Stage 1 – Desired Results - Habits of Mind



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Ancient Egypt – Habits of Mind UbD

|Topic: Ancient Egypt |Year Level: 6 |Authors: Atkinson, Dean, Heffernan |

|Stage 1 – Desired Results |

|Established Goals: |

|Students understand that cultures and identities are shaped by material and non-material aspects as well as cross-cultural contact. |

|material (e.g. places, food, clothing, music and symbols) and non-material components (e.g. values, beliefs, traditions, heritages) impact on the identity and |

|sense of belonging of groups |

| |

|Essential Learnings (Draft 2, April 2007) QCAR (taken from QSA website) |

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|HoM to be Developed: |Exploring Meaning of the HOM |Expanding Capacity for using the HOM |

| |By the end of this unit students will be able to:|By the end of this unit students will be able to: |

|Striving for Accuracy | | |

| | |Accurately and correctly use three methods (strategies) to |

|(enhances the content or the process through | |obtain and analyse researched information in order to complete|

|which the unit will be taught) | |set tasks. |

| | |(e.g. Compare/Contrast [Venn Diagram], PMI, Checklists) |

|Increasing Alertness for the HOM |Extending Values of the HOM |Building Commitment towards the HOM |

|By the end of this unit students will be able to:|By the end of this unit students will be able to:|By the end of this unit students will be able to: |

| | | |

| | |Evaluate their use of Striving for Accuracy using reflective |

|Use oral (this is for assessment) and visual |Use a rubric to clearly connect their ability to |prompts provided by the teacher and drawing on examples of |

|(accurate research strategies) cues to recognise |Strive for Accuracy to both the quality of their |their work. |

|new situations in which it would be appropriate |work and the grade awarded. | |

|to Strive for Accuracy. | | |

| | | |

|Without external prompts, utilise internal | | |

|(mental) checklists to ensure that all tasks are | | |

|completed with a high degree of accuracy and | | |

|attention to detail. | | |

|Understandings about the content: |Essential Questions about the content: |

|Students will understand that… | |

|Ancient Egyptian buildings and artefacts show that their society had a |What is enduring about Ancient Egyptian culture? |

|belief system and was an organised, centralised society. | |

|By preserving Ancient Egyptian monuments and artefacts there is a link to |Why do we preserve the past? |

|a past advanced, successful society. | |

|Ancient Egyptian culture is enduring because it was unique. | |

|Knowledge about the content |Skills required of the content |

|Students will know… |Students will be able to… |

|Key facts about Egyptian society, including how they built the monuments |Use research skills (with guidance) and strategies to find out about Ancient Egyptian |

|(technology), building tools to help, how society was organised. |society. |

|Ancient Egyptian vocabulary terms. |Recognise, define and use Ancient Egyptian vocabulary in context. |

|Key facts about ways of preserving building artefacts. |Construct simple machines and replicas of Ancient Egyptian monuments. |

|Stage 2 – Assessment Evidence |

|Performance Tasks: Summary in G.R.A.S.P.S. form | |

| | |

|Goal (1): To report to Egyptian government officials the importance of |Goal (2): Design and build an operational shaduf. |

|preserving historical artefacts. |Role: Engineers. |

|Role: Archaeologists. |Audience: Government officials |

|Audience: Government officials. |Situation: You are attempting to persuade the officials that your Shaduf design should|

|Situation: You have been asked to choose one Ancient Egyptian site that |be adopted as the best way of collecting water from the Nile for irrigation. |

|best illustrates the key historical reasons why it should be preserved. | |

| | |

| | |

|Product Performance and Purpose: |Product Performance and Purpose: |

|Written persuasive report. Using established criteria, students use |An operational shaduf which fulfils set criteria |

|research strategies, (eg Checklists, Venn Diagrams) to evaluate Ancient |Standards/Criteria for success: |

|Egyptian sites. The report must include an explanation of why you |Model must be able to lift and move an amount of water five times the capacity of its |

|selected the site and how it will preserve the key historic features of |water scoop |

|Ancient Egypt. |You must submit plans of your design |

|Include a map showing its location in Egypt. |Include a diary/summary of the process (especially interested in the interactions with |

|Standards/Criteria for success: |your parents during construction) |

|Your written report needs to include- | |

|Completed research strategies showing accurate collection and evaluation | |

|of site-specific information |Other Evidence: |

|a description of the site |Venn diagram |

|clear reasons why it should be preserved, based on established criteria |Concept Map (completed on Inspiration 8) |

|Stage 3 – Learning Plan |

|Learning Activities: |

| |

|Shaduf – Home project following initial school research |

|Research the history, design and use of the shaduf (computers) |

|from this students design and construct their own operational shaduf |

|design elements and operation is measured against established criteria |

|presentation of persuasive speech to Egyptian Minister for Agriculture |

|testing day where all students perform operational test at the pool |

|students self-reflect (was their product successful against set criteria?) |

| |

|Lesson 1: |

|Introduction – Discuss the Brisbane River |

|What do we know about it |

|What is the river used for? |

|How do we rely on it? |

|Name some other cities around the world that are built on or around a major river. |

|Why is this so? |

|Lesson 2: |

|Linking statement to the study of the Nile River (Ancient Egypt) |

|Now that we have examined a river important to our time and area, let’s look at another river that was significant during a different time and place, the Nile |

|River in Egypt. |

|Boys complete a mapping exercise where they are required to locate major cities and points of interest on an Egyptian map. This will serve as a reference point |

|for the rest of the unit. |

|Examine Ancient Egyptian usage of the river |

|Apply same questions to the Nile as with Brisbane River (above) |

|Create Concept Map (good copy to be finished on Inspiration 8) |

|Compare/contrast with Brisbane River (Venn Diagram) |

|Lesson 3: |

|Essential Question |

|What is enduring about ancient Egyptian culture? |

|Mr Neal Quillinan (Middle School SOSE Co-ordinator) to be guest speaker on culture in answer to essential question |

|society, belief system and vocabulary |

|religion and monuments/artefacts |

|Why is it so fascinating? |

|Discussion of points in guest speech |

|Lesson 4: |

|Working Interdependently |

|Class decision about importance of various historical sites within Egypt |

|What have we as modern society learned/adapted from these? |

|How are they enduring? |

|Should they be protected? |

|Examples of obvious ones, e.g. Giza pyramids |

|Lesson 5: |

|Development of Criteria |

|For persuasive report boys develop criteria that will be used in researching and choosing a site which in the students’ opinion is worthy of conserving (based on |

|appropriate use of criteria) |

|Finalise criteria rubric and begin research |

|Future lessons: |

|Individual research and report-writing |

|Teamwork skills in development/creation of Egyptian diorama (Upper and Lower Nile) |

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