1

History 1A Curriculum
Jacqueline Bryson, 17883304

Justification

This assignment was designed for the history stage 4 depth study 2 topic: The Mediterranean

World, Ancient Egypt. (NSW Education Standards Authority, 2012). The three lesson plans

were planned to link with one another and build upon students’ pre-existing knowledge to a

deeper understanding about the syllabus dot point “The significant beliefs, values and

practices of the ancient society, with a particular emphasis on one of the following areas:

death and funerary customs” (NSW Education Standards Authority, 2012, 42). The first

lesson focuses on the importance of gods to Ancient Egyptian beliefs and values, linking

social structure, daily life and the pharaoh. The second lesson builds upon the knowledge

students have acquired from the first lesson about the gods and their roles in the funerary

practice of mummification, what mummification is and why it was important to Ancient

Egyptian beliefs and values. The third lesson links all three lessons together by having

students connect their knowledge about the gods, why mummification was significant and

then how the Egyptians performed mummification. The reason why the lessons are designed

in this sequence is so that the syllabus dot point can be taught explicitly and systematically

so that students are scaffolded and guided through their zone of proximal development

confidently with the skills to develop a growth-mindset and a deeper level of understanding

and knowledge (Arnett, 2013, Fernandez et al, 2015, Hollingsworth & Ybarra, 2012).

According to the syllabus rationale, history is a “disciplinary process of inquiry.” (NSW

Education Standards Authority, 2012, 13). Throughout this lesson sequence, I have aimed to

combine strategies that facilitate and promote inquiry based learning in conjunction with

historical narratives (Clark, 2016, Kiem, 2012). By incorporating the two aims of inquiry and
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narrative approaches, students are able to recognise relevance, and identify and apply their

learnt historical concepts and skills into their future academic careers (NSW Education

Standards Authority, 2012). The overall intentions of this learning experience is to promote

students to understand their past, in order to explore present social challenges and prepare for

the future to appreciate and value the strengths of differences and diversity within society

(NSW Education Standards Authority, 2012). In addition, students are fostered in their ability

to objectively perceive the mechanics of ancient societies and empathetically understand

their ways of life (NSW Education Standards Authority, 2012). In this sense, students learn

the intentions and operations of mummification and appreciate the value of this practice in

ancient Egyptian society.

As previously outlined, the provided sequence of lessons exhibit a hybrid pedagogical

approach, as teaching strategies are incorporated and complement each other in order to

promote successful learning environments (Callow & Orlando, 2015).

The addition of timers within the presentation slides are deliberately included to promote

engagement and explicit direct instruction as students are timed during their responses to the

activities (Hollingsworth & Ybarra, 2012, Abedi & Faltis, 2015). The slides are also clearly

labelled and provide explicit instructions in an aim to limit cognitive overloading as visual

aids and processing information is systematic and direct (Arnett, 2013). This strategy of

explicit direct instruction is utilised to cater for students with additional learning needs in an

attempt to successfully provide differentiated activities (Combs, 2012, Abedi, & Faltis,

2015).
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Other teaching strategies that promote differentiated learning environments, through the

fostering of inquiry skills, include activities shaped by cooperative and active learning

(Jolliffe, 2007).

Students are organised into mixed ability groups, promoting peer learning support, and

participate in deductive inquiry learning experiences, that promote holistic conceptual

understanding of the content (Clarke & Pittaway, 2014). Within this environment students

rotate through stations and collate information with provided retrieval charts that are

scaffolded in an attempt to support all students’ cognitive abilities to process information and

individual learning styles (Arnett, 2013, Hattie, & Yates, 2013).

The understanding of Bloom’s Taxonomy in providing learning experiences that sponsor

both lower and high order thinking in combination has been implemented in these lessons

within the use of effective questioning so students can engage in inductive inquiry (Anderson

et al, 2000). This is achieved with the implementation of closed and open ended questions.

For example, in the second lesson plan, students are guided through closed ended questions

to engage lower order thinking, moving through to open ended questions to promote skills in

higher order thinking and deeper learning (Anderson et al, 2000, Blessinger & Carfora,

2014). This strategy is relative to Vygotsky’s Zone of Proximal Development (ZDP) as

students are scaffolded and socially supported from pre-existing knowledge to greater

learning gains (Clark & Pittaway, 2014).

