Social+Studies+Lesson+Plans

Lesson Plan Lessons About Ancient Egypt

This lesson plan would work well for a 5th grade social studies class.

 * Sunshine State Standards met: **

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SS.6.W.2.5: Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus, and Yellow Rivers, Meso and South American).The student will recognize an achievement of civilization, such as art, architecture, writing, or technology. ======

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LA.6.4.2.2 The student will record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information and include a list of sources used. ====== LA.6.1.7.3 The student will determine the main idea (stated or implied), locate relevant details and facts, draw logical conclusions, and make appropriate inferences within or across grade-level appropriate texts. LA.6.3.5.1 The student will prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia);

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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. ======

**Learning Objectives: **

 * Using the computer and Internet sources, students will examine the process that the Ancient Egyptians used to bury their dead in order to generate answers to questions independently about topics related to the mummification process with 95% accuracy. (Bloom's Taxonomy: Analysis)
 * Using the computer and an online interactive game, students will play a game related to the mummification process with 95% accuracy. (Bloom's Taxonomy: Synthesis)
 * Using the computer and Internet sources, students will investigate and learn about the writing of the Ancient Egyptians called hieroglyphics in order to generate answers to questions related to their reading with 95% accuracy. (Bloom's Taxonomy: Analysis)
 * Using an Internet site and Word, students will design a message in hieroglyphics for a classmate to decipher to confirm their understanding of what they read. (Bloom's Taxonomy: Application)
 * Using a PowerPoint template, students will share what they have gleaned from electronic sources to produce a game that involves them formulating questions and answers written in correct format with 100% accuracy. (Bloom's Taxonomy: Synthesis and Application)
 * Using PowerPoint, students will play the games that their classmates have created to see how much information they have taken in during the week with 80% accuracy. (Bloom's Taxonomy: Synthesis and Application and Analysis)
 * <span style="font-family: 'Times New Roman',Times,serif;">Students will work together cooperatively following the classroom rules to create an interactive game and then to play another student's game as part of the grading assessment. (Bloom's Taxonomy: Evaluation)


 * Rubric for the Week of Activities**: [[file:WeekRubric.pdf]]


 * Media**
 * LCD projector
 * Internet access
 * laptop cart with internet access on each computer
 * 4 - 6 flashdrives
 * Word; Adobe Reader; PowerPoint
 * Printed hand-outs
 * Any posters, sculptures, or other art pieces pertaining to Ancient Egypt that you might have


 * Utilizing the Media**
 * Create a PowerPoint presentation to introduce some background information about Ancient Egypt including pictures of pyramids, mummies, and hieroglyphic writing (PowerPoint is already created for this lesson, but many others could be obtained and/or created.)
 * Reserve laptop cart and/or computer lab for projects.
 * Post Internet sites, pdf files for all worksheets and rubrics, and game template on Student Activity Page for students to access while on the unit.
 * Run off enough copies of all hand-outs for each student in the class.
 * Make sure that internet access is available in the classroom each morning so students/teacher may access all sites.
 * Check laptops in cart to see if any flash plug-ins are needed to use the sites in the lesson or have someone from Technology Support on campus check this.

Learner Participation
> QUESTIONS TO THINK ABOUT DURING THIS WEEK
 * Day 1**
 * Teacher will begin unit on Ancient Egypt with a short introduction. To do this, teacher will ask students the following questions and record their answers on the board or on a Word document that is projected: What comes to mind when you think of Ancient Egypt? (Anticipated answers might include: pyramids, mummies, pharaohs, hieroglyphics, King Tut)
 * Teacher will then solicit from the students their ideas on what one might learn about an ancient civilization such as Ancient Egypt by studying the things just mentioned. (i.e What can be learned about the fact that the Egyptians had pharaohs? - a formal government system with one supreme rule; What can be learned by studying and translating hieroglyphics? - government documents, decrees, commerce; What can be learned by knowing the Egyptians mummified their dead? - their religious beliefs, their science; etc.)
 * Teacher will then hand-out copy of notes sheet for students to use during the movie and PowerPoint slideshow that will be presented next.<span style="font-family: Arial,Helvetica,sans-serif;"> [[file:Egypt_notes-1.pdf]]
 * Teacher will then proceed to show the brief movie. <span style="font-family: Arial,Helvetica,sans-serif;">Movie Clip:[|Ancient Egypt Introduction] If you would like to see the movie clip again and the link above does not work, copy and paste this into your browser: []
 * Teacher will then go through the PowerPoint <span style="font-family: Arial,Helvetica,sans-serif;">[[file:Egypt.ppt]] with a short discussion of each slide and remind the students that each slide shows some aspect of Ancient Egypt that will help people learn about this civilization. Teacher may want to show PowerPoint with the notes showing so students can record notes easily. The PowerPoint may trigger some excitement and extra questions, and time needs to be allowed for this.
 * <span style="font-family: Arial,Helvetica,sans-serif;">At the end of the PowerPoint show the students the following questions that may be written on the board or butcher block paper or projected and tell them that they will be learning the answers to them during the remainder of the week.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">What helps people today (like us!) learn about an ancient civilization?
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">How and why did the Egyptians mummify their dead?
 * 3) What does the mummification process tell us about the Egyptians’ religious beliefs?
 * 4) Besides speaking to one another, how did the ancient Egyptians communicate?
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">How does studying an ancient civilization’s writing help us learn about their civilization?


