Lesson Plan 1 the Mediterranean World: Ancient Egypt

Topic area: The Stage of Learner: 4 Syllabus Pages: 60

Mediterranean World Ancient
Egypt

Date: 10/08/17 Location Booked: Room 7 Lesson Number: 1/3

Time: 60 minutes Total Number of students: 24 Printing/preparation

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
 HT4-9: Uses a range of
historical terms and
concepts when
communicating an
understanding of the past.
 HT4-10: Selects and uses
appropriate oral, written,
visual and digital forms to
communicate about the
past.
about
Lesson assessment:  The physical features  Describe the geographical
 Diagnostic: Mind of the ancient society setting and natural
map. and how they features of the ancient
 Formative/informal: influenced the society.
Group presentation. civilisation that
 Formal: persuasive developed there.
poster/paragraph.
 Summative: Quiz.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Critical and creative thinking.  Continuity and change.
 Information and communication  Comprehension: chronology, terms and
technology capability. concepts.
 Literacy.  Use of sources.
 Personal and social capability.  Research.
 Explanation and communication.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as 1.3 Problematic 1.6 Substantive
knowledge communication
something that requires active construction and requires students to engage in
higher-order thinking and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers 2.2 Engagement 2.5 Students’ self-regulation
work productively in an environment clearly focused on learning. Such pedagogy 2.3 High Expectations 2.6 Student direction
sets high and explicit expectations and develops positive relationships between
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.6 Narrative
3.3 Knowledge
prior knowledge and identities, with contexts outside of the classroom, and with
integration
multiple ways of knowing all cultural perspective.
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive Throughout the activities of the lesson the students are regularly engaged in sustained
communication conversations about the concepts and ideas they are encountering. These are mostly oral
forms of communication.
2.2 Engagement Through team, group work and interactive activities students should be engaged most of
the time instead of ‘going through the motions’.
3.1 Background Throughout the lesson, activities build on the student’s prior knowledge, in terms of prior
Knowledge school knowledge as well as other aspects of their personal lives.
Time Teaching and learning actions
0-5 Teacher acknowledges the land and people
past and present then starts playing a
YouTube clip while the students settle in. As
the clip plays the teacher takes the role.
YouTube clip
https://www.youtube.com/watch?v=6juyIx
RvGcA
5 – 15 Teacher instructs students to collaborate in
groups of four. One person as the scribe,
everyone in the group discusses words that
they saw (in the YouTube video) and have
previously learnt about the geography and
landscape of Ancient Egypt. All words shall
be written on a mind map by the scribe.
After this is complete each group will go to
the board and write some of the words
down.
15 - Utilising their IPads or ICT device students
25 will research Egypt on google maps and
take a virtual tour. As this occurs the
teacher will be doing the same thing on an
interactive whiteboard/projector at the
front of the class. In their groups of four
(from previous activity) students will
analyse and list any similarities or
differences they found in their mind maps
compared to the google display.
Gifted and talented students Activity:
Students will research when exactly these
changes occurred (for example any
development in new buildings or damage to
any significant structures).
25 - In the same groups students will choose
45 their own method (examples include
PowerPoint presentation, interview,
debate, blog, video/audio recording etc.) to
research, describe and present on their ICT
device the geographical setting and natural
features influenced in ancient Egypt. The
presentation will be aimed to go for no
more than three minutes.
45 - Students will choose to work by themselves
55 or in a pair and create a persuasive poster
for tourists going to ancient Egypt. Students
may wish to focus on one significant
structure or multiple.
Gifted and talented students activity:
Students write a paragraph explaining why
tourists should visit ancient Egypt.
55 - Students will attempt the ancient Egypt
60 quiz:
Organisation Centred
T/S
Teacher: Acknowledges land and then start playing YouTube clip T
as students begin to sit down then take the role.
Student: Listen out for their name when the role is being called
out.
Teacher positioning: At the front of the classroom while taking
the role.
Resources: Class role, laptop hooked up to projector or big
screen device to play the YouTube clip.
Teacher: Teacher instructs students to collaborate in groups of S
four. After group activity is complete the teacher asks students
to write some of the words down on the board.
Student: One person as the scribe, everyone in the group
discusses words that they saw and have previously learnt about
the geography and landscape of Ancient Egypt. All words shall be
written on a mind map by the scribe.
Teacher positioning: At the front to form the groups of four and
explain the activity. Walk around the classroom once the
students commence the activity.
Resources: Students use a piece of paper in their workbook.
White board and 6 different white board markers for each group
(24 students).
Teacher: Explains the activity, answers questions and if necessary S
provides students with examples.
Student: Work in the groups of four to come up with similarities
and differences.
Teacher positioning: At the front to explain the activity and
demonstrate google maps on the front whiteboard. Walk around
the classroom once the students commence the activity.
Resources: Students will use ICT device each and their
workbooks for the analyses of the landscape/geography.
Teacher: Explains the activity, answers questions and if necessary S
provides students with examples of the presentation types.
During the presentation note down positives and negatives for
future feedback.
Student: Work in the groups of four to research, describe and
present on their ICT device the geographical setting and natural
features influenced in ancient Egypt.
Teacher positioning: At the front to explain the activity. Then
walk around the classroom once the students commence the
activity.
Resources: Students will use ICT device or workbook for the
presentation. Interactive whiteboard will be used by the teacher
if necessary for examples of presentation types.
Teacher: Explains the activity, answers questions and if necessary S
provides students with examples.
Student: Work by themselves or in a pair and create a persuasive
poster for tourists going to ancient Egypt.
Teacher positioning: At the front to explain the activity. Then
walk around the classroom once the students commence the
activity.
Resources: Students will use ICT device or workbook for the
poster. Extension activity in workbook.
Teacher: Explains the activity, answers questions and provides S
the link on the whiteboard.
http://www.funtrivia.com/playquiz/quiz379
5382b72978.html. This will be completed
on students ICT device and the link will be
provided by the teacher on the whiteboard.
Students will be allowed several attempts
at the quiz so that they achieve the correct
answers.
Student: Complete the quiz via their ICT device.
Teacher positioning: At the front to explain the activity. Then
walk around the classroom once the students commence the
activity.
Resources: Students will use ICT device for the quiz. Whiteboard
will be utilised by the teacher to provide the quiz links.