Throughout the lesson sequence, it is evident that learning experiences have been carefully

considered to support multiple intelligences and learning styles. Such learning styles include

verbal linguistic intelligence, interpersonal and intrapersonal, logical mathematical, and

bodily kinaesthetic intelligences (Clark & Pittaway, 2014). As previously outlined, many
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opportunities have been provided to support verbal linguistic intelligences through the

implementation of discussion, effective questioning and cooperative learning, as

demonstrated throughout all three lesson plans. Reflective writing and research activities

have been incorporated to provide for students with intrapersonal intelligences. Active

learning experiences, such as the practical mummification activity caters for students’ with

body kinaesthetic learning preferences (Clark & Pittaway, 2014). Examples of logical and

mathematical learning experiences are evident within student led activities, as students

utilises pre-existing mathematical skills to measure and weight mixtures and materials used

for mummification processes (Clark & Pittaway, 2014). In conjunction, the inclusion of

Gardener’s multiple intelligences theory implemented within the lesson sequence supports

the learning of other Key Learning Areas (KLAs), providing a cross-curriculum learning

experience (Clark & Pittaway, 2014, NSW Education Standards Authority, 2012).

Literacy, Numeracy, and Information and Communication Technology (ICT) capabilities are

strongly woven throughout the lessons to support the learning experience of historical

concepts and skills relative to students ability to learn across the curriculum and support their

general capabilities (NSW Education Standards Authority, 2012). Literacy and Numeracy is

evident within learning experiences previously identified. ICT skills are fostered as students

learn through and respond to visual aids and technology.

In conclusion, the lesson sequence utilises an array of pedagogies enabling students to

identify and describe different contexts and interpretations of the past.

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References

Abedi, J., Faltis, C. (2015). Teacher assessment and the assessment of students with diverse

learning needs. Review of Research in Education 39:1 vii-xiv. doi:

10.3102/0091732X14558995

Anderson, W. L., Krathwohl, R. D. (Eds). (2000). A taxonomy for learning, teaching and

assessing: A revision of Bloom’s taxonomy of educational objectives. United States,

Pearson Education.

Arnett, J. J. (2013). Adolescence and emerging adulthood: A cultural approach (5th ed.).

Boston, MA: Pearson.

Blessinger, P., Carfora, J.M. (Eds). (2014). Inquiry-based learning for the arts, humanities

and social sciences: A conceptual and practical resource for educators. Retrieved

from http://ebookcentral.proquest.com.

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student

engagement for students from low socio-economic backgrounds with implications for

technology and literacy practices. Pedagogies: An International Journal 10:4, 349-

317. doi: 10.1080/1554480X.2015.1066678

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,

Australia: Pearson.

Clark, A. (2016). Private lives, public history: Navigating historical consciousness in

Australia: History Compass 14(1), 1-8. doi: 10.1111/hic3.12296

Combs, B. (2012). Assessing and addressing literacy needs: Cases and instructional

strategies. Thousand Oaks, California: SAGE Publications Ltd. doi:

10.4135/9781452243900

Fernandez, M., Wegerif, R., Mercer, N., Drummond, R.S. (2015). Re-conceptualising

“scaffolding” and the zone of proximal development in the context of symmetrical

 6

collaborative learning. The Journal of Classroom Interaction 50(1), 54-72. Retrieved

by www.proquest.com/

Hattie, J., & Yates, G. C. R. (2013). Visible learning and the science of how we learn.

Retrieved from http://ebookcentral.proquest.com

Hollingsworth, J., Ybarra, S. (2012). Explicit direct instruction: The power of the well-

crafted, well-taught lesson. Thousand Oaks: California, SAGE Publications Ltd. doi:

10.4135/9781452218977.

Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice London:

SAGE Publications Ltd. doi: 10.4135/9781446213971

Kiem, P. (2012). Have we lost the plot? Narrative, inquiry, good and evil in history

pedagogy. Agora 47(4), 28-32. Retrieved from

http://search.informit.com.au.ezproxy.uws.edu.au/documentSummary;dn=068292395

676179;res=IELAPA

NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum:

History K-10 syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/hsie/history-

k10/
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Lesson Plan 1
Topic area: Depth Study 2 Stage of Learner: Stage 4 year 7Syllabus Pages: 42-43
The Mediterranean World:
Ancient Egypt

Date: 31/07/17 Location Booked: Lesson Number: 8/20

History Classroom Room 21

Time: 60 minutes Total Number of students: 20 Printing/preparation

- White board markers
- USB
- Google Slides
- Primary and secondary sources x25
- Worksheet x25
- laptops (students own plus
school borrowed).
- Spare paper
- Pens
- Merit awards

Outcomes Assessment Students learn Students learn

about to
Syllabus outcomes Lesson assessment The significant - Explain how the
beliefs, values and beliefs and values
HT4-6. Uses evidence - Observation and assessment of practices of the of the ancient
from sources to support student responses and ancient society, society are
historical narratives and comprehension through with a particular evident in
explanations. effective questioning of close emphasis on one of practices related
and open discussion throughout the following to at least one of
HT4-9. Uses a range of mind mapping exercise. areas: death and the following
historical terms and funerary customs areas: death and
concepts when - Observation of students funerary customs
communicating an working collaboratively and
understanding of the past. cohesively in teams through
inquiry stations activity.

- reflective empathy writing

piece to hand in at the end of
the lesson to the teacher to
mark. Teacher can then provide
feedback in next lesson and
cage what needs to be revised,
and the level of literacy and
comprehension and
understanding of the aim of the
previous lesson.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and
skills
- Literacy: Students engage with various literacy skills - Empathetic Understanding: Students
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throughout the lesson including reading, comprehension and engage with understanding other points
analysis of sources and text, developing historical language of view of Ancient Egyptian society
and communicating through oral forms with their peers and and the way their life is structured by
teacher. their beliefs and values.

- Information and communication technology capability - Explanation and communication:

(ICT): Students engage with technology as a whole class Students engage with multiple primary
through explicit instruction giving and mind mapping as well and secondary sources to gain an
as using their own devices to communicate a written understanding about the past and
response. applying their knowledge and evidence
through written and oral
- Difference and Diversity: Students engage with the communication.
difference and diversity of Ancient Egypt through values, and
beliefs of that society and reflect on the similarities and - Analysis and use of sources: Students
differences between that society and their own. engage with analysing and using
sources in the lesson to understand the
values and beliefs of Ancient Egypt and
use that as evidence to communicate a
response.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of knowledge thinking
important, substantive concepts, skills and ideas. Such pedagogy treats 1.2 Deep 1.5 Metalanguage
knowledge as something that requires active construction and requires understanding 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.6 Substantive This is present in the lesson as students have the opportunity to participate in
communicatio sustained conversations with each other in the think-pair-share activity and team
n work ‘stations’ activity by communicating ideas, concepts and their understandings
collaboratively in oral and written forms as well as communicating and connecting
ideas through a whole-class mind mapping activity.
2.2 This is achieved as the lesson activities are student-centred and performance-based
Engagement tasks where students are actively participating in team work, collaboration and
inquiry of historical content.

3.1 This is evident in the lesson as students are assessed on their previous knowledge
Background they have acquired from lessons about daily life in Ancient Egypt through the think-
Knowledge pair-share ‘Do now activity’ and making connections to how the structure of
Egyptian society is shaped by their beliefs and values. The mind mapping activity
allows students to link ideas from their peers to build on their knowledge of the
topic.
Time Teaching and learning actions
0-3 - Desks are arranged into groups of
4-5 students at a table for
collaborative exercise
Students arrive and take a seat.
- Students unpack their belongings,
I-pads, laptops, books, pencils,
equipment and await explicit
instructions from teacher.
- Teacher has google doc slides
ready on the IWB board for the
lesson introduction and
systematically explains the intention
of the lesson, success criteria and
order of activities to achieve the
learning outcomes for the lesson.
(Clarke & Pittaway, 2014). See
resources list: Appendix A.
3-6 - Teacher informs students that they
have a ‘Do Now Activity’ to
complete while the roll is being
marked. Teacher provides explicit
instructions that the students are to
do a think-pair-share activity to
answer the question and that they
have 3 minutes to discuss with the
person next to them. (Hollingsworth,
& Ybarra, 2012).
(see resources list Appendix A).
Question: “Discuss what role do
Egyptian gods have in the structure
of Egyptian society?” (think about
the pharaoh and everyday life of
Ancient Egyptians in your
discussion).
Adjustment: Students have the
choice to work individually or in
pairs if they prefer to learn
independently or learn by
9
Organisation Centred
T/S
Teacher: Welcome students
into the classroom, reminding T
them of PBL expectations and
responsibilities. Refers to
google slides on ICT board to
explicitly instruct the class
about the lesson activities and
outcomes.
Student: Sit in their assigned
seating plan, listen and respond
to explicit instructions about the
learning intentions for the
lesson.
Resources: Google slides, ICT
board, USB (with saved slides
in case the internet is not
working)
Teacher: Provides explicit
instruction of ‘Do Now
Activity’ keeping the S
instruction slide and activity
visible at all times on the board
so students can refer back to the
task and also know the time
limit they have to answer the
question. Marks roll
Student: Complete ‘Do now
activity’ individually (or in
pairs).
Resources: Class roll, Google
slides, computers, exercise
books, pens.

