FORWARD PLANNING DOCUMENT

Year Level:7

Learning Area/Topic: HISTORY / Depth study 2: Investigating one ancient society (Egypt)

General Capabilities:
Literacy

Numeracy

ICT

Critical and Creative Thinking

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Week/
Lesson

WEEK
9
LESSON
1

Knowledge &
Understandings

The significant
beliefs, values and
practices of
the ancient society,
with a particular
emphasis on o
ne of
the following areas:
everyday life,
warfare, or death
and funerary
customs
(ACDSEH033)

Concepts &
Specific Lesson
Objectives
List facts about the
River Nile
Synthesise and
Analyse information
to answer questions
Produce a concept
map summarising
information on the
Egyptian afterlife

Ethical Behaviour

Personal and Social Competence

Asia and Australias engagement with Asia

Specific Historical
Skills

Intercultural Understanding

Sustainability

Teaching & Learning Experiences (include Focus/Key questions)

Resources and
Assessments

(based on curriculum)

Questioning and
Researching:
Students must
synthesise and
organise
information and
evidence from
secondary sources
to create a popplet.
Communication and
Reflecting:
Students are
presenting findings
in an appropriate
form (popplet).

INTRO:
Recap on previous week using Padlet link on their webquest:
List two facts about what you remember about the River Nile using
Padlet
Watch YouTube clip on webquest to start new section on t he beliefs and rituals
surrounding ancient Egyptian afterlife.

Padlet

BODY:
Class discussion on the afterlife to gauge prior knowledge and provide a
good introduction on ancient Egyptians death beliefs.
Students will create a popplet using answers from an inquiry-based task.
Students will use the links provided in the webquest to answer specific
questions regarding the ancient Egyptian journey to the afterlife.
Each link will direct them to a resource site where they must read the
information to discover the answer.
Once they have completed their popplet they must save the link to be
embedded later.

Post-it Notes

CONCLUSION:
Students will be assessed using the ticket-out-of-the-door strategy. Each student
must write on a post-it note 2 things they learned from the lesson.

Youtube clip
https://www.youtub
e.com/watch?v=B
Nk_cmcj8LU

iPads
Weebly page:
http://year7ancient
history.weebly.co
m/
Popplet

Week/
Lesson

Knowledge &
Understandings

Concepts &
Specific Lesson
Objectives

Specific Historical
Skills

Teaching & Learning Experiences (include Focus/Key questions)

Resources and
Assessments

(based on curriculum)

Text2map.com

WEEK
9
LESSON
2

The significant
beliefs, values and
practices of
the ancient society,
with a particular
emphasis on o
ne of
the following areas:
everyday life,
warfare, or death
and funerary
customs
(ACDSEH033)

Recall f acts about

the Egyptian afterlife
journey
Construct Q
R code
with URL of
slideshare
Compare and
contrast different
burial tombs and
their features

Questioning and
Researching:
Students must
collate and
organise info. about
burial tombs and
evidence from
secondary sources
Analysing:
Interpreting
evidence to identify
key points or ideas
Creativity:
Creating slides,
timelines and QR
codes to
summarise
information on
burial tombs

INTRO:
Recap afterlife journey using Text2map:
Name one of stages or rituals undertaken in the journey to the afterlife
BODY:
Quick classroom discussion to introduce burial tombs predynastic times
in the sand
Simulate interest of new topic with Think-Pair-Share and research of
tombs using webquest
Next, students will be put in pairs and each pair will be a number 1, 2 or
3, they will be provided with resources to perform a collaborative
inquiry-based task on webquest.
1s Mastabas, 2s Pyramids and 3s Valley of the Kings
Following the steps of webquest they are to create a google PowerPoint
and upload to slideshare on designated burial tomb, as well as text they
must include pictures from Britannica Image Quest, Flickr and Pixabay,
links found on webquest.
Using kaywa (link on webquest), students must take URL of slideshow for
QR code
Students must carry out a collaborative learning Gallery Walk-circulating
the room and finding information from each other to compare and contrast
the different types of tombs, entering their information into their slides.
Slideshare to be used in ebook lesson 4.
CONCLUSION:
Discussion of results and explain homework on webquest students are to use
timetoast to create a timeline for the different burial tombs. This timeline to be
used in ebook.

iPads
Britannica Image
Quest, Flickr,
Pixabay
Google slides
QR codes Kaywa.com
Weebly page:
http://year7ancient
history.weebly.co
m/
Homework
Create a timeline
with Timetoast.

