DAY 6
Emily Duran
MLE 3110
Pearson
Title of the Plan: Ancient Egypt
Grade Level: Middle School
Subject Area: Science and Technology and Social Studies
Concept/Skill: Ancient Egyptian Inventions
Target Audience: Regular class
Time Frame: 60-90 minutes
I.
Preparing to Teach:
A. Goals:
State Goals:

11.A.3c Collect and record data accurately using consistent
measuring and recording techniques and media.

13.B.3b identify important contributions to science and technology
that have been made by individuals and groups from various
cultures.
SEL Standards:

2C.3b. Demonstrate cooperation and teamwork to promote group
effectiveness.
B. Objectives:

Students will be able to identify items that ancient Egyptians
invented or discovered.

Students will be able to conduct research on their own.

Students will be able to compile important facts in an organized
and efficient way.

Students will be able to present their research in front of the class.

Students will be able to teach their class and vice versa, learn from
their peers.
C. Purpose:

The purpose of this lesson is to inform students of the scientific
and technological inventions/discoveries by the ancient Egyptians.
By giving students time to research their topics online and in books
it gives them experience for doing research. Having the students
present their research work gives them a chance to talk and present
in front of a large group.
D. Materials:

Honey

Glassware

Paper

A calendar

Cosmetics

A plow

A bottle labeled “medicine”

Individual pieces of paper with inventions and discoveries

Computers or computer lab
E. Resources:

http://science.howstuffworks.com/innovation/inventions/5amazing-ancient-egyptian-inventions.htm#page=5

http://www.ancient-egypt-online.com/ancient-egyptianinventions.html

http://egypt.mrdonn.org/achievements.html

http://www.eternalegypt.org/EternalEgyptWebsiteWeb/HomeServl
et?ee_website_action_key=action.display.topics&language_id=1
II.
Instructional Procedures:
A. Focusing Activity:

To peak students’ interest in some of the scientific and
technological inventions and discoveries made by ancient
Egyptians place honey, glassware, paper, a calendar, a newspaper,
cosmetics, a plow, a bottle labeled “medicine”.
Ask the students, “What do these items have in common?”
Give the students some time to think and even discuss with their
neighbor. If no one is able to identify that they are items
invented/discovered by the ancient Egyptians, tell the class how
the items are alike.

To further grasp the students’ interest show the video “Episode 3:
Ramesses Records History” and “Episode 2: Amenhotep’s
Newspaper”. Discuss the videos.
B. Purpose:

The purpose of this focusing activity is to interest students. Having
a multitude of items that visually have nothing in common, but I
say they do intrigues students. They want to know about the items
then. This also introduces the lesson topic and gets the students
thinking what they want to research and what other
inventions/discoveries the ancient Egyptians made.
C. Instructional Process:

Explain to students that today they are going to be researching one
invention or discovery made by the ancient Egyptians with a
partner and presenting their research at the end of class.

To make the selection process easier and quicker have the topics in
a bucket and have one student for each pair select a topic.
Say, “I have a bucket with one piece of paper for each
topic. I am going to come around and have one member of
your partnership pick out one piece of paper/topic. Once
you have picked your topic I would like you to stay silent at
your seats.” Go around with bucket.

Once everyone has a topic ask each group for their topic and write
it on the white board.
Then announce, “If you and your partner don’t like your
topic I will give you a chance to trade with a group. This has to be
a mutual decision. Meaning that you and your partner agree and
the group you are trading with agrees. I will give you 3-4 minutes
to do this.” The teacher should walk around and monitor the
trading process.

Now that everyone has their topics have students each check out a
laptop or go to the computer lab as a class.

Before anyone starts pick a topic that isn’t in use and show the
students how to research their topic. Show them the resources
listed and how they can find other resources. Tell them that if they
are questioning whether it’s a reliable source or not to ask you or
the librarian.

Pass out the worksheet with resources and questions.
Say, “I’m giving you the next 30 minutes to research your
topic. That should be more than enough for the amount of
questions you have to answer. If you both want to split the
questions between each other, that is up to you. If you do
this I ask that you come back together and discuss what the
other found. Go ahead, and I will be walking around and
available for any questions.”

Once the students are done it is time for presentations.
Say, “You and your partner are going to present your
research now. If you are not up presenting I want you to
take notes. List what the invention is, when it was
discovered, 3 new things you learned, and any questions
you have.”

Call for volunteers to present their research to the class. Once all
the volunteers have gone pick groups at random. If you do not get
through all the groups, announce that you will continue
presentations tomorrow.
Modeling:

The teacher modeled what she expected from the students by
verbally stating directions. The teacher models how to do research
by giving example links and showing the students how to find
other websites.
Checking for Understanding:

The teacher checks for understanding by walking around and
seeing how the students are researching and how they are
responding to some questions. The teacher also checks for
understanding by having the students present their work. The
teacher can tell if the student fully understands their material by
the fluidity of the presentation and other cues.
D. Task/Guided Practice:

With the teacher verbally stating instructions of what is expected
of them demonstrates guided practice. The worksheet also offers
students a chance to respond to teacher instruction.
E. Accommodations/Adaptations:

An adaptation is pairing the students with a partner. If a student is
unable to complete the work on his or her own the teacher should
pair that student up with someone who would be helpful. If a
student doesn’t want to use a computer they can use books.
F. Independent Practice:

Independent practice would be when the students are doing
research on their own. This also comes into play when they are
taking notes from others presentations.
III.
Closure:

Discuss the inventions.
Ask, “What was your favorite invention and why? Do you
see any of the ancient Egyptians inventions in today’s life?
If so what and where?”
IV.
Assessment:
A. Student Assessment:

Students will be assessed by their research and their presentations.
B. Teacher Assessment:

I think this lesson flows really well. I think it is important for
students to know how to research different topics and how to
collect accurate information.

I believe the students will find it amusing that things that were
invented long, long ago are till used today.
Ancient Egypt Inventions- Ideas List
Eye Makeup
Written Language
Papyrus Sheets
The 365 Day Calendar
The Plow
Breath Mints
Bowling
Shaving and Haircut
The Door Lock
Toothpaste
Black Ink
Obelisk
Time Keeping and Shadow Clocks
Pyramids
Irrigation
Dentistry
Glass-making
Sails and Boats
Honey and Bee-Keeping
Inventions and Discoveries
Name: _______________________________________
Ancient Egypt
Date:
_______________
The ancient Egyptians are credited with discovering many inventions that we still use
today. With the resources provided below and any that you find, answer the questions
about your topic.
Resources:

http://science.howstuffworks.com/innovation/inventions/5amazing-ancient-egyptian-inventions.htm#page=5

http://www.ancient-egypt-online.com/ancient-egyptianinventions.html

http://egypt.mrdonn.org/achievements.html

http://www.eternalegypt.org/EternalEgyptWebsiteWeb/HomeServl
et?ee_website_action_key=action.display.topics&language_id=1

https://ancientech.wordpress.com/2013/01/07/top-15-egyptianinventions-and-innovations/
Questions:
1. Who invented/discovered it?
2. Approximately when did this invention/discovery happen?
3. Where did this invention/discovery happen?
4. Why was this such an important invention/discovery?
5. What impact did this invention/discovery have on the everyday lives of ancient
Egyptians?
6. How did this invention/discovery work (the science of it)? Or, how was this item
made (he process of creating it)?
7. List any interesting stories, examples, or information that you think is important
about your topic.
Now that you have researched your topic, you will need to take a moment to collect your
thoughts about how to present to the class. When planning your lesson, setup the
presentation much like the order of the questions. Try not to read right off the paper.