Lesson Plan Format Class: 7.1 Key Learning Area: History (H.S.I.

E) Lesson Topic: Ancient Egypt Date: 30/4/13 Time: Start: 11.30 Finish: 12.30

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): - Defining key concepts of history - Interpret and construct timelines including defining the concepts of BC and AD - Identifying key locations on a map (First Lesson on Ancient Egypt) Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. - 4.1 Describe and explains the nature of history, the main features of past societies and periods and their legacy. Any safety issues to be considered: - Bags causing obstruction in room Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - Describe some main features of ancient Egypt - KWHL worksheet ancient main features of ancient Egypt - Mind map in book main features of ancient Egypt - Key questions answered locations and key cities/places in ancient Egypt Assessment: Strategies which will be used to assess learners attainment of learning outcomes. Should be linked to each learning indicator.

- Identify on a map of the modern world, the location of Egypt - Locate key locations and cities of ancient Egypt

Resources: List resources you used in preparing the lesson AND those used in the lesson implementation. - Marist College Kogarah history program - Board of studies syllabus year 7 - World map; http://www.jimmymack.org/images/world_map.gif - Seating chart - Retro active 1 - History alive year 7 - Whiteboard and mind map - KWHL worksheet - Projector linked to laptop - Students exercise books - Worksheet with map of Egypt and questions

LESSON SEQUENCE Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. INTRODUCTION Introducing topic of Ancient Egypt: Timin g (mins) Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Prior: T loads world map on computer and sets up projector T hands out worksheets to Ss as walking in T greets Ss settle behavior T asks Ss to raise your hand if youve heard of ancient Egypt Ss raise their hands to identify whether they have hear of ancient Egypt T explains how to fill out KWHL worksheet Ss fill out first two columns of KWHL worksheet 10min T begins to create mind map on whiteboard T asks Ss to copy mind map into workbooks and to share knowledge written on KWHL worksheet Ss copy mind map and share knowledge T asks questions to continue discussion Ss students contribute answers Resources and Organisation:

10min

Computer projector

and

Explain to students how to fill out worksheet and ask to complete first two columns of KWHL worksheets S: will write what they already know about Egypt on the worksheet to help make the mind map later in the lesson DEVELOPMENT Demonstrating ability to describe the main features of ancient Egypt - Identifying key concepts of ancient Egypt Q/ What are some famous buildings the ancient Egyptians built? A/ Pyramids, Sphinx Q/ What was the name given to the Egyptian leader? A/ Pharaoh - Identify on a map of the modern world, the location of Egypt T explains Egypt is in the continent of Africa Locate key locations and cities of ancient Egypt 4mins

KWHL worksheet Map worksheet with map and questions ASSESS Worksheet

-KWHL Worksheet - White board with mind map ASSESS discussion knowledge for

T turns on projector and asks Ss to look at map of the world Ss look at map and observes T explaining the location of Egypt

Map of world on projector Laptop

T explains where Egypt is in the world Worksheet: Use the source given to find the answers to the following questions Q/ Which two cities were capitals of ancient Egypt A/ Memphis, Thebes Q/ Where was a granite quarry located? A/ Aswan Q/ Was Hatshepsuts temple in Lower or Upper Egypt? A/ Upper Egypt Q/ Why do you think ancient Egypts cities were located close to the Nile? (4 marks) A/ - Nile = water supply, transport - Fertile land for farming CLOSURE Correcting answers to questions to gain a higher understanding of the locations and cities of ancient Egypt 8mins T asks students to swap books to mark questions 1-3 T asks the questions and calls on students to answer them Ss answers questions T collects worksheets and reminds Ss to write names on them - T marks question 4 after lesson T asks Ss questions to see what they have learnt and remembered Ss answer these questions to demonstrate their knowledge T has a copy of questions and answers Ss worksheets T has a copy of the seating chart to know Ss names ASSESS T asks students to look at worksheet with map and questions and to answer questions while working independently referring to the map Ss answer questions on worksheet while working independently Worksheet with map and questions ASSESS worksheet

12-17 mins

Demonstrating an understanding of locations and cities in Egypt and key features of Egypt. - Q/ Where is Egypt located in the world? A/ Africa - Q/ Who can name any 3 features of ancient Egypt? A/ Any mentioned in previous mind map e.g. pyramids, pharaoh - Q/ What is the main river in Egypt? A/ The Nile - Q/ Name the two cities that were capitals A/ Memphis, thebes

6mins

T has a copy of the questions and answers ASSESS

T asks if anybody had any questions Ss pack away books T dismiss class when Ss are quiet