 * Day 2**
 * Have students get their laptops and sign on.
 * Direct the students to access the Student Activity Page of the class wiki while you project it on the wall.
 * Have a student read Day 2 instructions orally while the class follows along.
 * Distribute hand-out entitled Clickable Mummy and instruct the students to write their names on page 1. <span style="font-family: Arial,Helvetica,sans-serif;">[[file:Clickable Mummy1.pdf]]
 * Remind students that all directions for completing the hand-out are clearly defined on the hand-out and they need to read them carefully to help with navigation of the site to complete the answers.
 * Remind students that this is an independent activity that needs to be completed by the end of the class period.
 * Remind students that this activity will be graded.
 * Tell students to access the site on the wiki for Day 2 entitled Mummies. <span style="font-family: Arial,Helvetica,sans-serif;">[|Mummies] (If the site does not open, copy and paste this link into your browser: [] )
 * <span style="font-family: Arial,Helvetica,sans-serif;">When students are finished answering the questions on the hand-out, they should put the paper in the in-box on the teacher's desk.
 * <span style="font-family: Arial,Helvetica,sans-serif;">After students hand in paper, they will go to the second site listed on the wiki activity page for Day 2 entitled Mummy Maker Game. [|Mummy Maker Game] (If the site does not open, copy and paste this link into your browser: [])
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leave approximately 5 minutes of class time for students to shut down computers and return them to the laptop cart.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assign two students to make sure that laptops are returned to the cart correctly and plugged in.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assign homework for the night: H.W. - Be thinking about what you learned today pertaining to the mummification process. How does studying mummies from ancient Egypt help us learn about this civilization? Be ready to share your thoughts during a future class. Share what you learned today with someone at home.


 * Day 3**
 * Have students get their laptops and sign on.
 * Direct the students to access the Student Activity Page of the class wiki while you project it on the wall.
 * Have a student read Day 3 instructions orally while the class follows along.
 * Distribute hand-out entitled Hieroglyphics. [[file:Hieroglyphics.pdf]]
 * Remind students that all directions for completing the hand-out are clearly defined on the hand-out and they need to read them carefully to help with navigation of the site to complete the answers.
 * Remind students that this is an independent activity that needs to be completed by the end of the class period.
 * Remind students that this activity will be graded.
 * Tell students to access the site on the wiki for Day 3 entitled [|Egyptian Writing]. (If the site does not open, copy and paste this link into your browser: [])
 * Tell students when they have finished Part 1 or hand-out, they should continue on to Part 2 using the next site on the Student Activity Page for Day 3. [|Don't Touch My Cartouche!]
 * <span style="font-family: Arial,Helvetica,sans-serif;">When students are finished answering the questions on the hand-out, they should put the paper in the in-box on the teacher's desk.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students may then create a hieroglyphic message for a friend following the directions at the end of the hand-out. Students may exchange messages with others in the class who are finished.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Leave approximately 5 minutes of class time for students to shut down computers and return them to the laptop cart.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assign two students to make sure that laptops are returned to the cart correctly and plugged in.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assign homework for the night: H.W. - H.W. - Be thinking about what you learned today pertaining to the hieroglyphics. How does studying the writing from ancient Egypt help us learn about this civilization? Be ready to share your thoughts during a future class. You could also make up your own system of writing by inventing a code for each letter of the alphabet. Share what you learned today with someone at home.