Gifted and talented students activity:

Students will attempt the second quiz for
extension -
http://www.ducksters.com/history/ancient
_egypt_questions.php
Reflection
I found that all the activities I planned for this lesson are quite in depth with higher
order thinking and amount of components involved. Therefore I will plan to run
activities over their given time just in case this does occur. All of the activities are
very student centred, giving them control of presentation types and researching
their own information.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-9: Uses a range of
historical terms and concepts
when communicating an
understanding of the past.
HT4-10: Selects and uses
appropriate oral, written,
visual and digital forms to
communicate about the past.
The first two activities require students to explore (through
video) historical terms and communicate understandings of
the past (ancient Egypt and their past knowledge). The
following activity then asks students to compare ancient
Egypt with today’s current Egypt.
In the fourth activity students will choose their own
method (examples include PowerPoint presentation,
interview, debate, blog, video/audio recording etc.) to
research, describe and present on their ICT device the
geographical setting and natural features influenced in
ancient Egypt. This allows students to select their own
presentation type to communicate about the past.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

1.5 Differentiate teaching Each activity involves a form of group work or teacher
to meet the specific involvement so that students who struggle with the task can
learning needs of access help easily. On the other hand some of the activities have
students across the full extensions on them for students needing more of a challenge.
range of abilities.
2.2 Content selection and Activities are set out into an effective learning and teaching
organisation. sequence starting from a low amount of components to a higher
range of components and/or tasks.
2.6 Information and Multiple activities indicate students utilising a form of ICT
communication (mostly IPad).
technology.
3.5 Use effective The teacher provides students with oral communication,
classroom discussion and visual nonverbal communication (utilising the
communication. interactive whiteboard and video).

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
WHS:
 Ensure that any cords (laptop connected to interactive whiteboard or IPad
chargers) are secure out of the way or are taped with masking tape.

References (In APA)

Ducksters Education Site. (2017). Ancient Egypt. Retrieved from
http://www.ducksters.com/history/ancient_egypt_questions.php

Fun Trivia. (2017). Ancient egypt: Geography. Retrieved from

http://www.funtrivia.com/playquiz/quiz3795382b72978.html.

Richey, T. (2013, October 9). Geography of ancient egypt [Video File]. Retrieved from
https://www.youtube.com/watch?v=6juyIxRvGcA

Resources Attached:
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