collaborating with their peers.
(Clarke & Pittaway, 2014).
6-14 Teacher asks students to share their
think-pair-share discussion as a
whole class. Teacher constructs
mind map on the IWB board as
students share ideas and concepts
about the influence of Egyptian gods
and beliefs, pharaohs and the
geography of the Nile connection
while teacher uses closed and open
ended questioning to promote
inquiry learning. Teacher will send
the mind map to students using
google drive.
Adjustment: Students have the
option of creating their own mind
map or list on their laptops if they
prefer to structure their ideas and
class concepts differently.
14-50 Teacher transitions mind mapping
by linking activity to the stations
team work task which involves
students using deductive inquiry to
collate information about important
gods and their involvement in death
and funerary practices for Ancient
Egyptians. Teacher provides explicit
instructions using the IWB board to
communicate with students about
what they are expected to do to
complete the activity successfully
and how the room will be organised.
(see Appendix A)
Adjustment: Students are allocated
into mixed ability teams by the
teacher to encourage peer-learning
and growth mindset of students to
build on each other’s individual
skills and strengths, with particular
consideration for EALD learners
that have opportunities to contribute
to the task and learn through visual
and social literacy. (Fernandez et al,
2015).
Extension: For Gifted and Talented
students and for students that finish
the stations activity early, are to use
10
Teacher: Constructs mind map
on the IWB board as students T/S
communicate their ideas and
concepts.
Student: Communicates with
peers and teacher concepts,
ideas and thoughts, responding
to questions and discussion.
Resources: IWB board,
internet, mind map website
https://www.text2mindmap.com
Teacher: Moves around the
classroom to each station,
assessing students’ S
communication, teamwork and
understanding through
observation and discussion.
Facilitate students’
comprehension of questions by
breaking down questions into
steps to enhance understanding.
(Blessinger & Carfora, 2014).
Student: Actively engages in
task and works collaboratively
with peers to acquire
information. Moves in clock-
wise direction to next station
when timer goes off.
Resources: Primary sources
and secondary sources,
worksheet table, IWB board,
google slides with instructions
and timer visible.
 11
their laptop or I pad device to create
an online profile of one Egyptian
god of their choosing using the tool
https://padlet.com
50-59 Teacher brings students back from Teacher: Presents question on
team work activity to whole-class. IWB board and instructions for
Teacher uses IWB board to directly students to refer to. S
instruct the fourth activity: reflective
writing task. Teacher informs Student: Works independently
students that they are to use their using laptop to construct
laptops and google docs to construct reflection paragraph.
one paragraph, reflecting on the
following question to their own Resources: IWB board,
lives: (Clark, 2016). (See Appendix laptops, paper, pens.
A) Teacher informs students they are
to share their document with the
teacher for marking.

“From what you have learnt today,

write one paragraph about Ancient
Egyptian values, beliefs and gods
and compare the similarities and
differences to any of your own
beliefs and values. Explain how
religion does or does not influence
your life or community you live in.”

