Intern Name: Cegan Hinson

Topic/Title of Lesson: Ancient Egypt: Geography and Economy

Grade: 3
Length (time) of Lesson: 45 min -1 hour
LESSON PLAN TEMPLATE
In this lesson…
Overview Students will learn about the geography, economy, and architecture of Ancient 
Egypt.  
SS.3.2 Understand the history, geography and economy of ancient Egypt to explain
how the contributions of ancient Egypt have influenced the present world. (SOL 3.1,
3.2, 3.5, 3.6, 3.7, 3.8, 3.9)
SS.3.2.1 Explain how the contributions of ancient Egypt have influenced the
present world in terms of architecture, inventions, the calendar and written
language. (SOL 3.2) (SOL 3.1g)
SS.3.2.2 Use map skills to explain the location of ancient Egypt at the
beginning of their culture, during the period of greatest influence and Egypt
Standard(s) of today. (SOL 3.5a, b, c) (SOL 3.1b)
Learning SS.3.2.3 Use globes and maps to locate and describe major rivers, mountain
ranges and other geographic features of Africa. (SOL 3.6a)
(SOL 3.1b)
SS.3.2.4 Describe how people in ancient Egypt adapted to their environment.
(SOL 3.7) (SOL 3.1a)
SS.3.2.5 Determine how the natural, human and capital resources ancient
Egypt had access to affected their specialization of goods and services and
trade. (SOL3.8, 3.9) (SOL3.1f)
Students will be able to…
SS.3.0.2 Use geographic information to support an understanding of world cultures. 
Objectives (SOL 3.1b) 
SS.3.0.5 Compare and contrast ideas and perspectives to better understand people or 
events in world cultures. (SOL 3.1e) 
I can identify important places and creations of Ancient Egypt and show my 
Learning Target knowledge with a passport activity. 
Prior Knowledge  
Required
Geography & Farming​: 
● The Nile River. ​Ancient Egyptians settled along the Nile River. 
● Mediterranean Sea. ​The Nile River em 
● Irrigation. ​A farming system that involves using water channels dug into the 
soil to transport water from one source to a farming plot. Used by Ancient 
Key Vocabulary or
Egyptians to water their crops with fresh water from the Nile. 
Concepts Inventions and Trade​: 
● Hieroglyphics. A ​ writing system invented and used by the Ancient 
Egyptians. 
● Calendar & Sundial. A ​ ncient Egyptians made the first 365-day calendar and 
used sundials to track time. 
 ● Papyrus Paper. ​Ancient Egyptians used papyrus, a type of tall grass, to 
make paper.  
● Natural Resources. R ​ aw materials from nature. The Nile River, papyrus 
plants, and clay are all examples of natural resources in ancient Egypt. 
● Capital Resources. ​Materials or tools people make to sell or help them make 
other things. In ancient Egypt, these include linen, papyrus paper, and clay 
pottery. 
● Human Resources. ​People who make and use capital and natural resources. 
Ancient Egyptians were farmers, builders, and merchants.  
Architecture​: 
● The Great Pyramid. ​Built by King Khufu, this is the largest pyramid in 
Egypt. 
● Pyramid of Khafre. ​Built by King Khufu’s son, King Khafre; slightly 
smaller than the Great Pyramid. 
● The Great Sphinx. ​Sculpture of a lion’s body with a man’s head; built by 
King Khafre, 
● Pyramid of Menkaure. T ​ he last of the pyramids and the smallest; built my 
King Khafre’s son Menkaure. 
 
● A map of Ancient Egypt that shows its place in Africa and along the Nile. 
● The ​Ancient Egypt: Station 2​ presentation 
Materials ● A copy of the ​Passport to Ancient Egypt​ for each student 
● Google Street View Treks: Pyramids of Giza 
 
