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) |
| |
|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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