctly. -Once the students have created their directions, have them follow them exactly to make sure the picture turns out correctly. -Homework: Give each student another child’s directions and coordinates to try to re-create the correct picture. Day 9Life Size Chess (continued)Construct your chessboard and pieces / costumes/ props, etc.Day 10Life Size Chess (continued) Set up board and pieces and play out your game.Life Skills From ChessFair playPlay the board not the player.World ConnectionsChess in SpaceInternational Space Station... 9Mini Game #14Create Your Own Game-Each student designs their own mini game by choosing which pieces will play and how to win-Pair students up to try each others' games-Create a class book of mini gamesDay 10Option A: Me vs. _Students play a "mini tournament" by challenging 8 different opponents. Win = 1Loss= 0Draw= ?(See Day 10 Resources for student recording sheet.)Option A: Chess LadderFor students who are comfortable playing a regular tournament, set up a chess ladder for an ongoing class tournament. (See Day 10 Resources for Chess Ladder instructions.) ................
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