Introduction/ Ask the students the following question:  
Hook What do you know about Ancient Egypt? 
1. Group students and pass out the ​Passport to Ancient Egypt ​to each of them. 
2. Assign groups​ ​to one of the following stations: 
a. Station One: ​Geography and Farming (Mrs. Kelly) 
■ Students will fill in the first page of their Passport: “Where 
Did Ancient Egyptians Live?” based on instruction from the 
teacher. 
■ Using a map of Ancient Egypt and the surrounding area, the 
teacher will point out and describe the following major 
landmarks: 
● Egypt is in the northeast corner of Africa. 
Instructional
● Most of Egypt is a desert. 
Activities ● Ancient Egyptians settled along the Nile River. 
● Ancient Egyptian farmers used irrigation to transport 
water from the Nile into their fields to water their 
crops. 
■ The teacher should also give student time to draw an Ancient 
Egyptian farm along the banks of the Nile River. 
b. Station Two: ​Inventions and Trade (Mr. Hinson) 
■ Students will fill in the second page of their Passport: “What 
Did Ancient Egyptians Make?” based on instruction from the 
teacher. 
 ■ Using the ​Ancient Egypt: Station 2 ​presentation, the teacher 
will guide the students through the second page of their 
passport in a guided lecture.  
■ The teacher should be sure to include the following points: 
● Ancient Egyptians wrote using hieroglyphics. 
● Ancient Egyptians invented 3 things we still use 
today: papyrus paper, a 365-day calendar, and the first 
clocks that used shadows to tell time. 
● Define natural resources and give students examples 
from Ancient Egypt. 
● Define capital resources and give students examples 
from Ancient Egypt. 
● Define human resources and give students examples 
from Ancient Egypt. 
c. Station Three: ​Architecture (Chromebooks) 
■ Give students access to Google Street View Treks: Pyramids 
of Giza.  
■ Students will fill in the third page of their passport: “What 
Did Ancient Egyptians Build?” using the link provided.  
3. Have students​ ​rotate through stations every 15-20 minutes.  
Students who do not have a computer/Chromebook can share with another student 
Accommodations for the third station. 
The passports will be collected and graded based on the Standards of Learning listed 
Assessments above. 

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
 
Intern Name: Cegan Hinson
Topic/Subject of Lesson: Ancient Egypt
Grade: 3
Date of Lesson Taught: 12/18/18
Cooperating Teacher: Mrs. Beth Kelly
Cooperating School: Woodstock Elementary School
Time of Day: 1:00-1:45
 
What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
I mostly talked with Mrs. Kelly for ideas and structure, but I also got some ideas from my parents and peers. 
 
How did the SOLs and Objectives help focus your instruction?
The Objectives were specific enough that I knew what information needed to be included in the lesson and what 
was extraneous. Being a history buff, it was difficult for me to draw a line between what I know about Ancient 
Egypt and what the students should know, but the SOLs and Objectives certainly helped with that. 
 
 
 
What parts of the instructional plan worked as you anticipated?
Mrs. Kelly’s station went well, as did mine; the students learned and filled in the appropriate information on 
their passports. 
 
What, if any, adjustments needed to be made once you began?
I adjusted the time I spent with each group based on the students in the group. My first group, for example, was 
very receptive to the information, so they moved through the station faster. The other groups were a bit slower 
on the uptake, so more time was needed to get the message across. 
 
How well did you anticipate the materials needed?
The materials were all printed or made available to the students on Schoology ahead of time so everyone had 
access to what they needed. 
 
How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The packets were all collected to be graded, and because the questions on the packet are based on SOLs, they 
should be easy to grade. I’ll use this grade to see what information the students picked up from each station and 
what might need to be taught again. 
 
To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lesson’s success!)
The lesson was quite successful; I think all the students left each station more informed about Ancient Egypt 
than they had been. 
 
How did the time spent preparing for your lesson contribute to it’s success?
Preparation time helped me to fact-check some of the information in the Pyramids of Giza website against the 
learning standards and objectives. 
 
If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would better emphasize what information goes in which sections of the passport. 
 
Any last comments/reflections about your lesson? 
 
 
 
 
 
 
 
 
 
 
 
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II

Intern Name: ___Cegan Hinson_____Lesson #__2.1__

● Written (typed) Lesson Plan: _48_/50

[See comments on LP] ​very well done!

● Supplemental materials: __10__/10

Comments: ​good use of hyperlinks!

● Self-Evaluation: __15__/15
Comments: ​Nicely done. I feel like I should add a question after the “what went well” that
asks “is there anything that didn’t go so well?” What would you have said to this
question?

Total: _73__/75
Very nice lesson plan & reflection. Organize and thorough.
Reminder: Lesson Plans should be submitted within 48 hours of when you teach them!