Adjustment: EALD learners can use

bullet points to construct their ideas
and reflection.
59-60 Teacher informs students that they
are to pack up their belongings and
stand behind their chairs until the
bell goes and they are instructed to
leave.
Teacher: Has conversations
with students about their lives
and extra-curricular activities
they are participating in.
Student: Pack up their T/S
belongings, stand behind their
chairs and lightly chat to their
peers and teacher

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Upon reflection, I have learned that timing could be an issue when implementing this lesson
into action. The lesson is designed to have students understand the importance of the gods to
the structure of Ancient Egyptian society and their death and funerary practices but also have
students inquire and connect their beliefs to their everyday lives. This could cause cognitive
overload for students due to the fast-paced environment and perhaps not enough scaffolding
in place to guide lower ability students through the lesson to deeper learning. However, this
lesson would be effective in maintaining student engagement through the collaborative
exercises and bodily-kinaesthetic component of having students moving from station to
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station and being actively involved in their learning and communicating about the past with
one another.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-6. This learning outcome is measured by the completion
of the collaborative activity where students are to
analyse primary and secondary sources to learn about
Ancient Egyptian gods and beliefs and values of that
society.
HT4-9. This is measured from the appropriate terms and
concepts students develop through the mind mapping
exercise and collaborative activity and then apply
them further through written communication in their
reflective paragraph.

Other considerations

Graduate Evidence within this lesson

Standards
1.3 Strategies evident in this lesson that are responsive to students with
diverse linguistic, cultural, religious and socioeconomic backgrounds
is through engagement of the collaborative team work activity, the use
of school laptops and technology materials and the reflective task that
allows students to connect to their own worlds and make meaning.
1.5 This is evident from the adjustments and extensions made for EALD,
low ability students and gifted and talented students embedded
throughout the lesson. For example, students are provided with a
scaffold of main ideas and concepts through a whole-class mind
mapping exercise, providing social support for students as well as
working collaboratively to understand information in teams.
2.2 Content is organised into an effective learning and teaching sequence
as a way to guide students from a fixed mindset to a growth mindset
towards the end of the lesson. This is achieved through scaffolding,
mind mapping, whole-class discussion and team work to independent
reflection.
2.6 The use of ICT is evident in this lesson through the use of google
slides, IWB smart board, laptops, google drive, padlet.com and online
mind mapping such as text2mindmap.
3.4 Resources used in this lesson use a range of methods and modes such
as ICT, primary sources and secondary sources that engage students in
their learning and develop skills in inquiry.
4.1 Strategies used in this lesson to support inclusive participation and
engagement in classroom activities is the focus on student-centred and
inquiry based learning through collaborative team work activities and
inclusive and respectful class discussion.
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WHS

The key WHS issues for this lesson would be to ensure that students do not leave
their bags next to their desks or in walk ways to prevent any trip hazards. The
teacher would need to make sure that the students place their bags underneath their
desks or on the back of their chairs to minimise the risk. The use of ICT also
comes with risk issues. The teacher would need to be familiar with the WHS
school policy on ICT to ensure that ICT is being used safely in the classroom and
content is being viewed/used appropriately.

References

Anderson, W. L., Krathwohl, R. D. (Eds). (2000). A taxonomy for learning, teaching and

assessing: A revision of Bloom’s taxonomy of educational objectives. United States,

Pearson Education.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General

Capabilities in the Australian Curriculum. Retrieved from:

http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview.

Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian

Professional Standards for Teachers. Retrieved from:

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/overview/organisation-of-the-standards.

Blessinger, P., Carfora, J.M. (Eds). (2014). Inquiry-based learning for the arts, humanities

and social sciences: A conceptual and practical resource for educators. Retrieved

from http://ebookcentral.proquest.com.

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,

Australia: Pearson.

Clark, A. (2016). Private lives, public history: Navigating historical consciousness in

Australia: History Compass 14(1), 1-8. doi: 10.1111/hic3.12296

Department of Education and Training, Professional Support and Curriculum Directorate.

(2003). Quality teaching in NSW public schools. Retrieved from

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
 14

Fernandez, M., Wegerif, R., Mercer, N., Drummond, R.S. (2015). Re-conceptualising

“scaffolding” and the zone of proximal development in the context of symmetrical

collaborative learning. The Journal of Classroom Interaction 50(1), 54-72. Retrieved

by www.proquest.com/

Hollingsworth, J., Ybarra, S. (2012). Explicit direct instruction: The power of the well-

crafted, well-taught lesson. Thousand Oaks: California, SAGE Publications Ltd. doi:

10.4135/9781452218977.

NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum:

History K-10 syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/hsie/history-

k10/.

Saldais, M. (2011). Oxford big ideas: Australian curriculum history 7. South Melbourne:

Victoria, Oxford University Press.

