Learning Outcomes:



|Launching Unit |Lesson # 1 |Lesson # 2 | |

|Objectives |SWBAT fill out KWL chart of their prior knowledge and state |SWBAT analyze drawings and answer the 5 W’s |SWBAT define civilization |

| |what they want to learn |SWBAT make hypothesis and find supporting evidence |SWBAT to list different aspects of Egyptian civilization |

| |SWBAT compare Egypt with Canada |SWBAT work on project independently and in a group and assess|SWBAT make hypothesis and use evidence from text to support |

| |SWBAT analyze a photo diagram of Egyptian lifestyle and make |themselves individually and as a group at the end of day. |aspects of civilization |

| |educated guess of their culture | |SWBAT work on group project (inventions) and design a logo. |

| |SWBAT sign up in groups of 4, pick an invention and present | | |

| |it during the museum fair | | |

|Teaching |Open up with clips of video from “Cleopatra” |Read pgs. 90-93 together, prompt them discussion questions |Read pgs. 94-105 |

|Method |Ask students what they know or observed about Egypt and have |“basic needs, what happens if people in Canada fail to meet |Do exercise on page 95 (hand in) |

| |them fill the KWL chart |basic needs? |Students will complete Aspects of civilization worksheet |

| |Read pgs.87-88 together |Give students diagram #1 and have them fill out the 5 W work |Complete Egyptian Aspect of life worksheet (use text) 6 marks|

| |Give them the Map and have them write down aspects of Egypt |sheet |Work on Report (bring work from home, outline for |

| |by pictures on Map. Read it aloud |In partners, they can do diagram 2, 8, and text diagram pg. |presentation e.g. facts, diagrams, poster board, |

| |Record finding on black board comparing Egypt to Modern |90-91 and fill in the second worksheet together 3 hypothesis |Have students Design a Logo for your Museum Display. Describe|

| |Canada under Titles “ very different, slightly different, |and evidence refer to pages. 90-101. (finish for homework). |criteria |

| |very different and Don’t Know” Venn Diagram |10 mark each. |(Colour, theme, materials) (who done what write-up) due next |

| |Introduce the Research Group Project on Inventions; have |Write in timeline |day. Talk about how much its worth. (group mark) |

| |students sign up in groups of 4s and pick a topic (topic |Get into groups and work on Project (may use computer lab or | |

| |provided) |library) must hand in the notes and show they come prepared | |

| |Set guidelines for the Project together |working on project. (Work on Display, some materials are | |

| | |provided) | |

|Student |Complete KWL Chart |Read together |Read |

|Activities |Read together from text. Pg. 87-88 |Analyze Picture individually and complete 5 W’s worksheet |Do exercise in text book pg. 95 |

| |Analyze map of Ancient Egypt and record all the different |Analyze pictures and provide evidence in group |Complete Aspect of civilization worksheet |

| |aspects of Egypt from the map |Work on group presentation (hand in note sheets, and bring |Complete Egyptian aspect of life worksheet |

| |Compare Egypt to Modern Canada |poster board and research material to work on) can go to |Work on Report, design logo for next day submit one per group|

| |Sign up in groups of 4 and decide on an invention. |library and computer lab for research, each must provided |(Signature of the presentation) |

| |Go over Project Guidelines together. |group assessment and debriefing at the end. |Come up with marks for logo together. |

| |Write in Venn diagram comparisons of Canada and Egypt | | |

| |Timeline | | |

|Assessment/ |KWL Chart Completion 5 marks |5 W worksheet (10 marks) |Pg. 95 from text (5 marks) |

|Evaluation |Venn Diagram 5 marks |5 W hypothesis and evidence from diagram and text (10 marks) |Aspect of civilization worksheet |

| |Sign up for a group of 4 (check mark) 1 mark |Hand in Notes 10 marks |Egyptian Aspect of life worksheet |

| |Homework: research information on invention and take notes |Bringing material from home that relates to project (1 mark) |( completion check mark) |

| |from home and bring materials Poster paper, and make model of|per group |Mark the logo |

| |invention in class next day complete note taking worksheet. |Self Assessment and Group Assessment | |

| |(10marks) |Create outline for Presentation | |

| |Timeline |Timeline | |

| |Lesson # 4 |Lesson # 5 |Lesson # 6 |

|Objectives |SWBAT compare Egypt to modern Canada | SWBAT compare life then and now (compare similarities and |SWBAT demonstrate their invention in the museum |

