VTFT Intern Name: Seth Whipple

Subject of Lesson: History / Geography

Topic of Lesson: Intro to Ancient Egypt
Grade Level of Students: 3rd
Time/Length of Lesson: 40 minutes
Date Taught: 12 - 5 - 2022
VTFT LESSON PLAN TEMPLATE
Click here if you need a refresher on what to put in each box! :)
In this lesson… students will learn about ancient Egypt, how the ancient
Egyptians adapted to their environment, and what key geographic features
Overview surround Egypt.

SS.3.2.1 Explain how the contributions of ancient Egypt have influenced the
present world in terms of architecture, inventions, the calendar and written
language. (SOL 3.2) (SOL 3.1g)
SS.3.2.2 Use map skills to explain the location of ancient Egypt at the
beginning of their culture, during the period of greatest influence and Egypt
today. (SOL 3.5a, b, c) (SOL 3.1b)
Standards of
SS.3.2.3 Use globes and maps to locate and describe major rivers, mountain
Learning
ranges and other geographic features of Africa. (SOL 3.6a) (SOL 3.1b)
SS.3.2.4 Describe how people in ancient Egypt adapted to their environment.
(SOL 3.7) (SOL 3.1a)
SS.3.2.5 Determine how the natural, human and capital resources ancient
Egypt had access to affected their specialization of goods and services and
trade. (SOL3.8, 3.9) (SOL3.1f)
How did ancient Egyptians adapt to survive the harsh conditions of their
environment?
Essential Questions Where is ancient Egypt located on a map?
What key geographical features surround Egypt?
Why are ancient Egyptians known as the “Great Adapters?”
Students will be able to… locate ancient Egypt on a map, locate key
geographical locations surrounding ancient Egypt, and explain how ancient
Objectives Egyptians adapted to their environment in multiple ways.

● I can use map skills to explain the locations of ancient Egypt at the
beginning of their culture, during the period of greatest influence, and
Egypt today.
Learning Target ● I can use globes and maps to locate and describe major rivers, mountain
ranges, and other geographic features of África.
● I can describe how people in ancient Egypt adapted to their
environment.
Necessary Prior N/A
Knowledge
Artifacts (ex. Papyrus paper, sphinx statue), ancient Egypt coloring map, sticky
Materials notes,
Key Vocabulary or
Concepts
Introduction/Hook
- “Great adapters”
- Nile River
- Papyrus
The teacher will start the lesson by giving each student a sticky note and writing
“I see… I think… I wonder…” on an expo board. The teacher will then pass
artifacts around the room, so that each student can make observations about the
objects. After this, students will write on their sticky notes what they observed,
though, and wonder about the artifacts. The teacher will then grab a few of the
sticky notes randomly and discuss them with the class, explaining what the
artifacts are.

On the first slide of the presentation, the teacher will go around the room and
have students try to guess where Egypt is located on the map. The teacher will
then use the presentation to talk about the key geographical features of ancient
Instructional Egypt and then discuss all of the different ways that the Egyptians adapted to
their environment.
Activities &
Strategies

The teacher will pass out a coloring map of ancient Egypt and África. Students
Closure Activity will follow along while the teacher reviews important geographic features, such
as the Nile River, Sahara Desert, etc.
Assessments N/A

To best help my ESL students, I learned some of the more difficult words in
Accommodations Spanish in case they didn’t understand. No other accommodations were
required.

Presentation
Resources
Remember to submit your lesson plan and reflection within 48 hours after teaching!
 VTFT II Lesson Plan Rubric
Excellent Good Acceptable Needs Revision
Organization 25 Information is 21 Content is 18 Plan has some 15 Plan is unorganized
& Detail presented in a clear, sequential. Plan organization but ideas may and lacks clear
logical, coherent contains specific detail not be in logical order. sequence. Plan is
23 sequence. Plan is detailed for most elements. A Parts may be vague, described only in basic
and each section is few sections may not missing detail in multiple detail or list of activities.
thoroughly explained. be very detailed or not sections. Many sections left
fully explained. blank.
Content 25 Plan is based on a 21 Content is full in 18 Content has some 15 Content lacks
standard or specific goal & coverage, clarity, missing elements in coverage, clarity,
24
thoroughly addresses information, and coverage, clarity, information, and/or
standards/goals, Content analysis; information, or analysis; analysis;
is superb in coverage, Plan mostly addresses Plan misses fully Plan doesn’t address
clarity, information, detail. the standards/ goals. addressing the the stated standard or
Perhaps goes above & standard/goal. doesn’t achieve the
beyond. lesson goal.
Teaching 20 Plan includes multiple 17 Plan includes 2+ 14 Plan includes one 12 Presentation relies
Strategies (3+) creative & effective strategies to share effective strategy and one solely on lecture and
strategies to share content content and engage that is not fully explained does not attempt to
18 and fully engage students. students. Strategies or not effectively used. implement additional
are effective but not Plan may lack strategies to engage
necessarily creativity/engagement. students.
creative/unique.
Supplemental 20 Plan includes links or 16 Plan includes links 12 Plan includes only one 8 Plan does not include
Materials attachments to all or attachments to all supplemental material OR supplemental materials;
supplemental materials. materials. Some may multiple that do not or materials are
16 (Slides, handouts, be hard to read/too enhance overall inappropriate/
directions, etc.) All are much info and/or presentation and/or ineffective.
well-designed and easily handouts may be contain inappropriate
accessible to students. slightly ineffective. content. (Ex: Slides are
hard to read with too much
content)
Mechanics 10 Plan and visuals are 8 Plan and visuals 6 Plan and visuals contain 4 Plan and visual
10 polished and contain NO contain only 1-2 errors 3-4 errors/errors begin to includes 5+written
written and/or spoken distract listener and/or spoken errors
errors

TOTAL: __91_/100
Comments: This actual lesson sounds fabulous. There are a few places where you could improve this “lesson plan”
document though! You did a good job making the lesson your own while still encompassing strategies you know the students
are used tol
A reminder that LPs are due within 24-28 hours after you teach the lesson.