PAGE 1Megan Crossett

History Lesson Plan

Lesson Background:

Your Name: Megan Crossett

Grade Level: (circle one) K 1 2 3 4 5 6

Subject: (circle one)Language Arts Social Studies Mathematics Science

Lesson Title: Traditions and History of Ancient EgyptContent Standards: 1. SS.35.H.3

Essential Concept and/or Skill:Understand the role of culture and cultural diffusion on the development and maintenance of societies. Understand ways culture has influenced interactions of various groups.

Understand ways culture affects decisions of a society, group or individual.

Understand major historical events and developments that involved interaction among various groups.(Students will be most focused on understanding the ways in which a culture (this lesson aligns with the NCSS standard of Culture) affects the decisions of a society, group, or individual. Students will be comparing Ancient Egyptian culture to current American culture. This will allow for instantaneous connection between the content and students, as well as help students have more concrete examples to draw from in their trying to understand Ancient Egyptian culture. Materials Needed:

Books Mummies, Pyramids, and Pharaohs by Gail Gibbons and National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun by Crispin Boyer Easel with blank paper

ELMO

Markers

Smart Board

Projector

Teacher Computer

Internet

Classroom Computer Lab

KWL Chart ( https://mcdn1.teacherspayteachers.com/thumbitem/Student-KWL-Chart/original-595724-1.jpg Venn diagram ( http://www.irc.vbschools.com/fortheweb/charts_graphs/images/Venn%20Diagram.jpg Art supplies

Printer

Microsoft Office including PowerPoint

Arts and crafts supplies

Prerequisite Skills: Reading

Writing

Summarizing

Synthesizing

Compare and contrast

Computer research/ability to use Internet search engines

Trade book familiarity

Ability to sort out what information is important in a text

Ability to fill out a KWL chart appropriately

Ability to fill out a Venn diagram appropriately

Turn-taking in a presentation

Small group working skills/Collaboration skills

A B C D Lesson Objective: Students will be able to choose an aspect of Ancient Egyptian culture (communication, fashion, schooling, technology, family, food, or jobs) to compare to contemporary societal trends. Students will be placed in groups of 4-5 based on interest to present their comparisons. Comparisons will be made via completion of an artifact. Artifacts may be a written piece and slide show, drawing, multimedia presentation, model, or handcrafted likeness. Presentations are to be at least 5 minutes in length, students must display and explain their project, as well as what they learned about Ancient Egyptian culture in contrast to their own culture. --------------------------------------------------------------------------------------------------------------------

Interaction with Students:

1. Provide objectives: (What are students going to learn?) Time: 5 minutes Today, we are going to learn about Ancient Egyptian culture. Some of you may already know a bit about Ancient Egypt, while this may all be new to some of you, which is perfectly fine. Together, we are going to read a short book that covers the finer points of what life was like for people who lived in Ancient Egypt, and you will all be getting a trade book about Ancient Egypt to help you fill in any gaps of information left by our story book. After we get done reading our story, you will be asked to choose an area of Ancient Egyptian culture that you found most interesting. You will be comparing that area of Ancient Egyptian culture to your own culture. You are going to be placed in groups based on your chosen area of interest and together with your group; you will work on a presentation. Your presentations may be on a report your group has written, a slide show, an artistic rendition, a model, or a hand-made item. Your presentations will need to be at least 5 minutes long and your group needs to explain similarities, differences, and what you learned about Ancient Egyptian culture in contrast to your own culture. 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Time: 15 minutes Before you start getting too into planning your group project and presentation, I would like to read to you, Mummies, Pyramids, and Pharaohs. Proceed to read the text, pausing as needed to ask and answer questions Now that weve got some background knowledge on Ancient Egypt, I want you to consider the part of the book you found to be most interesting.

Give good wait time Have a large sheet of paper ready on an easel or board space to write down names of students in each group. Record names as you poll. Please raise your hand if you found communication or language most interesting. Fashion? Schooling? Technology? Family? Food? Jobs?

Great. Now we have our groups sorted out. 3. Provide guided practice: (Guided practice with the teacher)Time: 20-30 minutes Before we break into our small groups, though I would like us to create a presentation as a class. Very few of us chose jobs as an area of interest, so why dont we focus our attention on that. Have http://www.pbs.org/empires/egypt/special/lifeas/index.html pulled up on the projector. Have National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun by Crispin Boyer available to supplement information. Have a KWL chart up and ready on the ELMO. Have a Venn diagram chart available to put on the ELMO after the KWL chart has been completed.

