Jaclyn Cordero

ASSURE Model Instructional Plan

Explore Ancient & Modern Egypt
2nd grade
Social Studies
Lesson length: 120 minutes, or two class periods
Analyze Learners
Total number of students: 20
Male students: 11
Female students: 9
Students with low learning skills:4
ESL Student:1
Hearing Impaired:1
SPL IEP: 5
Visual/Spatial learners (approximately 1/4 of students)
Kinesthetic learners (approximately 1/4 of students)
Verbal/linguistic learners (two to three students)
Interpersonal learners (one or two students)
Logical/Mathematical (one or two students)
State Objectives
SOL 2.1 The student will explain how the contributions of ancient Egypt have influenced
the present world in terms of architecture, inventions, the calendar, and written language.
SOL 2.4 The student will develop map skills by
a) locating Egypt on world maps
b) understanding the relationship between the environment and the culture of ancient Egypt
SOL 2.6 The student will demonstrate map skills by constructing a simple map of the
pyramids in ancient Egypt and by including a title, map legend, and compass rose.
Select Media, Materials, and Methods
Media:
-4 desktop computers for student-use
-Document Camera
-SmartBoard
-Computer lab (Day 2)

Jaclyn Cordero

Materials:
WebQuest
Colored Pencils
Beige Construction Paper
Blank Paper
WebQuest Word Document
Research Chart

Map of Africa
Crayons
Ink Pens
At least 6 Mummy
Excavation Kits
Map Examples
Google Earth

Pencils
Markers
Hieroglyph Stencils
Wall World Map
Egypt and Nile River Map
Google Maps

Methods
-Whole group map skills to find geographic location of Egypt
-Whole group introduction of ancient Egypt as it pertains to architecture, inventions, the
calendar, and written language
-Whole group instruction of center activities
-Small group centers
Map Making
Hieroglyphics Stories
Mummy Excavation
WebQuest
-Whole group instruction of using Google Earth & Google Maps (Day 2)
-Small group work: Create map of current pyramids and at least one tomb in Egypt for
tourists (Day 2)
Utilize Media, Materials, and Methods
Media:
-4 desktop computers with internet access will be used to do WebQuest research project
on ancient Egypt
-Document Camera will be used to show maps and instructions to students
-SmartBoard will reveal the documents from the document camera to all students
- access to computer lab on Day 2 of the lesson, students will need their own computers
to look at Google Earth and use as a reference for their tourist maps.
Materials:
WebQuest Students will use this as a guide to ancient Egypt
Map of Africa Students will correctly label a map of Africa showing where Egypt is and
labeling the seas that border it.
Pencils - For tracing hieroglyph stencils for short story (3-5 sentences)
Colored Pencils Students will color their maps and/or hieroglyphics in their stories
Crayons For coloring maps
Markers For labeling oceans and seas surrounding Egypt as well as Egypt and/or
outlining borders
Construction Paper Students will write a short story (3-5 sentences) using only
hieroglyphics.

Jaclyn Cordero

Ink Pens For tracing over hieroglyphics

Hieroglyph Stencils Students will be able to write their stories with ease.
Blank Paper For the third and final tourist map that students will create (legend, compass
rose, key)
Mummy Excavation Kits Students will break into groups of 3 and work to excavate a
mummy (instructions inside kits)
Wall World Map Teacher will introduce Egypt to the students by pointing to it on the map
at the very beginning of the lesson.
WebQuest Word Document Teacher will use document camera to show students the
instructions for the WebQuest.
Map Examples Teacher will have extra copies of maps (partially filled out) to show
students with the document camera.
Egypt and Nile River Map Students will draw pictures on the map showing how the ancient
Egyptians used the Nile River.
Research Chart - Students will fill in the chart based on what theyve learned about ancient
Egypt and its contributions to the Western world (architecture, inventions, written language)
from the WebQuest and from the library books they chose.
Methods:
Whole Group Map Skills TTW utilize the world map to locate Egypt and the seas that
surround it. TTW discuss the physical characteristics of Egypt on the map.
Whole Group Introduction of ancient Egypt As a first day introduction, TTW explain how
ancient Egypt has influenced modern day architecture, inventions, and written language.
Whole Group Instruction of Center Activities TTW introduce each center and explain
procedures. TTW divide class into four groups of five and assign each group a center. TTW
inform students that rotations are every 10 minutes.
Small Group Centers TSW work collaboratively to complete each of the four center
activities.
Whole Group Introduction of Modern Egypt On the second day, TTW briefly explain how
Egypt has changed over time and show students how to use Google Earth and Maps.
Individual Work TSW work individually at computers to create their own tourist maps.
Require Learner Participation
Whole Group Map Skills:
During this time TTW call the class close to the world map and ask a student to locate Egypt
on the map. TTW then call on other students to point out the surrounding seas. TTW inform
students to mentally note these locations for a map skills center activity. TSW pay attention
and be engaged because they may be able to interact with the map.
Whole Group Introduction of Egypt:
As part of the first day introduction to ancient Egypt, TTW will provide a verbal overview of
how ancient Egypt has influenced modern day. TTW ask students to share what they know
about Egypt. On the second day, TTW introduce modern Egypt and how Egypt has changed
into a tourist site. TTW open up Google Earth and show students the area of Egypt they will
explore on their own. TTW show students an example of a map they will create with a

