Intern Name: Madeline Arndt

Lesson Title (Subject/Topic): Egyptian Water Systems

Grade: 2
Length of Lesson: 30-45 minutes
Date Taught: 2/15/18
LESSON PLAN TEMPLATE
In this lesson…
Students showcase their understanding of Egyptian daily life through creating
Overview their own version of a shadoof. The materials used in their machine can only be
from ancient Egyptian times.

History 2.1, 2.3

Standards of Geography 2.4
Learning Economics 2.7

Essential Questions How will your invention help the ancient Egyptians in daily life?

Students will be able to…

Understand the daily routine of Egyptians, and describe natural resources and
Objectives capital resources that could help augment the lives of the Ancient Egyptians.

Students will be able to create their own water tool using ancient egyptian
Learning Target themes and ideals.
Necessary Prior Students must be comfortable with Egyptian daily life, and the importance
of natural resources used to create capital resources.
Knowledge
Materials Paper and colored pencils

Have a discussion on the importance of the shadoof and how the concept has
Introduction/Hook evolved into better technology over time.

Students will be given a paper, and the task of creating a way for Egyptians to
Instructional get water without the invention of the shadoof. The task indicates that all
materials in these system must have been around during ancient times. Once all
Activities & the students have finished coming up with their idea, they would draw their
Strategies machine and describe its creation and purpose in the lives of Egyptians.

Shadoof
Key Vocabulary or Water Systems
Concepts Egyptian Daily Life
Natural Resources
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Assessments A showcase of ideas at the end.

Students discuss the tools we use today in place of the shadoof, illustrating
Closure Activity change over time.

Accommodations No accommodations.

Resources N/A

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Madeline Arndt
Lesson Title (Subect/Topic): Egyptian Water Systems
Date of Lesson Taught: 2/15/18
Dr. Hatzopoulos at Old Donation School
Grade 2
Time of Day: Mid Day

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
Dr. Hatzopoulos wanted to add an extra, fun activity before testing the students on the themes of Egypt. We
came up with this artsy, creative way of showcasing common themes of Egypt: daily life and inventions.

2. How did the SOLs and Objectives help focus your instruction?
The SOL objectives didn’t guide the creation of this lesson, for it was more spontaneous than planned. When a
lesson is so intertwined in the curriculum, the SOL objectives just fall into place.

3. What parts of the instructional plan worked as you anticipated?

The students fully understood the task at hand, and dove right in with enthusiasm.

4. What, if any, adjustments needed to be made once you began?

The lesson was originally meant to be shorter, but with the illustration and written description, it became longer.

5. How well did you anticipate the materials needed?

The materials supplied were sufficient.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?) Instead of an assessment, student volunteered to
present their inventions to the class in more of a showcase style of presentation.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of the
lesson? (Hint: Student learning is the key to a lesson’s success!) The next week, their Egypt test went well,
so this lesson helped to reinforce the items on the test.

8. How did the time spent preparing for your lesson contribute to its success?
The loose nature of this assignment created a sense of freedom within the students, which helped their
imaginations run wild.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I wouldn’t do the lesson differently.

10. Any last comments/reflections about your lesson?

Each lesson becomes less stressful!

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 Total (65)

Taught Lesson Plan Grade Sheet

Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)