Modeling Digital Age Work and Learning- Product,
Lesson Plan, and Exemplar
Teacher:
Richard Scarper
Subject:
World History and Geography (to 1500 C.E.)
Grade Level:
9th
Time duration:
90 minutes
Materials:
Smartboard, Internet access, teacher-created Prezi, laptops
Lesson Objective:
SOL WHI.3 – “The student will demonstrate knowledge of ancient river valley civilizations, including those of Egypt, by: a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; e) and explaining the development of language and writing.” http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_ushistory_to1865.pdf
Purpose of the lesson:
This lesson will serve as an introduction for a comprehensive unit on the Ancient Egyptian civilization. Students will be able to explain the significance of pharaohs, pyramids, and hieroglyphics in Egyptian culture.
Activity:
Assessment
Quiz: Ancient Egyptian Pyramids, Pharaohs, and Hieroglyphics
Mark the statement as either True or False.
1. _______ Pyramids were built to be a resting place for the pharaoh and his family before they passed on to the afterlife. (True)
2. _______ Most Egyptians knew their belongings could not possibly travel with them to the afterlife. (False)
3. _______ The step pyramid represented a giant staircase for the pharaoh to climb and join the sun god in the sky. (True)
4. _______ The largest pyramid is called the Pyramid of Giza and was built by King Tut. (False)
5. _______ Approximately two thousand lime stones were used to build the larger pyramids. (False)
6. _______ Hieroglyphs were written using papyrus, reed brushes, and colored ink. (True)
7. _______ Egyptians left no spaces between words and sentences in their system of written language. (True)
8. _______ The system of hieroglyphics involves picture words and consists of hundreds of words represented by symbols or pictures. (True)
9. _______ Hieroglyphs are always written horizontally and from left to right. (False)
10. _______ Ancient Egyptians first began developing their system of written language around 6000 BCE. (False)
The role of the teacher in this mini-lesson plan aligns with both the ISTE Standards-T and the Technology Skills for Instructional Personnel (TSIPs). For example, requiring students to work with partners on a laptop to create customized hieroglyphic messages reflects the first ISTE Standard-T, which is to facilitate and inspire student learning and creativity. Such an activity promotes innovation, critical thinking, collaboration, and digital literacy. Similarly, utilizing a Smartboard, online video, digital presentation, interactive website, and laptops corresponds with ISTE Standard-T Two, which is to design and develop digital age learning experiences and assessments.
The third ISTE Standard-T emphasizes the need for educators to model digital age work and learning. This standard is exemplified by the teacher’s proficiency with multiple forms of technology and use of digital tools to convey information. In adherence to ISTE Standard-T Four, the teacher in the mini-lesson promotes digital citizenship and responsibility by increasing students’ cultural awareness. The fifth and final ISTE Standard-T involves professional growth and personal leadership. The teacher demonstrates these principles by conducting extensive research while preparing the lesson, creating an interactive presentation that can be shared with colleagues, and becoming acquainted with a wide range of programs and devices.
In compliance with the TSIPs, the teacher effectively utilizes computers and software, demonstrates familiarity with relevant terminology, and uses technology to access and share data. The teacher selects digital tools that advance the Virginia Standards of Learning and enable the accumulation, organization, and transmission of curriculum material. Multiple forms of technology are used to present course content and convey information to learners.
Richard Scarper
Subject:
World History and Geography (to 1500 C.E.)
Grade Level:
9th
Time duration:
90 minutes
Materials:
Smartboard, Internet access, teacher-created Prezi, laptops
Lesson Objective:
SOL WHI.3 – “The student will demonstrate knowledge of ancient river valley civilizations, including those of Egypt, by: a) locating these civilizations in time and place; b) describing the development of social, political, and economic patterns, including slavery; c) explaining the development of religious traditions; e) and explaining the development of language and writing.” http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_ushistory_to1865.pdf
Purpose of the lesson:
This lesson will serve as an introduction for a comprehensive unit on the Ancient Egyptian civilization. Students will be able to explain the significance of pharaohs, pyramids, and hieroglyphics in Egyptian culture.
Activity:
- The teacher will play a YouTube video (3:17) entitled, “The Pyramids in Egypt” on a Smartboard by clicking on the following link. https://www.youtube.com/watch?v=kznbZ8fiOEQ&feature=youtu.be
- The teacher will use a Smartboard to present and discuss basic elements of Ancient Egyptian culture. This presentation will consist of a teacher-created Prezi that can be accessed by clicking on the following link. https://prezi.com/bunanqhurh7b/copy-of-copy-of-explain-any-topic/
- Students will work in pairs on a laptop to practice using hieroglyphs. They will each type their names and two questions they would have liked to ask a pharaoh about his life. Students will use the following interactive typewriter link to type hieroglyphic messages. Note: Use the keyboard features on the interactive typewriter and not computer keyboard. http://discoveringegypt.com/egyptian-hieroglyphic-writing/hieroglyphic-typewriter/
Assessment
- Students will be assessed by taking a written True/False quiz at the end of the lesson.
Quiz: Ancient Egyptian Pyramids, Pharaohs, and Hieroglyphics
Mark the statement as either True or False.
1. _______ Pyramids were built to be a resting place for the pharaoh and his family before they passed on to the afterlife. (True)
2. _______ Most Egyptians knew their belongings could not possibly travel with them to the afterlife. (False)
3. _______ The step pyramid represented a giant staircase for the pharaoh to climb and join the sun god in the sky. (True)
4. _______ The largest pyramid is called the Pyramid of Giza and was built by King Tut. (False)
5. _______ Approximately two thousand lime stones were used to build the larger pyramids. (False)
6. _______ Hieroglyphs were written using papyrus, reed brushes, and colored ink. (True)
7. _______ Egyptians left no spaces between words and sentences in their system of written language. (True)
8. _______ The system of hieroglyphics involves picture words and consists of hundreds of words represented by symbols or pictures. (True)
9. _______ Hieroglyphs are always written horizontally and from left to right. (False)
10. _______ Ancient Egyptians first began developing their system of written language around 6000 BCE. (False)
The role of the teacher in this mini-lesson plan aligns with both the ISTE Standards-T and the Technology Skills for Instructional Personnel (TSIPs). For example, requiring students to work with partners on a laptop to create customized hieroglyphic messages reflects the first ISTE Standard-T, which is to facilitate and inspire student learning and creativity. Such an activity promotes innovation, critical thinking, collaboration, and digital literacy. Similarly, utilizing a Smartboard, online video, digital presentation, interactive website, and laptops corresponds with ISTE Standard-T Two, which is to design and develop digital age learning experiences and assessments.
The third ISTE Standard-T emphasizes the need for educators to model digital age work and learning. This standard is exemplified by the teacher’s proficiency with multiple forms of technology and use of digital tools to convey information. In adherence to ISTE Standard-T Four, the teacher in the mini-lesson promotes digital citizenship and responsibility by increasing students’ cultural awareness. The fifth and final ISTE Standard-T involves professional growth and personal leadership. The teacher demonstrates these principles by conducting extensive research while preparing the lesson, creating an interactive presentation that can be shared with colleagues, and becoming acquainted with a wide range of programs and devices.
In compliance with the TSIPs, the teacher effectively utilizes computers and software, demonstrates familiarity with relevant terminology, and uses technology to access and share data. The teacher selects digital tools that advance the Virginia Standards of Learning and enable the accumulation, organization, and transmission of curriculum material. Multiple forms of technology are used to present course content and convey information to learners.