Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 7 Time: P6 2:25 Date: 09/06/2020 Students’ Prior Knowledge:
o Locations of ancient civilisations in the
Learning Area: HaSS History Mediterranean
o Time periods in which the ancient civilisations
existed
o Key geographical sites and features of ancient
Egypt
Strand/Topic from the Australian Curriculum
The physical features and how they influenced the
civilisation that developed there (ACDSEH002)
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Identify the time periods in which (Greek, Roman and Egyptian) these societies existed
 Identify the year in which ancient Egyptian society began and ended
 Explain the significance of the Nile river to Egyptian society
 Describe the significance of ‘the inundation’ to ancient Egyptian society

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

o Make PowerPoint slides (include timelines from
textbook)
o Bring markers and stationery for group activities
o Print answer sheets for group quiz

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Resources/References
Time Motivation and Introduction:
Align these with the
segment where they will
be introduced.
2:25pm Students enter and stand behind desks
Students are seated, roll is called

Activity 1: Significance of the Nile and the “Inundation” Video 2:04mins “The role of the Nile in
2:30pm (Internet- download and embed into slides) Ancient Egypt” Video
a. Pause at relevant moments and discuss and take notes (ABC Education)
b. Dictate the key points to students (brief)
Key Questions: why was the Nile vital for the Egyptians to flourish? “Ancient Egypt”
What are some of the beliefs the Egyptians had about the Nile? Worksheet
What was the Nile River used for?

2:35pm Lesson Steps (Lesson content, structure, strategies & Key Questions):

Activity 2: Timeline and Time Periods- Chronology (Activity book, p.52)

a. Ages and periods (p.261-262) “Understanding Time
Ch 14.3.1 paragraph 2-14.4 (read to class) and Chronology”
b. Counting time: Worksheet
i. common era (CE)
ii. before common era (BCE) “Jacaranda HaSS WA”
iii. before Christ (BC) Textbook (p.261-262,
iv. anno domini (AD) 318)
v. before the present (BP)
vi. circa (c)

2:45pm
Activity 3: Timeline of ancient Egypt:
a. Butchers paper timeline (as textbook, p.318). Printout different events
and get students to order them and stick them to the paper. Blank Butchers Paper
b. Copy onto blank timeline (students fill in labels). Markers
c. Students may use their textbook as a guide (include any ‘breaks’ in Ruler
the timeline including change from BC-BCE-CE etc.) Exercise book
d. Students: use rulers, measure between the dots representing dates in
the textbook (use example from earlier in the textbook as a second
example)

Lesson Closure:(Review lesson objectives with students)

3:05pm Activity 4: Verbal quiz competition (Divide into groups of 5)
o In groups students will complete a quiz (10 questions) Quiz answer sheets
o Groups will swap answer sheet and be marked on the quiz by one Pen/pencil
another

Transition: (What needs to happen prior to the next lesson?)

Before the Quiz- Homework: Students are to copy their timeline into their

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notebooks (off butcher’s paper timeline) if students don’t finish the task, they Markers
are to use their textbook/jacplus to fill it in for homework (p.318). Ruler
Exercise book
Extra resource: Interactive ancient Egypt Timeline (at home- internet down) “Understanding Time
and Chronology”
Assessment: (Were the lesson objectives met? How will these be judged?) Worksheet
o Group Quiz “Jacaranda HaSS WA”
o Discussion Textbook (p.261-262,
o Written notes on video 318)
o Student timelines in notebook/butchers paper timeline