Table 1: A framework for CLIL lesson planning
ANCIENT EGYPT
Teacher: Cristina Fernández (Social Science and English Specialist) Col·legi Sant Miquel]
UNIT FEATURES & MATERIALS
Students’ age
12 years old (1st ESO)
Students’ language
level (CEFR)
A2
Subject
Module topic
Unit title
Social Science
Ancient Egypt
35
Death rituals and mummification
3
Comments
CLIL module
Unit description
In ancient Egypt when you died it was believed that your soul
went on a journey into the underworld. Once there you stood in
judgement before Osiris, Lord of the Underworld. A dead person
had to be preserved as perfectly as possible. This was the task
of the embalmer. His job was to remove organs and fluids, then
preserve, wrap and give spiritual protection to the body
Goals
1. Analyzing the Egyptian religion and its influence in the social
structure in ancient Egypt.
2. Understanding the concept of immortality in the Egyptian
religion and the techniques used in mummification.
Objectives
3.Learning about funerary rituals
4.To know about the funerary of ancient Egyptians.
5. To get familiar with the characteristic elements of the funerary
world in the time of pharaohs.
Contents
1. Why did ancient Egyptians mummify?
2. What are mummies?
3. Who were the mummies?
4. The process of mummification.
5. Objects and materials related with mummies: coffins, canopic
jars, masks, amulets, etc.
6. The world of the afterlife.
Student workload
1.Exercices
2. Quiz after having done some exercises and having heard the
teacher’s explanations.
Resources and
materials
Teacher resources Internet, Social science books, films
Teacher-produced
Photocopies with some exercises and information
or distributed
materials
Student resources
Internet, Social science course book
Student processed Quiz and exercises.
or produced
mterials
Learning
environments
Students will spend the fist sessions in the classroom when the
topic is introduced and doing exercises, in the second sessions
they will work in the computer room and the thir session will be
in their classroom again to take the quiz.
Assessment
1.Exercices presentation (individually) 30% of the total mark
2. Quiz. 40% of the total mark
3. Attitude. 30% of the total mark.
Lesson plan
________________________________________________________
Session 1:
1. Teacher’s explanation to the class. 15’
2. Instructions for Internet use and exercises that they will have to do.
15’
3. Exercises done in the classroom. 20’
Session 2
1. Individual work in Internet. 40’
2.Individual explanation of the activities done in Internet.10’
Session 3
1.Quiz 50’
[
Learning activities Session 1:
1. Students take note of the teacher’s explanations about the topic of
the unit. 15’
2. Students receive the information about using the Internet in the
following session. 15’
3. Students do the exercises (photocopies)
Session 2
1. Students work doing the activities proposed in Internet. 40’
2. Students explain the activities done in Internet. 10’
Session 3
1. Quiz 50’
Materials provided Multiple choice exercise
There’s more to mummies than meets the eye. Thousands of
mummies, both man-made and naturally preserved, have been
uncovered over the years. But these represent only a fraction of the
untold millions of mummies that have been created. Though many
mummies have disintegrated or been destroyed, more than 500 million
may still be preserved in undiscovered tombs and burial places in
Egypt alone. Try these questions to see if you have the mummy
mindset.
1. What was the essential drying and preserving agent used in
Egyptian mummification?
a. natron
b. sodium nitrate
c. monosodium glutamate
2. Before being mummified, the body of the deceased was
eviscerated. What is evisceration?
a. the draining of blood from the body
b. the shaving of hair from the body
c. the removal of organs from the body
3. What organ was left inside the body cavity of Egyptian mummies?
a. the heart
b. the lungs
c. the kidneys
4. What type of container served as the body’s eternal “home” ?
a. cartonnage
b. sarcophagus
c. canopic jar
5. While embalming is believed to have originated with the Egyptians
around 4000 B.C., the practice soon spread to other ancient cultures,
including those of the Greeks and Romans, who incorporated local
materials. Alexander the Great was embalmed in what city?
a. Alexandria
b. Babylon
c. Byzantium
Fill in the gaps exercise
The mummification process
The embalming process varied from age to age in Egypt. The most
elaborate method was at first reserved for royalty. The brain,
intestines, and other vital organs were removed and washed in palm
wine. They were then placed in vases, known as canopic jars, filled
with herbs. The only organ left inside the body was the heart.
Assessment
materials
[Attach samples of assessment materials (tests, quizzes, outlines, questionnaires etc.)]
Sitography
http://www.virtual-egypt.com
http://www.libsci.sc.edu/miller/egypt.htm
http://www.nationalgeographic.com/ngkids/9906/mummies/mummy_m
aking.html
http://www.besthistorysites.net/AncientBiblical_Egypt.shtml
http://clic.xtec.net/db/act_ca.jsp?id=1415
http://www.ancientegypt.co.uk/mummies/home.html
http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_
maker.shtml
http://www.historyforkids.org/learn/egypt/
http://school.discovery.com/lessonplans/programs/mummytales/
http://guardians.net/
http://www.virtual-egypt.com/
[Name of website]
Bibliography
[Website address]
Aliki (Illustrator) Mummies Made in Egypt HarperTrophy, London 1985
Andrews,Carol Egyptian Mummies HarperTrophy, London 1985
Petras,Kathryn Mummies Gods And Pharaohs Workman Publishing
Company 2000)
Andrews,Carol Amulets of Ancient Egypt
University of Texas Press 1994
Akamine Wassynger, Ruth Ancient Egypt (Grades 4-8)
Scholastic 1999
Mantell, Paul Pyramids: 50 Hands-On Activities to Experience Ancient
Egypt Publishing Company 1997
Harris, Nathaniel. Mummies: A Very Peculiar History. Franklin Watts,
New York. 1995