Name: Nicole, Victoria, Lianivet, Sarah Grade Level:6

Lesson Title: Ancient Egypt Geography Lesson Length (ie. 30 minutes): 45 min

Rationale for Instruction

A rationale is an essential Middle school students need to have a comprehension and
part of thoughtful understanding of world history, geography, and their cultures.
planning of classroom This includes learning about Ancient Egypt and the five themes
of geography: geography, daily life, politics, inventions, and
instruction. This is a brief
written statement of the religion.
purpose for instruction
and the connection of the
purpose to instruction that
has come before and will
follow.

CCSS LAFS.6.RI.3.7: Integrate information presented in different

(LAFS/MAFS)/Next
Generation Sunshine
State Standards
List each standard that
will be addressed during
the lesson. Cutting and
pasting from the website
is allowed. You must have
a minimum of 3 standards
that represent multiple
content areas identified in
this portion of the lesson
plan.
media or formats (e.g., visually, quantitatively) as well as in
words to develop a coherent understanding of a topic or issue.
SS.6.G.2.1: Explain how major physical characteristics, natural
resources, climate, and absolute and relative locations have
influenced settlement, interactions, and the economies of
ancient civilizations of the world.
LAFS.6.SL.1.2: Interpret information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.

These can be downloaded

from the Florida Dept of
Education
www.cpalms.org/homepag
e/index.aspx.
 The student will understand and locate ancient Egypt
Learning Objectives
What will students know geographical features by gaining 80% on the interactive quiz.
and be able to do at the
end of this lesson? Be Students will fill out their KWL organizer with 100% accuracy
sure to set significant after watching the Walk like an Egyptian video.
(related to
CCSS/LAFS/MAFS, and Students will work collaboratively in a group to complete the
NGSSS), challenging, scavenger hunt with 80% accuracy.
measurable and
appropriate learning
goals!
Student Activities & This is the heart of the lesson plan. Be specific. Describe
Procedures lesson in a step-by-step, numbered sequence, including
Design for Instruction teacher and student activities. Be sure to include key questions
What best practice for discussion, collaborative structures, etc. (This section
strategies will be includes EVERYTHING and should be highly detailed!)
implemented?
How will you Intro to lesson: To begin the lesson, we will have a group
communicate student discussion about Ancient Egypt and what the students know.
expectation? As we discuss, the students will start to fill out the know
What products will be section of a KWL chart with what they know and what was
developed and created said during the group discussion. As we transition into the
by students? Ancient Egypt Walk Like an Egyptian video, the student will
Consider Contextual fill out the want to know section of the KWL. This can
Factors (learning include any questions they have or facts they are unsure about.
differences/learning The video will play and the students will be required to fill out
environment) that may the learn section when the video is over. They can readdress
be in place in your their questions or write down new information they have
classroom. gained. Students will share their findings and discuss the
knowledge they have gained from the video.

https://www.youtube.com/watch?v=cUTrfCfgBrg

Guided Questions:
What did you notice about their environment?
What were some land features you saw in the video?
What would say the climate is like in Ancient Egypt?

Content:
The teacher will then present the powerpoint presentation
explaining the geography and intro to ancient egypt.

During the presentation the students will be taking notes on the

presentation to help them with the scavenger hunt at the end of
the lesson.

Interaction:
Students will go through a map to find out more about the
individual towns and lands throughout ancient egypt. Starting
from a broad map to a more detailed map theyll learn about
different parts of the empire. At the end there will be a
summative quiz to make sure the students paid attention to the
interactive map.

Interactive Map:
http://www.childrensuniversity.manchester.ac.uk/interactives/h
istory/egypt/egyptianmap/

***During the game the teacher will have a ball and throw it to
the next person who will take the next step in the game.

Conclusion:
Play a scavenger hunt including key questions and have the
students find the secret envelope before writing their answers
to the questions on their worksheet.
Students will be placed into small groups as their scavenger
hunt team. The groups will be randomly assigned to discourage
the gifted and higher students to work in the same group. I will
strategically place the ESOL students in groups where they will
be best benefited.
There are 10 questions that pertain to information from
the slide show shared. Students were encouraged to take
notes previously because it can be used to assist them
with the answers.
Each group will rotate around the class in any order.
A group can not go to a question that another group is
currently at. They must wait for that group to move on.
Once all questions are answered, the teacher will check
the answers and determine if they are right.
If wrong, the teacher will not identify the wrong
answer, just tell how many they got wrong. It is up to
the group to retrace their steps and figure out what was
wrong.
If the answers are correct, the team will get a message
written in hieroglyphics. They will have to decode the
 message before the other teams finish.

Assessment Daily Lesson Plan Assessment:

How will student
learning be assessed?
Authentic/Alternative Formative: KWL Chart
assessments? Summative: Online Quiz, scavenger hunt
Does your assessment
align with your
objectives, standards
and procedures?
Informal assessment
(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes

Resources/Materials ALL resources including but not limited to; internet sites,
professional resources - books, journals (titles and authors),
childrens literature, etc. should be noted here. Citations
should be in APA format.

https://www.youtube.com/watch?v=cUTrfCfgBrg

Ancient Egypt Walk Like an Egyptian. (2014, February 18).

Retrieved June 5, 2017, from
https://m.youtube.com/watch?v=yOrcu83pPlE

http://www.childrensuniversity.manchester.ac.uk/interactives/h
istory/egypt/egyptianmap/

http://www.nms.ac.uk/explore/games/discover-ancient-egypt/di
scover-ancient-egypt/land-of-the-egyptians/

Exceptionalities
What accommodations or
modifications do you
make for ESOL,
Gifted/Talented students,
Learning/Reading
disabilities, etc.
These accommodations
and/or modifications
should be listed within the
procedures section of the
lesson plan as well as in
this section of the
document.
Lesson Extensions
PowerPoint
Scavenger hunt questions / hieroglyphics
ESOL:
video with key words and pictures
allow drawings or native language for KWL
Vocabulary with pictures
Peer buddy for map
Group support with scavenger hunt
Students with Learning Differences:
Headphones
Individual tablets
Extra time
Simplified worksheet
Allow drawings for KWL
Gifted/Talented:
Encourage to help others
Students can create their own map of Egypt, placing landforms
in their correct locations and identifying them.
Students can also go online and play interactive games on
Egypt.mrdonn
Use this article to investigate further into their learning
http://www.englishworksheetsland.com/topics/socialstudies/eg
ypt/1geography-read.pdf