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Egypt Geography Lesson Plan

Egypt Geography Lesson Plan

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Published by: William Bailey on Jul 31, 2013
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Geography Lesson Plan Grade Level: 6-9 Introduction: This lesson focuses on the importance of geographic features and the

abundance of natural resources that helped ancient Egypt become the world’s first superpower. Students will learn about the geography and resources available to the ancient Egyptians. Lesson Objectives: Students will: 1. Participate in a class discussion where they hypothesize about the geographic and natural resources available in ancient Egypt. 2. Analyze maps and their related data to learn basic facts about the geography and natural resources in the ancient Egyptian Empire. 3. Use Internet resources to answer factual questions about the geography and natural resources of the ancient Egyptians and how these were used as a part of everyday life. 4. Use their research findings to discuss how the geography and natural resources of ancient Egypt helped the empire to become the world’s first superpower. 5. Create travel brochure that requires them to share their learning about Egypt’s geography and natural resources. Relevant National Standards: World History Standard 3: Understands the major characteristics of civilization and the development of civilizations in Mesopotamia, Egypt, and the Indus Valley. Geography Standard 1: Understands the characteristics and uses of maps, gloves, and other geographic tools and technologies. Standard 2: Knows the location of places, geographic features, and patterns of the environment. Standard 3: Understands the characteristics and uses of spatial organization of Earth’s surface. Standard 17: Understands how geography is used to interpret the past. Estimated Time: This should take two 90-minute class periods or three to four 50-minute class periods Materials Needed: Video clips necessary to complete the lesson plan are available on the Egypt’s Golden Empire Web site [http://www.pbs.org/empires/egypt/index.html]. Internet access for utilizing maps and conducting research.

Direct students to the Day in the Life feature [http://www.pbs. Access the Archaeological Sites map [http://www.html]. 7.ancientegypt.org/empires/egypt/pdf/lesson7_proj_guide. bordering countries. and important sites are located. pyramids.pdf]. oases. Make note of important resources that were available in the different regions of the empire. barren desert B. Procedures: 1.html] and study where the temples. Egypt’s location on a world map and major bodies of water. Explain to students that the ancient Egyptians were one of the world’s superpowers.org/empires/egypt/special/virtual_egypt/index.html].html].ancientegypt.co.uk/geography/explore/res. mountainous C. Is this a place you would like to live? Why or why not? 2.uk/geography/explore/arch. Based on the pictures. and the river delta region. the Nile River. mines. 3. plants. access the following 360 degree views: Deir El Medina view of village.co.pbs. Pose questions such as: Based on what you can see in the pictures. part of this lesson plan. Using the Egypt’s Golden Empire Web site’s Virtual Egypt feature [http://www. Distribute the Ancient Egyptian Geography Study Guide in this lesson plan to each student and review the questions before accessing the maps. 6. Microsoft Word) .pdf].html]. Karnak Processional Way and the Temple of Ptah. Access a modern political map of Egypt similar to the one on the British Museum’s Ancient Egypt site [http://www.uk/geography/explore/fea.org/empires/egypt/pdf/lesson7_stud_guide.html] and the Natural . 4. and that knowledge about the geography of the country can help them understand how the ancient Egyptians attained such power and status in the world.pbs. how would you describe the geography of Egypt? Discuss the types of resources.org/empires/egypt/special/lifeas/index. Think about how this correlates with the available resources and geographical features of the land.g. Choose the various symbols and highlighted areas to learn more about the quarries. Access to a program that allows for the creation of a brochure (e. Include in your search.Ancient Egyptian Geography Study Guide [http://www. how would you characterize Egypt? Please choose one: A. and climate you think the country would have. rocky plains D.ancientegypt.co.co. fertile lands. 5.ancientegypt. Touring Ancient Egypt Project Guide [http://www.uk/geography/explore/pol. Access the British Museum’s Geographical Features map [http://www. fertile growing land Explain why. Use it to find basic information about Egypt. Access the museum’s Natural Resources map [http://www.pbs. animals. part of this lesson plan.

Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized information. Writing Mechanics Technology Usage Brochure shows proficient knowledge of computer software.org/empires/egypt/newkingdom/resources.Accuracy All facts in the 99-90% of the facts 89-80% of the facts brochure are in the brochure are in the brochure are accurate. The brochure has attractive formatting and well-organized information. After the class discussion is complete. but there are too few and the brochure seems "textheavy". There are 1-2 capitalization and/or punctuation errors in the brochure even after feedback from an adult. 1 Fewer than 80% of the facts in the brochure are accurate.html] to answer the remaining questions in the Ancient Egyptian Geography Study Guide in this lesson plan. Lesson Plan adapted from: http://www. Once students have completed the study guide. but there are so many that they distract from the text. Also refer them to the Farming content [http://www. Have them discuss what they have learned about the importance of geography in making ancient Egypt a superpower. The brochure has well-organized information. Brochure shows little knowledge of technology skills. Graphics go well with the text.html] on the Egypt’s Golden Empire Web site. Graphics go well with the text and there is a good mix of text and graphics.pbs.org/empires/egypt . Capitalization and punctuation are correct throughout the brochure after feedback from an adult. accurate.org/empires/egypt/newkingdom/farming. review the questions.pbs. Graphics do not go with the accompanying text or appear to be randomly chosen. Brochure shows lack of technology skills. Do this using questions such as: How did Egypt’s terrain and physical features help to make it more powerful? What natural resources did the ancient Egyptians use to help them attain and maintain themselves as a world power? Why was the Nile River critically important to the ancient Egyptians? 9. Assessment: Student Name: ________________________________________ CATEGORY 4 3 2 Content . 8. students will be required to create travel brochures based on their knowledge of Ancient Egypt. There are several capitalization or punctuation errors in the brochure even after feedback from an adult. Capitalization and punctuation are correct throughout the brochure. accurate.Resources content [http://www. The brochure's formatting and organization of material are confusing to the reader. Brochure shows some knowledge of technology skills.pbs. Graphics/Pictures Graphics go well with the text.

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