[Referencing the website] we can look at the day in the life of someone who worked as a nobleman, pharaoh, scribe, farmer, craftsman, priest, or housewife. Which job title would you like to explore? [Have students raise their hands to indicate preference as you had done previously.] Farmer. Okay, that will be a good connection for us as Iowans. [Flip over to the ELMO and the KWL chart.] We have worked with this kind of chart before it is a KWL chart. It will help us organize our thoughts for our presentation. What do we already know about farming in Ancient Egypt? Not a lot, right? We do know that it was an important job, so I am going to write that down under K. What do we wonder? The hours a farmer worked? What they farmed? Did farmers have livestock? Lets put all of that under the W. L we will complete after weve learned more about farming in Ancient Egypt. Read aloud from the webpage about farmers on the PBS.org link. Highlight that a farmer spent the day with his crops (corn, etc.) and a few cattle. Fill in any lingering questions about the job of farming in Ancient Egypt with the trade book from National Geographic ( National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun by Crispin Boyer Fill in the L portion of the KWL chart. We learned a lot about the profession of farming in Ancient Egypt! [Switch over to the Venn diagram] To be able to present, though, we need to understand how farming in Ancient Egypt compares to farming today. How was farming in Ancient Egypt the same as farming today? How was it different? [Record responses on the Venn diagram appropriately.] Excellent! Now that we have all of our thoughts organized, I think that we can begin on our created artifact for our presentation. Because we do not have a lot of time, I am going to choose to present on a drawing of what we learned, but I would like your input on what to draw. [Have markers and blank easel paper handy to complete the drawing]. What would symbolize farming in Ancient Egypt that we could draw? Tools? Crops? [Draw what students suggest]. Okay, now that our creation is finished, we can present! When you present, your group will tell us what your area of interest is, what you learned, what you created and what comparisons you made. So, I would say, I studied jobs in Ancient Egypt, specifically farming. I learned that farming was very hard work in Ancient Egypt and that famers mostly spent their day in the field with their crops. I drew a likeness of this for my artifact. I noticed that farming today isnt much different from farming in Ancient Egypt. It is still hard work, farmers still grow the same crops, and farmers still spend most of their day in the field. Thank you for your attention! Thats all. Okay, you may now find your group and go back to your table clusters. [Once kids are seated and quiet in their table clusters explain the following:] Each group may have access to one laptop and one copy of National Geographic Kids Everything Ancient Egypt: Dig Into a Treasure Trove of Facts, Photos, and Fun by Crispin Boyer to help you in your research. Each group will also need one KWL chart and one Venn diagram. PLEASE fill out your KWL chart before you begin your research! Once you are done with your research, please let me know so that I may check what you have and see what your ideas are for your artifact/presentation! 4. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?)? Time: 10 minutes

Do you have any questions before you begin? I will be walking around while you work if you think of anything!

Understanding will be checked through teacher observation, as well as accuracy and completion of both the KWL chart and the Venn diagram Questioning may also be used to check for understanding and to allow for an opportunity to conference and provide feedback as groups work

5: Provide extended practice and transfer: (Independent practice of the skill)Time: 60 Students will work in small groups to complete their collective KWL chart and Venn diagram by doing research using the classroom computer lab and Internet, classroom trade books, and the classroom library. They will also choose an avenue for presentation to be approved by the teacher before presenting. They will have access to all classroom resources, including arts and crafts supplies to create their artifact/presentation. 6. Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) You MUST include rubric, checklist or assessment document. Time: 30 45 minutesStudent Checklist Traditions and History of Ancient Egypt Project ___ Student group accesses classroom technology and text resources to complete research ___ Student group KWL chart is completed appropriately with all sections addressed ___ Student group Venn diagram is completed appropriately with all sections addressed ___ Student group had presentation format approved by the teacher ___ Student group artifact is completed before student presentation Traditions and History of Ancient Egypt Presentation Rubric

7. DIFFERENTIATION of Content, Process or Product:

a. Adaptation for students who need extra help, time, or attention?

Students who need extra help or attention may spend time conferencing with the teacher while doing research, as opposed to being tasked to complete research independently. Because there is a lot of choice in this lesson, struggling students should be able to pick a type of artifact that is compatible with their individual skill level.

b. Extension for students of high ability? (Remember, assigning gifted students to be the tutor for others is not sufficient academic challenging for students who have mastered the lesson).Students who are more advanced may choose to present as a historical Ancient Egyptian figure and what their life was like, similar to A Day in the Life or they may pick a more complex area of interest such as government, medicine, or religion to present on. TOTAL LESSON TIME: 2 hours and 45 minutes ( This lesson may occupy one weeks social studies time. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, previous teachers as resources, online websites, your past experiences, or your own initiatives, etc.):

1. Gibbons, G. (2004). Mummies, pyramids, and pharaohs: A book about ancient Egypt. Little, Brown Books for Young Readers.

2. Boyer, C. (2012). National geographic kids everything ancient Egypt: Dig into a treasure trove of facts, photos, and fun. National Geographic Childrens Books.

3. KWL Chart: https://mcdn1.teacherspayteachers.com/thumbitem/Student-KWL-Chart/original-595724-1.jpg4. Venn diagram: http://www.irc.vbschools.com/fortheweb/charts_graphs/images/Venn%20Diagram.jpg5. History for Kids Website: http://www.historyforkids.org/learn/egypt/people/family.htm#!6. PBS resources: http://www.pbs.org/empires/egypt/special/lifeas/index.html

7. NEA resources: http://www.nea.org/tools/lessons/studying-ancient-egypt-k-5.html

8. Rubric: http://rubistar.4teachers.org/index.php?ts=1425575804