Ancient_Egypt Lesson Plan
What do you want students
to be able to do or
understand?
(Refer to Bloom’s Taxonomy)
What SOL objective(s)
address this?
(at least one)
Where do I find the SOLs?
http://www.doe.virginia.gov/testing/sol/sta
ndards_docs/index.shtml
*Make sure to use objective
numbers, letters, and text*
The student will explain how the contributions of Egypt have influenced
the present world in terms of architecture, inventions, the calendar, and
written language. The student will be able to identify location of Egypt on
world map. The student will be able to understand the relationship
between the environment and the culture of ancient Egypt.
History
2.1
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What is the assessment?
(Or how will students show you they can
do)?
Is it a test? A rubric? An Observation?
Formative? Summative?)
How will this be measured?
Which of the National
Educational
Technology
Standards and Performance
Kim_Phipps_ITE_200
Essential Understandings:
Ancient people made contributions that affect the present world.
Essential Questions:
What contributions did the people of ancient Egypt make to the
development of written language?
What inventions came from ancient Egypt?
What examples of architecture from ancient Egypt still exist today?
Essential Knowledge:
Terms: ancient, architecture, contribution
Egyptian contributions: written language-Hieroglyphics
Inventions-papyrus, 365-day calendar & clock. Architecture-Pyramids
Many inventions of ancient Egypt are still used today
2.4
Essential Questions:
Where is Egypt located on a world map?
How did the environment affect the culture of ancient Egypt?
How did the ancient Egyptians relate to their environments?
Essential Knowledge:
Terms: climate, land, environment
Egypt is located in Africa.
Egypt climate- hot, dry
Egypt land- Nile River Valley, deserts, flooding
The student will complete the test on the computer, once completed will
print out and follow directions before turning in. No rubric.
The student’s participation in the group review will be measured by
individual involvement and contribution to our class information. Each
students test results from Excel document will be evidence of the individual
knowledge of material covered and use of technology.
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2.1
Essential skills:
Ancient_Egypt Lesson Plan
Indicators for Students does
this address? (at least one)
Locate and use information from print and non print sources. Students
Where do I find the NETS-S?
Gather, classify, and interpret information.
Use resource materials.
Collect, organize, and record information.
apply digital tools to gather, evaluate, and use information.
http://www.iste.org/standards/net
s-for-students/nets-studentstandards-2007.aspx
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2.4
Essential Skills:
Locate regions on maps and globes.
Locate and use information form print and non print sources. Use resource
materials.
Collect, organize, and record information.
Gather, classify, and interpret information.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems, and operations.
Students:
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Understand and use technology systems.
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Select and use applications effectively and
productively.
Troubleshoot systems and applications.
Transfer current knowledge to learning of new
technologies.
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Critical Thinking, Problem Solving, and
Decision Making
Students use critical thinking skills to plan and
conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
Students:
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Kim_Phipps_ITE_200
Identify and define authentic
problems and significant
questions for investigation.
Plan and manage activities to
Ancient_Egypt Lesson Plan
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develop a solution or
complete a project.
Collect and analyze data to
identify solutions and/or
make informed decisions.
Use multiple processes and
diverse perspectives to
explore alternative solutions.
Designing, modifying, or using 2. Design and Develop Digital-Age Learning Experiences and
this activity is evidence of Assessments
which NETS-T (1 or 2)? Why?
Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and
attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital
tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all
students to pursue their individual curiosities and become active participants
in setting their own educational goals, managing their own learning, and
assessing their own progress.
c. customize and personalize learning activities to address students' diverse
learning styles, working strategies, and abilities using digital tools and
resources.
d. provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use
resulting data to inform learning and teaching.
Getting Started/Anticipatory
Set
(How will you grab your
students' interest?)
Materials Needed
(What will teacher/students
need on hand to do this
activity? What setting?)
Procedure
Kim_Phipps_ITE_200
Teacher will say: “Today will be completing a learning assessment in the
computer lab. Following this activity with time permitting we will begin
making our very own Papyrus.” (Students will have a list of questions they
will need to answer based on the reading done in class.
Computer resource lab, white board for demonstration purposes, printers,
pencils.
Have brief review of information on ancient Egypt studied over past
Ancient_Egypt Lesson Plan
(Document
each
step
couple of weeks, allow students to ask any questions they are unsure of.
specifically, clearly, and in
(allow 5-10 min) Inform student we will be going to the computer lab to
great detail so it can be
complete the learning assessment on ancient Egypt. Provide instruction
followed. This area is usually
for completion. This is to be completed independently, allow questions on
broken into Modeling/Direct
Excel if necessary. * Remember we are assessing their technology
Instruction, Guided Practice,
knowledge too! They should be able to complete the assignment in less
and Independent Practice.
than 30 minutes. Remind them to print out finished assignment and use
This allows the teacher to
their pencil for the final step. Once this is done they turn in and return to
demonstrate (model) or use
their seat quietly until everyone is finished. If time permits return to
direct teaching, let students try
classroom to gather materials and begin working on homemade Papyrus.
the new skill or understanding
with
guidance
(guided
practice),
and
then
independent practice requires
students to explore, replicate,
repeat,
or
demonstrate
understanding.)
Students will make their own Papyrus and write their own story about
Closure
(How will you tie up loose ancient Egypt based on facts they found interesting.
ends
or
draw
your
activity/lesson to a close?")
Kim_Phipps_ITE_200