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Analyse different Display new knowledge Ensure that new Learn to effectively
information sources and through a number of knowledge is being gained collaborate with other
question their different modes and media; through both group tasks, peers while engaging in
validity/relevance. presentation/verbal, video, and individual work. Own the inquiry. Respect others
Back up ideas and claims writing, illustration, artwork learning should take place in discussion, take
with research. etc. When communicating in order for content to be responsibility of work and
Synthesise and organise ensure that information is fully understood. be an active member of a
different types of delivered in an engaging, Students should try to ask group.
information. clear and concise way. specific questions that
develop their personal
understanding.
RESOURCES
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian
rd
curriculum: History. Retrieved on 3 of October 2014 from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-
10?layout=1
Oakes, L. & Gahlin, L. (2010). Ancient Egypt: An illustrated reference to the myths, religions,
pyramids and temples of the land of the pharaohs. London, England: Hermes House.
YouTube. (2014). TropicMind.com Ancient Egypt Educational Video for Kids. Retrieved 16
October 2014, from https://www.youtube.com/watch?v=YgVIXOyU10I
Wooden box, lock, tea stained paper with Hieroglyphics and drawings (Lesson1)
Long piece of paper or several A3 pieces put together for communal class timeline (Lesson 4)
A3 paper in the shape of a pharaoh (Lesson 4)
A3 paper in the shape of a pyramid (Lesson 5)
TUNING IN
Lesson 1: (This lesson is also serving as the immersion of students into inquiry)
Each student will have an envelope on their desk containing either a drawing of a
hieroglyph and its letter translation e.g. , or a message written in hieroglyphics (There
should be 20 hieroglyphic letter translations and the rest of the students have messages).
The idea is for students to work together to build up the alphabet and translate the
messages
The teacher should encourage students to work together in translating the messages and
write what they have discovered on the whiteboard
In the process of translating the messages the students will uncover the whole alphabet
Eventually they will have created a message (which can be changed by each teacher if
they wish)
The message will be a riddle that helps them figure out a code to unlock a wooden box
e.g. An important date for the highest of you all the birthday (DD/MM) of the tallest
student
Inside the wooden box are drawings on old-looking paper of several ancient Egyptian
things; the pyramids, pharaohs, hieroglyphics, mummies, gods, clothing, dates etc.
The teacher than does circle time with the students in which they ask some I wonder...
questions about each picture
Once all the pictures have been discussed the teacher will give the students some basic
information about the inquiry unit
Lesson 2:
Lesson 3:
Students will sit on the ground and be shown a video on the Smartboard about Ancient
Egypt
Students will be given an activity sheet that relates to the video contains basic
information about Ancient Egypt
Students return to their tables to complete the sheet
Once again students return to the ground to discuss the activity sheet, e.g. what did you
find interesting? What surprised you?
After discussion, teacher will ask students about their knowledge of what inquiry is
allow for class discussion to begin through further questions about inquiry
Specifically discuss inquiry in relation to Ancient Egypt ask students to think about and
discuss with other students around them what they want to learn during this unit
After a few minutes, ask students to come up with their own questions about Ancient
Egypt that they are interested in learning about write these questions on the whiteboard:
if students struggle, prompt them with some basic questions
Edit these questions with the students as they are coming up with them How could we
make this question more specific?
Ask students to each choose a question that they are interested in, and return to their
tables to begin research using their iPad
Teacher will help students who are struggling while they conduct research
Before the lesson ends, ask a few students if they wish to tell the class about something
they have learned from the research conducted
Reflection
Reflection
Reflection
Lesson 9:
Inform students that because they have been researching information about Egypt in the
past, this lesson with be about Egypt today
Students are split into table groups
Each table is given a focus area in which to investigate
Topic examples: cuisine, kings and queens, clothing
The groups are to collate and gather information which will be displayed/presented on a
poster
From these posters, the class are to create a class display that will remain on the wall in
the classroom
Resources available: iPads, books, videos help gather information
Reflection
Encourage some discussion between the teacher and each other by asking:
How did the ancient city you chose compare with Ancient Egypt?
What did you find interesting in comparing Ancient Egypt to Egypt today?
What do you think Egypt in the future will be like?
ASSESSMENT SUMMARY (ONGOING: FOR, AS and OF learning)
What are the cumulative and summative opportunities for assessment? How can teachers and students monitor progress? What
strategies can we use to cater for variance in learning styles and progress? How can we allow for expected and unexpected
outcomes? How can we provide opportunities for self, peer, teacher, parent assessment?
INQUIRY STAGE DESCRIPTION PURPOSE
Finding out Student work to assess: Assessment FOR learning
INQUIRY EVALUATION
Overall, this unit was an engaging and informative unit for students. They learnt a
lot about Ancient Egypt, things which they would not necessarily have even
thought about otherwise. The tasks were all engaging, and if anything was to be
changed, we would include more arts and crafts, as the students really seemed
immersed in them and seemed to enjoy them the most. They also really enjoyed
dressing up and getting into character, which brought out their creative side.