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TEACHER Linda Chapman
YEAR
4-5 |
LEVEL
3 |
DURATION
4-5 weeks |
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Strand Achievement Objectives to be Assessed
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Learning Outcomes
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Time Continuity and Change
How the past is recorded and remembered in different ways.
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Students will be able to:
Identify different ways Ancient Egyptians recorded their lives.
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Inquiry
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Students will be able to:
Carry out a Social Studies Inquiry.
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Supporting Achievement Objectives
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Learning Outcomes
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Time Continuity and Change
How the past is recorded and remembered in different ways.
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Students will be able to:
Explain different ways archaeologists help people understand Ancient Egypt.
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Culture and Heritage
Ways in which communities reflect the cultures and heritage of their people.
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Students will be able to:
Describe the way that buildings reflect the culture and heritage of
Egyptians.
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Requirements
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| Settings: |
New Zealand and other |
| Perspectives: |
Gender |
TEACHING AND LEARNING ACTIVITIES
Select and adapt these learning activities to best meet the needs of your
students, and to fit the time available:
Initial idea to stimulate the children's interest.
- Starter
Around the classroom, place large sheets of paper with hieroglyphics written
on them. These should be treated as a code. Give
the children one or two letters or words (for example, the children's names)
to help them try to unlock the code. Tell the children that they have to return
to Ancient Egypt to help find two children who have been lost in time. These
children were on the trail of tomb robbers and they must crack the code to
save the children and return to the Pharaoh his precious scroll. Before they
can enter the time warp they must first find out as much as they can about
Ancient Egypt and complete their Detective Log Books.
- Before and After
Ask the children to individually record what they know about Egypt as a mind
map. At the end of the unit the children complete the same activity.
This will allow the children to self evaluate their own learning and provide
assessment material for the teacher.
- Brainstorm
Students brainstorm
what they know about Egypt in groups of 3 or 4 pupils. Follow the Dove rules.
If you are unfamiliar with brainstorming see Action
Learning Brainstorm technique.
- Do accept all ideas. (No put downs and disagreements)
- Open minds and original ideas. (Strive for originality)
- Variety and lots of ideas.
- Expand on ideas by hitch-hiking.
Share ideas as a whole group. Use post-its to record each idea or word,
take care not to repeat those ideas already recorded. Group and classify
ideas and make concept
maps.
- KTW Charts
In groups of 3 make KTW charts. Children to record;
"What we know about Egypt", "What we think we know" and "What we want to learn".
- Puzzles
Select 5 or 6 pictures that show life in ancient Egypt (photocopied in colour,
or downloaded from the net).
See:
Cut them into 4 or 5 pieces. Mix them up and share amongst the children.
The children then have to find the other children who have the other parts
of the puzzle (for older children cut all the puzzles the same way, thus
the shape will not help them determine who is part of their group). In the
group ask the children to look carefully at the picture. Describe what they
think is happening and give reasons for their ideas.
- Picture Interpretation Activities
Collect a wide range of pictures showing different aspects, eg. life, landforms
etc.
- Bus Stop!
Pictures are displayed around the room and questions or activities are
prepared to match the pictures. The children are in groups, each starting
at a different activity. After a pre-determined time, the teacher calls
"Bus Stop!" and each group moves to the next activity. The session ends
with a sharing of ideas from each activity.
- Freeze
Pictures showing family groups and people activities are given to each
group. The children then arrange themselves to match the picture, pretending
to be taking part in the activities. The teacher calls out move and each
person pretends to be a character from the picture and continues with
their tasks. After 30 seconds the teacher calls "Freeze". The audience
is then able to talk to the characters and ask them questions. Use who,
what, where, when, why, how, which to begin questioning.
- Picture Masking
Cover a picture except for one small artifact or part of an artifact.
Ask the children to identify what it is, and how it was used.
- Speech Bubbles
Adding Speech bubbles to people in pictures.
The bubbles can be conversation between characters or thoughts.
