900 Fifth St., Nanaimo, BC V9R 5S5
Lesson Plan Template
Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
Grade
Date
7
November 30, 2012
Topic WebQuest
Allotted Time 50 minutes
Cite sources used to develop this plan:
Social Studies Grade 7 Integrated Resource Package 2006
Doyle, S. and Toutant, A. Ancient Worlds Outlooks 7. Oxford University Press
1. Rationale: Why is this lesson relevant at this time with these students?
By studying and understanding numerous aspects of a civilization, students can begin to “see the big
picture” and learn how to think critically about that civilization. Students can then apply this way of
thinking to everyday life to become more aware and eventually become better citizens as a result of
being (better) critical thinkers.
2. Provincial Learning Outcome(s): What IRP outcome(s) does this lesson develop?
Skills and Processes of Social Studies
A1 - apply critical thinking skills. Including comparing, classifying, inferring, imagining, verifying,
using analogies, identifying relationships, summarizing, and drawing conclusions.
A2 - use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 - compile a body of information from a range of sources
A4 - deliver a formal presentation on a selected issue or inquiry using two or more forms of
representation
Identity, Society, and Culture
B1 - analyse the concept of civilization as it applies to selected ancient cultures
B2 - analyse social roles within one or more ancient civilizations
Governance
C1 - describe the evolution and purpose of rules, laws, and government in ancient civilizations
Student Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
1
900 Fifth St., Nanaimo, BC V9R 5S5
Economy and Technology
D1 - describe various ways ancient peoples exchanged goods and services
D2 - assess ways technological innovations enabled ancient peoples to adapt to and modify their
environments satisfy their needs increase exploration and trade develop their cultures
Human and Physical Environment
E1 - assess how physical environments affected ancient civilizations
3. Assessment
Lesson Outcome
What will students learn?
1. Students will be able to
delve into an ancient
civilization and further enrich
their knowledge on that
chosen ancient civilization
Sources of Evidence
What product or action will show
what students have learned?
1. A completed guidebook for
“customers” to use when they travel
back in time to an ancient civilization.
Criteria
What will you look for in this
evidence?
1. The guidebook will contain:
- three informational
paragraphs
- three images with captions
- hierarchy chart
- glossary in the form of a
crossword puzzle
- create a physical map
4. Resources, Material and Preparation: What resources, materials and preparation are required?
WebQuest Site: www.Webquestancientcivilizations.weebly.com
Textbook: Ancient Worlds Outlooks 7
5. Lesson Development
Pacing

Introduction: How will you introduce this lesson in a manner that
engages students and activates their thinking?
- Show students a clip from the time travel movie “Bill and Ted’s Excellent
Adventure”
10 minutes
- Ask students if they would like to travel back in time!
- Explain to students that they will be travelling back in time to an ancient
civilization!
Student Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
2
900 Fifth St., Nanaimo, BC V9R 5S5
Pacing

Teaching/Learning Sequence: What steps and activities are you
going to use to help students acquire and practice the knowledge,
skills and/or attitudes needed to meet the outcome?
Class discussion
- What are the ancient civilizations that we’ve studied this year?
-
The webquest will look at the following four: Mauryan and Gupta,
Mayan, Egypt or Hsia-Shang Chou China
-
What do you think you could do for a guidebook? Any ideas? What
could it look like?
-
What will you include? What do you think is important to include for
your clients?
Review what will be required: 5 tasks
Inform students that each group must complete the following 5 tasks in
order to receive full marks for their guidebook.
10 minutes
5 minutes
1.) Chose three topics from below and write three separate
paragraphs describing each topic.
- Food, Religion, Fashion, Gender Roles, Entertainment and
Housing
2.) Find a minimum of three images to decorate your guidebook.
Each photo must be accompanied by a short description describing
the image.
3.) Design a hierarchy chart describing the social structure for your
ancient civilization.
4.) Create a crossword puzzle using terms that describe or represent
the government and technology for you ancient civilization.
5.) Create a physical map of your ancient civilization.
Student Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
3
900 Fifth St., Nanaimo, BC V9R 5S5
Pacing

Teaching/Learning Sequence: (Continued) What steps and
activities are you going to use to help students acquire and practice
the knowledge, skills and/or attitudes needed to meet the
outcome?
Group formation:
Have the students make groups of 4 - 5 people. In their group students
need to decide which ancient civilization they will explore and assign each
student a role.
5 - 10 minutes
Inform students they have 3 weeks to complete their guidebook. They
will be given class time to work on their guidebook.
Review technical side of assignment:
Students will need an electronic file to store your documents before you
compile them all for your end product/guidebook.
5 - 10 minutes
- Some files will be saved as PDF’s and some you will need to do a
screen capture and paste it into power point or word to work with it
further.
- Who can tell me how to make a PDF from a word document?
- Who can tell me how to do a screen capture?
- As a group, where are we going to save all of our files? (Computer,
rewritable CD, USB, etc.)
Review the Task/Product page and see if the students have any questions
5 minutes
Pacing

Closure: How will you solidify the learning that has taken place and
deepen the learning process?
Check that students have groups, decided on a civilization, have assigned
roles, have decided where to save documents as a group.
Student Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
5 minutes
4
900 Fifth St., Nanaimo, BC V9R 5S5
5. Accommodations (adaptations, extensions, other): How will you plan for students who have
learning/behaviour difficulties or require enrichment?
Not meeting expectations – Pairing students with supportive students
Exceeding expectations – students may choose to compare and contrast two civilizations rather than focusing
on one civilization
Student Name:
Alyx McClure, Jamie Rutledge, Sandeep Toor, Liz Wiebe
5