Jaclyn Cordero

legend, key, and compass rose.

Whole Group Instruction of Center Activities:
TTW explain and demonstrate how to complete each center activity. TTW utilize the
document camera, maps, WebQuest instructions, and even WebQuest to explain and
demonstrate. TTW further explain that each computer has a WebQuest document located
on the desktop. The students are to access their WebQuest web sites through the
document. TTW divide the students into groups of five where they will collaborate on each
center activity. TSW follow the teachers instructions for each center in order to successfully
complete the assignments.
Small Group Center Activities:
TSW work in groups of five to collaborate on each center activity. Each center rotation will
last ten minutes.
Map Coloring TSW locate Egypt and the surrounding seas and color the land tan
and the sea blue.
Hieroglyphic Stories TSW use beige construction paper, pencils, stencils, and
colored pencils to create their own stories (3-5 sentences).
Mummy Excavation TSW work in groups. Each group is an excavation team, and
will work to excavate a mummy from the Mummy Excavation Kit.
WebQuest research TSW utilize classroom computers to conduct a WebQuest
research project for ancient Egypt. TSW use the WebQuest to learn more about
ancient Egypt. TSW log the research information on the research chart. TSW use the
ancient Egypt library books to enhance any information for their research.
Individual Activity:
TSW work individually in the computer lab during Day 2 as they explore modern-day Egypt
and its main tourist attractions. TSW create a map showing The Great Pyramids and the
Great Sphynx of Giza. TSW choose one tomb to include in their map. TSW create a map for
tourists.
Each of these center activities appeals to multiple intelligences. Kinesthetic learners will
be able to draw, color, use a computer, and play computer games through the WebQuest
(if time permits). Visual/spatial learners will appreciate the visually appealing WebQuest
and games. They will especially appreciate the 3-D aspects of Google Maps and Google
Earth. Interpersonal learners will get to work with other students. Verbal/linguistic
learners will benefit from the verbal instructions provided from the teacher, as well as
discussions with group members.

Jaclyn Cordero

Evaluate & Revise

Student Performance:
The students will be evaluated on each center activity. The main focus will be map skills
and the WebQuest. TSW demonstrate an understanding of the geographic locations if they
color the correct locations on their maps. TSW demonstrate an understanding of mapmaking, as they will be required to include a compass rose, key, and legend on their tourist
maps. TSW demonstrate knowledge of ancient Egypt based on the information gathered
and logged on each research chart. TSW also demonstrate abilities to collaborate with
group members in each center. Furthermore, TSW demonstrate some technological abilities
in their use of Google Earth and Google Maps.
Instructor Performance:
During the center activities, the teacher will listen to the students explain the concepts to
each other, and begin to determine if the material was well taught. When the students turn
in their WebQuest research charts, and their maps (especially the final tourist map), the
teacher will be able to determine if the objectives were reached. If necessary, the instructor
can reteach or review the material before the class moves on to more in-depth study of
each aspect of ancient Egypt.
Media Performance:
The media that was used serves as a gateway for the students to access a wide variety of
information on ancient Egypt. If students are able to log research information that pertains
to each aspect of the chart, then the media was used successfully.

References
Soper, K. (n.d.). Ancient Egypt. Retrieved December 05, 2016, from
http://questgarden.com/20/34/0/060329131541/index.htm