SCU School of Education

Lesson Plan Template Australian Curriculum

Class/Stage:
7.3

Lesson/Period:
5 25/10/2016

Lesson Length:
50 mins

Topic/Main Concepts/Themes/Key Inquiry Question(s):

Timelines
Students are to put the hand out into chronological order creating a timeline.
SYLLABUS CONTENT to be covered

Key Concepts:
Timeline
Ancient Egypt

Contacts and conflicts within and/or with other societies, resulting in developments such as
the conquest of other lands, the expansion of trade and peace treaties
The physical features of the ancient society and how they influenced the civilization that
developed there

LEARNING OUTCOMES to be addressed/ achieved:

-

describes major periods of historical time and sequences events, people and societies from
the past HT4-2

uses evidence from sources to support historical narratives and explanations HT4-6

Historical Skills:
Comprehension: chronology, terms and concepts
Analysis and use of sources
Perspectives and interpretations
Research
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Explanation and communication

General Capabilities (Australian Curriculum, 2012)

(tick those addressed in this lesson)
Literacy
Intercultural understanding
Personal and social capability
Information and communication technology capability
Critical and creative thinking
Numeracy
Ethical behaviour

Cross Curriculum Priorities (Australian Curriculum, 2012)

(tick those addressed in this lesson)
Sustainability
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia

Other Learning Across Curriculum Areas (Australian Curriculum 2012):

(tick those addressed in this lesson)
Civics and citizenship
Difference and diversity
Work and enterprise
Elements of NSW Quality Teaching Framework addressed:
Intellectual quality- substantive communication, deep understanding, deep knowledge
Quality learning environment- engagement, high expectations, social support.
Significance- background knowledge, knowledge integration, narrative.

Prior Knowledge/Experience
Student have been learning
about ancient Egypt and have
previously done a timeline.

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Considerations/Preparation
Equipment required/Room bookings etc
- timeline handout
Ancient Egypt
- laptop
Timeline
-projector
Anno domini
Before Christ

Key Vocab

Safety Risk
-

Any other considerations?

Student will have silent reading at the beginning of the lesson

n/a

STAGE OF
LESSON
1. INTRODUCTION
What have students
already learnt in
relation to todays
lesson?
Assumed
knowledge?
Links to last
lesson?
Context of the
lesson
Expected learning
outcomes/goals
Key question/s

Wilks24/2/14

TEACHING AND LEARNING STRATEGIES

TIME
15 mins

15 mins of silent reading

introduction to the lesson- timelines

hand out timeline

what does bc stand for? Before Christ

what does ad stand for ? Anno Domini

5 examples of date- which one came first?

5 mins

RESOURCES
- worksheet
- power point (projector and laptop)

2. THE BODY
Teacher directed
learning?
Independent
student inquiry/
learning?
(Description of the
teaching and
learning activities)

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How to draw a time line (example in power point)

students are to work independently to complete their timelines (with help where needed)

run through the answers (dates) for the timeline

10 mins

5 mins
-

6000BC people settle near the River Nile

5000 BC Farm cattle, wheat and barley

4500 BC Egyptians use sails

3500 first use of hieroglyphics

3000 BC first buildings of mud bricks

2500 BC Great sphinx and great Pyramid

2400 BC First obelisks built

1500 BC valley of the kings tomb built

1325 BC king tut buried

525- 404 BC Persians invade

332 BC- Alexander the great

30 BC death of Cleopatra and romans control Egypt.

student will then use their laptops to add in 5 other events not shown to their timeline.

10 mins

student laptops

3. CONCLUSION
(Pack up and
organise
Summary of lesson
Future directions/
linking to next
lesson etc)

exit pass 6 students- name one of the extra events that you added to the timeline.

SELF- EVALUATION and REFLECTION

Assessment
(Assessment of/for
Learning)
Wilks24/2/14

5 mins

name wheel

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