Week/
Lesson

WEEK
9

LESSON
3

Knowledge &
Understandings

The significant
beliefs, values and
practices of
the ancient society,
with a particular
emphasis on o
ne of
the following areas:
everyday life,
warfare, or death
and funerary
customs
(ACDSEH033)

Concepts &
Specific Lesson
Objectives
Apply p
revious
knowledge to
determine
characteristics of
different burial tombs
Conclude whether
the mummification
process was
successful
Design and
compose a
crossword using
resources provided

Specific Historical
Skills

Teaching & Learning Experiences (include Focus/Key questions)

Resources and
Assessments

(based on
curriculum)

Questioning and
Researching:
Students must
collate and
organise info. about
mummification
process
Communication
and Reflecting:
Collating
information and
presenting their
findings in a
crossword
Evaluate: Students
must evaluate
whether the
mummification
process works

INTRO:
Get students to upload a screenshot of their completed timeline onto google share
drive.
To recap previous lesson, students are to use webquest to follow the link to virtual
reality 3D tomb-tours. Using the 3D goggles, they must discuss the features of
their chosen tomb to with the person next to them.
BODY:
Students to complete the interactive mummification activity, and complete
an inquiry-based task with resources provided to explain the process of
mummification. Notes to be used for ebook next lesson.
Students are then to stand up and partake in strongly-agree /
strongly-disagree activity:
Do you think the mummification process was successful?
Class discussion of results - why/why not?
Students are to create a crossword using the link and resources provided
on their webquest relating to material covered lesson 1 - 3.
They are to upload completed crossword to google share drive for their
classmate to complete for homework
CONCLUSION:
Students watch TedEd video on webquest. S
hort Kahoot to finish summarising the
process of mummification. Students are to complete another students crossword
for homework.

iPads
3D tombs virtual
tours and goggles
www.osririsnet.net
/3d-tours
Interactive
Mummification:
http://oi-archive.uc
hicago.edu/OI/MU
S/ED/mummy.html
TedEd Talk How
to make a Mummy
Kahoot
Crossword site:
http://www.abcya.
com/crossword_p
uzzle_maker.htm

Week/
Lesson

WEEK
9
LESSON
4

Knowledge &
Understandings

The significant
beliefs, values and
practices of
the ancient society,
with a particular
emphasis on o
ne of
the following areas:
everyday life,
warfare, or death
and funerary
customs
(ACDSEH033)

Concepts &
Specific Lesson
Objectives
Organise all
previous knowledge
to make an ebook
Produce an
interactive ebook
which informs and
teaches others about
ancient Egypts death
and funeral customs.

Specific Historical
Skills

Teaching & Learning Experiences (include Focus/Key questions)

Resources and
Assessments

(based on curriculum)

Communication and
Reflecting:
Presenting findings
of significant
beliefs, values and
practices of ancient
Egypts death and
funeral customs in
a creative way
using multiple ideas
and sources.

INTRO:
Recap prior knowledge with discussion of everything learned over the last 3
lessons: afterlife beliefs and rituals, different burial tombs and the mummification
process. Q&A with students to clear up any confusion. Introduce task for today
creating an ebook based on s ignificant beliefs, values and practices of ancient
Egypts death and funeral customs.
BODY:
Students are to use the webquest to guide them through the process of
creating an ebook
For the front cover, students may be advised to use a word cloud or a
picture collage using the app
They must include their QR code, timeline, popplet, crossword and
slideshow in their ebook
The ebook must contain some form of text with facts and information
If students use additional images they must take them from copyright free
sites as instructed in previous lessons.
CONCLUSION:
Student to upload completed ebooks onto google shared drive in order to view
their peers and provide some constructive feedback.

iPads
eBook Creator
App
Pic Collage App,
Wordle and
Tagxedo
Weebly Page:
http://year7ancient
history.weebly.co
m/
Homework
Any students who
have not
completed their
ebook must do it
for homework