Title: E IS FOR EGYPT PROJECT INTRODUCTION Description: The outcome of this project will be a class made travel/childrens book

over interesting facts in Egypt. Subject: Global Studies Instruction time: 15 min. Students level by grade: 7th Standard(s) to be addressed: Understand physical and human geographic factors have influenced major historic events and movements.

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Students will choose a topic that they wish to learn, allowing for a deeper knowledge and understanding of the topic. This lesson is a way for students to be able to not only show what they have learned in the form of a project, but also for them to find a better understanding of the topic that they choose. Students will be able to identify 3 man-made geographic in the region of North Africa. This lesson is designed to allow for deeper research and understanding of something that interested them in North Africa.

Identified student needs and plans for differentiation: Students will be allowed to work on their project at home. They will have the entirety of their Thanksgiving break to work on their project, but with staying on task in class, I predict that they will need to work very little at home. Students will also be able to work after school, or meet with me in the morning. Students, who finish early, will be given an extra task for their project. I will have them create a historical marker for their topic. I will have the worksheet with all the information on it.

Specific resources needed for this lesson: Computers

Instructional method(s) used in this lesson: Direct Instruction Multimedia

Lesson Sequence: - Hook (How will you get students excited about learning/Introduce students to your objectives?) o After a quick review of the previous

What are the 3 main bodies of water in North Africa? What are some of the natural geographic features of North Africa? What are the 5 countries of North Africa? What is a bazaar? What are the 5 pillars of Islam? o I will create a list of possible ideas for the project and I will begin circulating it during CNN o I will inform the students what kind of criteria they will be graded on after introducing the project. Direct instruction/Modeling o The only direct instruction would come with an explanation of the project. What the outcome should look like, and what is expected. Independent practice o While work will be done in class, it will be done individually, with me only helping find a new way to think of something. (such as how to rephrase text, or on something else to look up) Students may or may not know what kind of facts that they want, and that is something I am open to helping them find for themselves. Check(s) for understanding and scaffolding of student learning o I will make my way around the room, not only checking on progress, but also for understanding of the project. o Students should have a good start to their project by the end of the period. A good start, would be having a list of possible facts about their topic, or even starting on their drawing. It could be viewed in many different ways. Assessment of/for learning o Near the end of class, I will have the students write one reason for choosing the topic that they did, and one thing that they learned about that topic. With 8 min. left in class, while the projector is warming up for the game of TripAdvisor.

- Closure of the lesson o I will have the students turn to a neighbor and share what they wrote, and then use a sharing whip, if time permitting. - Bridge to next lesson o The next lesson is a continuation of working on the project. How will you modify or adjust this lesson in the future? Having a list of ideas prior to the class, and having a planned or routine way of having the students select their topics, would make for a faster selection process. Having the students think about what they might want to do the night before would also help. I have already had a selected group of students come up with possible ideas, but having them put together (typed) on a clean sheet of paper for each class is something that still needs to be done. This lesson could be changed to fit any region or country in the world. It could also be added to, making it more difficult.