| |SWBAT complete the response questions in their textbook |differences between Egypt and modern Canada) |exhibit |

| |SWBAT compare differences and similarities between civilizations |SWBAT work on finishing the project |SWBAT discuss and inform guests and visitors on their |

| | |SWBAT to utilize the textbook as reference to completing the |researched invention |

| | |worksheet |SWBAT hand in timeline, citations, group and self |

| | |SWBAT complete KWL chart |evaluations |

|Teaching |Read pages 96-102 |Read pages 103-106 |Evaluate students group presentation |

|Method |Ask the class fill up the KWL Chart |Implement worksheet 16A (comparing modern Canada to Egypt) 5 |Student will be evaluating each other’s presentation |

| |Answer questions on page 104 |marks |Make awards |

| |Get into partners and give them each the worksheet 15A (5 marks) |Have groups complete group evaluation sheet |Show Cleopatra video |

| |compare Canada to Egypt, pick three aspect from the worksheet to |Timeline | |

| |make comparisons |Project time | |

|Student |Read together |Read |Show their Invention in the Museum Exhibit |

|Activities |Fill up KWL chart |complete worksheet do for homework if not finished |Set up the Exhibit |

| |Answer questions on pg. 104, due as homework |KWL chart |Show and Tell other students their invention and |

| |complete worksheet with partner, pick three aspects (homework if |group evaluation |research |

| |not finished) |Timeline |Evaluate self, group and other groups |

| |Project time (putting presentation together) |Project time | |

|Assessment/ |KWL chart |Worksheet |Assessed on the display and their presentation skills |

|Evaluation |Homework on pg. 104 |Timeline |Assessed on group effort and logo |

| |Worksheet |Group evaluation |Assessed on overall presentation |

| |Self-assessment on project and the process on their timeline |KWL chart |Self and group evaluations |

| | | |Completion of timeline, citations, and group/self |

| | | |evaluation forms |

| | | | |

| | | | |

Egypt- Inventions Research Project

Assignment- Create a Museum Display with poster paper on an Egyptian invention and present it in your groups acting as experts on the topic. Must create a model/ logo of the invention. Research on the invention and present all the information you can find on the topic.

Time- The due date is Jan. 19th

Format-

1. Need to create a Museum Display (construction paper, poster board) for a presentation being the expert on the topic

2. Must have a logo and Title

3. Must use at least two different sources to obtain information on the invention (books, internet, encyclopaedias)

4. Must provide information on the invention e.g. (background knowledge, the use of it, the purpose of it, example of how to use it, where you can find it, answer the 5 W’s, modern implications of the inventions or how is it used today?)

5. Must be presented in a well organized fashion

6. Visually appeasing

(Group presentation will be assessed based on work ethics in the classroom, bring materials to class, and be productive, hand in assignments on time. 1 mark will be taken away for every late piece of work and or lack of participation in class time)

Hand in Separately:

7. Time line

8. Self-Assessment

9. Group-Assessment

10. Citations

Marking Criteria:

1. visually well balanced

2. Grammar

3. interesting/grabs attention

4. understandable

5. includes brief history of creation

6. includes purpose or function

7. includes an explanation of its most interesting and impressive aspects

8. Includes the modern implications or uses of their product or invention. (bonus point)

| |Missing Elements |Positive Aspects |Rate 1-10 |

|Esthetics- overall impression, design, | | | |

|artwork, and neatness | | | |

|Data- Research and information quality, | | | |

|Make sure it is on the invention on | | | |

|Ancient Egypt? | | | |

|Technical- Sentence structure, word usage,| | | |

|punctuation, spelling | | | |

Jessy’s Notes:

• For the assignment use the library resources, books are set aside for the assignment

• Use the websites provided for further information in researching your topic, if you have difficulty finding materials ask me, or librarian or Mrs. Arntzen for further information.

• Due to the limitation of time on this project, 2 weeks, use all the time given to you wisely, such as in class time, library time, and computer lab time. If extra time is needed with your group try to set up a time outside of school or meet on your breaks to do the project.

• The project would be given individual marks as well as group mark, it would be marked by other students, myself and Mrs. Arntzen and each group would be given a certificate at the end of project as a sign of achievement and recognition. The certificates are categorized as Gold, Silver and Bronze depending on the quality of work you put in.

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