<span style="font-family: Arial,Helvetica,sans-serif;">1) QUESTION: Type question here <span style="font-family: Arial,Helvetica,sans-serif;">CORRECT ANSWER: Type answer here <span style="font-family: Arial,Helvetica,sans-serif;">2) QUESTION: Type question here <span style="font-family: Arial,Helvetica,sans-serif;">CORRECT ANSWER: Type answer here <span style="font-family: Arial,Helvetica,sans-serif;">Continue numbering for your question and answer in this format up through #15. <span style="font-family: Arial,Helvetica,sans-serif;">12. Proof-read question and answer sheet again. Print to the room printer and place in the in-box on Ms. Herb's desk. <span style="font-family: Arial,Helvetica,sans-serif;">13. Get a flashdrive from the basket on Ms. Herb's desk and save your game to the flashdrive as you have been taught how to do during previous projects. <span style="font-family: Arial,Helvetica,sans-serif;">14. Shut down your computer and place in the laptop cart following the student procedure for this.
 * Day 4**
 * Tell the students that today they will become a game show creator.
 * Ask students if they have ever heard of the game show called //Who Wants to Be a Millionaire?//
 * If students are familiar with the game, ask them to share how the game works. If not, the teacher will need to give a short description of the game.
 * Assign partners. (This could be done randomly or by pairing students using some other method.) Have the list ready though so that no time is lost.
 * Remind students that they will receive a grade for how well they work together cooperatively. Teacher will need a sheet with students' names on it to record any behavior that shows students are not working cooperatively (i.e. arguing, not following classroom rules).
 * Project the game show template on the wall and show the students how it works. A teacher may visit @http://www.teachnet.com/lesson/misc/winnergame022500.html to learn more about the game if needed. [[file:Who Wants to be Skeleton.ppt]]
 * Have the students begin their work following the directions on the Student Activity Page.
 * DIRECTIONS for Creating the Game that are posted on the Student Activity Page are as follows:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Open the //Who Wants To Be a Millionaire?// game template below and save it to the desktop of the laptop using your last name or your partner’s last name.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Create 15 questions about mummies, the mummification process, and/or hieroglyphics with your partner and type them into the question spaces of the template for each amount of money. Your questions should increase in difficulty. You may look back at the sites you visited this week and/or the question sheets you completed on Tuesday and Wednesday that have now been returned to you.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">For each question you create, you will need to type in three wrong answers and then the one correct answer in the answer section of the template. One or two of the wrong answers should try to throw off or confuse the game contestant to make the game more challenging.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Do not make the questions so difficult though that they would be impossible for a person to answer them. The correct answers must be verified somewhere on the sites you used this week.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Continue inputting questions and answers in until you get to the final question of the game.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Remember to save often so that you do not lose any data.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">When you are finished, you and your partner should take turns playing your game to make sure it is working correctly. You should also check your grammar and spelling to make sure it is correct as well. Remember that a question ends with a question mark.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">After you have checked your questions and answers thoroughly, open a Word document and type out the fifteen questions you created with the correct answers. Do not include the wrong answers. Use the following formatting directions on the Word document.
 * 9) <span style="font-family: Arial,Helvetica,sans-serif;">Use Times New Roman, size 14, bold, and black ink for the entire document. Align left for all typing.
 * 10) <span style="font-family: Arial,Helvetica,sans-serif;">Type your name and your partner’s name at the top left-hand.
 * 11) <span style="font-family: Arial,Helvetica,sans-serif;">After your heading, set your document up as follows:
 * Teacher should post the games on the class wiki on the Collaboration and Sharing Page to be prepared for Day 5's lesson.

<span style="font-family: Arial,Helvetica,sans-serif;">REVIEW OF QUESTIONS GIVEN AT THE BEGINNING OF THE WEEK: <span style="font-family: Arial,Helvetica,sans-serif;">While you are on your educational journey this week, think about these questions: <span style="font-family: Arial,Helvetica,sans-serif;">1) What helps people today (like us!) learn about an ancient civilization? <span style="font-family: Arial,Helvetica,sans-serif;">2) How and why did the Egyptians mummify their dead? <span style="font-family: Arial,Helvetica,sans-serif;">3) What does the mummification process tell us about the Egyptians’ religious beliefs? <span style="font-family: Arial,Helvetica,sans-serif;">4) Besides speaking to one another, how did the ancient Egyptians communicate? <span style="font-family: Arial,Helvetica,sans-serif;">5) How does studying an ancient civilization’s writing help us learn about their civilization?
 * Day 5**
 * Have students get their laptops and sign on.
 * Direct the students to access the Collaboration and Sharing page of the class wiki while you project it on the wall.
 * Each pair of students will sit at a laptop and play the game that a classmate created on Day 4. The pair will act as one contestant so they may help each other with the answers. (Pairs could be randomly assigned or teacher could have game show creators from Day 4 work together again.)
 * Remind students that they will receive a grade for how well they work together cooperatively as they play the games. Teacher will need a sheet with students' names on it to record any behavior that shows students are not working cooperatively (i.e. arguing, not following classroom rules).
 * If time permits, students may either replay the game to improve their scores or choose to play another game show created on Day 4.
 * Each student should record their final "earnings" for each game he/she plays. Index cards or small slips of paper may be used for this.
 * After about twenty-five minutes, have students shut down a computer and return it to the cart.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assign two students to make sure that laptops are returned to the cart correctly and plugged in.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students should then return to their seats.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Do a short wrap-up discussion of the week using the questions from Day 1.


 * Evaluate and Revise.**
 * A more detailed rubric for the week's work might prove to be more valuable than the present rubric provided or a separate rubric for each day's assignment might be considered.
 * A short clip of a taped segment of the actual game //Who Wants to Be a Millionaire?// could be obtained to show the class at the beginning of Day 4 of the lesson plans to generate more enthusiasm.
 * Instead of providing students with a game template, it might be fun for students to create their own games using PowerPoint or some other program. This would allow for more creativity and variety.
 * Creating the game could be done at the end of the entire unit so that there would be more topics covered.
 * Creating the game the first time could be a "learning/practice" tool that is not graded, and a final game could be created at the end of the unit.
 * Games could be created independently or with a bigger group instead of with one partner.
 * Games could be played whole-group by projecting each game one at a time on the wall and asking students to raise their hands to answer.