Student Teachers Evaluation and Critical Analysis: I taught a year 7 history class in period three on 30 th April. My supervising teacher wasnt at school on this day and so I had a substitute sit in on my lesson. I finished my lesson in the fist half hour and so decided to do textbook work however, the substitute didnt have the keys to the cupboard where the books are kept. The students then had to access them on their laptops. Assessment of Learning Outcomes: In the lesson, the students did achieve the learning outcome 4.1 which I saw through the group discussion where students displayed their knowledge and, the set worksheet given. This worksheet demonstrates students ability to describe and explain the main features of Egypt, as the outcome requires. Evidence of these worksheets and the knowledge the students demonstrated are attached in the appendix. Students should complete follow up work on the geography of Upper and Lower Egypt however can progress onto the next syllabus point of timeline work. Evaluation of Teaching: The teaching strategy that was most effective was the discussion I conducted whilst creating the mind map. The discussion got everybody involved as students asked and answered many questions. Also students were able to elaborate on different ideas and therefore learnt from each other. The teaching strategy I found to be least effective was textbook work. This was mainly due to the fact that my supervising teacher was away and so I therefore didnt have the key to the cupboard where the students textbooks are kept. The students then had to use their online source of the textbook on the internet on their laptops which distracted some students and also took a while to load therefore interfering with the students attention. The timing through the lesson was too long as I had left too much time for each section which the class completed quickly and so finished early. I had planned for my lesson to go for an hour and even checked with my supervising teacher previously to see whether there was enough content however, it only lasted 30 minutes. I had to arrange to do textbook work for the next half hour. Overall however the timing ended up working out well however, not according to plan. The resources I used to support my teaching worked well in the lesson however I couldnt

use the world map I had planned to show the students as there was no laptop to connect to the projector as the substitute teacher didnt have one. I had to make do with a world map world poster however this wasnt big enough for all students to see and didnt allow me to explain to level I wanted to, the key areas around Egypt. As I wanted to use textbooks for the second half of my lesson, it made it hard that I had no access to the cupboard in which they were kept. Students had to use an online text, which took a long time to load therefore distracting the students. I found that the group discussion that I conducted really motivated the students. After the initial stage of them being shy, the majority of students wanted to answer my key questions, some of which then elaborated on what I asked. Students also wanted to add to what other students mentioned and asked me more questions about statements made such as why was the pyramid of Giza built? This evoked more students to contribute to the discussion and overall, the discussion engaged their interest and motivated the students. The classroom management strategies that I found were most effective was when I waited for the boys to settle before beginning talking as this got them ready to do the work and let them understand that it was time to begin. Walking around the classroom whilst the students conducted their work was, in my opinion, the most effective strategy. From doing this I could help students who were having difficulties, assess the extent to which the learners were achieving the desired learning outcomes but most importantly, I could monitor the students behavior. I noticed that there was a group of four boys who were being particularly disruptive and so when group work began I made sure to keep an eye particularly on them and on their laptop use. On one occasion I had to tell a boy could you please switch to your textbook and stop playing that game to which he denied however as I could see his screen due to walking around and so I replied with I can see that you were playing minecraft (a laptop game) so could you please now close the game, switch to your textbook and begin your work. This seemed to work, as I had no trouble from him after this. The most satisfying aspect of the lesson for me was the group discussion. At first, the students were shy until I began to ask key questions, which encouraged them to answer. They knew much information but just needed encouragement to speak up. Once I did ask a few questions and elaborated on the students answers, I was able to involve the whole class.

Based on these reflections, the steps I believe I should take to improve my teaching in the future would firstly be to prepare extra activities as I finished my lesson early and so had to ask the students to read a passage and answer questions from their textbooks. Up until this point, the students were very on task. However, this task distracted the students, as they needed to go onto the laptops and load the textbook off an online school database. Another step I should include is to introduce myself. This slipped my mind and so I wrote my name on the board. Also, I should have handed out worksheets during the lesson not before so I have time to settle the students down first and, so the worksheets dont become a distraction. Next time I conduct textbook work I should also read the information and go through the questions as a class as it settles students and puts them on task. I should also be clear and specific next time about what I expect for homework for next period. I didnt set this as I was unsure whether my supervising teacher wanted me to set homework however looking back on the lesson now, I believe that setting the homework would have made some students stay on task more. Overall, I believe for my first lesson I thoroughly enjoyed teaching and believe that my lesson in the end achieved what needed to be done. That is that the students went away with more knowledge and, had achieved the intended learning outcomes. Word Count: 1000