- Mapping
- On the map
of the world locate New Zealand and Egypt. Locate different routes
to get to Egypt from New Zealand.
- On the map
of Africa locate Egypt, the Mediterranean Sea and the Red Sea,
- On the map
of Egypt locate the Suez Canal, name the countries that border
Egypt, locate the river Nile, Cairo, Alexandria, Memphis, Mediterranean
Sea and the Red Sea, Thebes, Aswan, Pyramids at Giza, and the Valley of
the Kings.
- Learning Centres
Set up learning centres within the classroom. As a centre is completed the
pupil is able to fill in their detective log. Activities include:
- Assessment Activity
- Deciding
Go back to KTW charts. Children then follow the deciding
process. If the children have not undertaken inquiry or action learning before
the teacher will need to model how to undertake each step.
- Decide on a Key Question to research. Write the key Question on the
Deciding sheet. Ensure your question is not
a closed question. Write any sub-questions that will help you find information.
- Decide on key words. Key words are search terms that will help narrow
down your search.
- Identify sources to find information. For example, library, books, Internet,
computer, CD-ROM.
- Decide how you will present your work.
- Establish a time line or framework. Use the Time
management sheet.
- Finding information
Ask each child to fill in a finding sheet (use
the finding sheet to help locate and find resources). Teacher to suggest appropriate
resources and places to find information.
- Using information
Give each pupil a using sheet. Discuss what it is
telling them to do. Emphasize read, read and re-read.
Practice with photocopied material, prepared by the teacher, about Egyptian
life. Show how to skim and scan looking for key words to answer the prepared
questions. Model retelling the main facts and recording in their own words
or language.
Discuss the checking of resources. Have examples at different levels.
Examine the publication date, checking for up to date information. Discuss
if the resource is appropriate for them to use.
Children then to use the information they find by using key words, skimming
and scanning to find answers to questions and evaluating the resources.
- Recording
Show the children the note-taking and note-making sheets. Explain how they
are used and that each new resource has their own sheet.
Teacher models a note taking exercise explaining each step thoroughly
and justifying the choices made in recording notes. The children then try
their own note taking exercise before working independently.
- Bibliography
Discuss bibliography and demonstrate how to fill in the sheet. Discuss the integrity of resources and the
bias found in some material. Teacher demonstrates bias by reading some very
biased material. Think about the publication date and how it can effect the
relevance and correctness of the information.
- Presenting
The children organise their material and present in an agreed format between
teacher and child (refer to their deciding sheet to determine the agreed format).
Remind the children about layout, fonts, illustrations, diagrams etc. Discuss
impact and how to gain the interest of others. Teacher modelling can really
improve the finished article.
All sheets included in the inquiry must be part of the presentation. From
the deciding, through to the time management sheet. These are used to determine
the inquiry process and to help evaluate against the criteria.
The children present their material to the rest of the class, parents
and other classes.
- Evaluation
Before presenting their work the children fill in the self evaluation sheet. If your children have
not filled in a self evaluation sheet before it is a good idea to go through
it step by step and explain criteria for each step.
During the shared presentations ask the children to peer
review others work. Discuss the review sheet and help the children work
out indicators or criteria for each category.
- Discussion
Discuss how the archaeologists were able to find out about life in Ancient
Egypt. Compare this with New Zealand and list similarities and differences
between the sites.
See the:
- Review
Return to KTW sheets filled in at the beginning of the unit.
What did they get right? What have they learnt now? In small groups or individually
write mind maps or structured overviews showing what they have learnt from
the other children's presentations.
- Before and After
Repeat the Before and After activity from step 2
and compare it with the mindmap they created at the start of the unit.
- Finishing Feast
Finish with trying some Egyptian food.
This is to make up for all the teacher's
hard work and to try to educate the children into realising there is life
beyond McDonalds.
RESOURCES
Electronic
This material has been produced by UNITEC Institute of Technology
under contract to the Ministry of Education.
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