Resources Attached:

Appendix A:
 15

Appendix B: Source Analysis and Research

Table
 16
WHO is the Horus Osiris Ammut Anubis

god? What

did they look

like?

WHAT

happened?

HOW did it

happen?

WHY is this

god

important to

Ancient

Egyptian

beliefs and

values?

Appendix C: Sources and Information about Ancient Egyptian gods.

HORUS
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 Horus: Man with the head of a hawk. His name means ‘he who is the sky’ or ‘the
distant one’. His left eye is believed to be the moon, and his right eye the sun.

 The Ancient Egyptians believed that their Pharaoh was the god Horus, son of Re, the
sun god. When a pharaoh died, he was believed to be united with the sun and then a
new Horus ruled on earth.

 The ancient Egyptians had many different beliefs about the god Horus. One of the
most common beliefs was that Horus was the son of Isis and Osiris.

 After Osiris was murdered by his brother Seth, Horus fought with Seth for the throne
of Egypt. In this battle, Horus lost one of his eyes. The eye was restored to him and it
became a symbol of protection for the ancient Egyptians. After this battle, Horus was
chosen to be the ruler of the world of the living.

 Horus’s eye is also an important symbol in Ancient Egypt.

It was considered a powerful amulet which is a small piece
of jewellery and it was used to protect and fight off evil,
danger and disease.

http://www.ancientegypt.co.uk/gods/explore/main.html

http://www.historyforkids.net/egyptian-gods.html#horus

OSIRIS
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 Osiris: A mummified man wearing a white

cone headdress with feathers. He is believed to have green skin which is the symbol of
rebirth in Ancient Egyptian society. His white clothing represents mummification and he
carried a flail and crook like a pharaoh, symbolising power and kingship.

 He is the god of the dead and the ruler of the underworld and also the father of Horus. As
well as being the god of the dead, he was also the god of resurrection and fertility. The
Ancient Egyptians believed he gifted them barley which is one of their most important crops
for survival.

 Osiris was the oldest son of Geb and Nut who were the first king and queen of Egypt. Osiris
became pharaoh after Geb and married his sister Isis. Seth was always jealous of Osiris and
his role as king of Egypt. Seth tricked Osiris by making him lie in a coffin as part of a game
and then murdered him. Seth cut his body to pieces, and threw the coffin into the Nile. His
body travelled down the Nile and across the sea to the Phoenician coast, where it eventually
rested at the foot of a tamarisk tree.
 The tree was cut down by the king of Byblos and was used as a pillar in his palace. Isis got
the pillar back and moved it to Egypt. Anubis, the son of Osiris, helped Isis and her sister
Nephthys to rebuild his body and Anubis was in charge of the first mummification. This
ancient Egyptian myth explains why Osiris was the god of the dead and ruler of the Egyptian
underworld. The 'Raising the Djed Pillar' ceremony was a sign of the rebirth of Osiris.

http://www.ancientegypt.co.uk/gods/explore/main.html

http://www.historyforkids.net/egyptian-gods.html#horus

AMMUT
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  Ammut (or Ammit or

Ahemait): is known as the Devourer and the underworld goddess. Ammut takes the

form of a part lion, part crocodile and hippopotamus. These animals were the three

largest “man-eating” mammals to the Ancient Egyptians. Ammut is also known as the

“Devourer of the Dead,” the “Eater of Hearts,” and “Great of Death.”

 Ammut devours the souls of the unworthy dead. During the process of

mummification, a dead person’s heart must be weighed. Ancient Egyptians believed

that your heart had to be light to move into the afterlife. A way to gain a light heart

was by doing many good deeds during a person’s lifetime. After you died you would

go through the hall of Maat and the god Anubis would weigh your heart on a set of

large scales in the Hall of Two Truths against a feather. If your heart was lighter, you

could pass through to the afterlife and gain immortality, but if your heart was heavier

and impure, Ammut would eat you.

 Egyptians referred to Ammut as a demon and a guard to the lake of fire where the

heavy hearts were sent to in the underworld and they could not escape.

http://www.landofpyramids.org/ammit.htm

ANUBIS
 20

 Anubis: Is a Greek name meaning ‘man with a jackal head.’ Anubis is known for having

the head of a jackal, the tail of a lion and body of a human. The reason why Anubis was

given a jackal head was because jackals were often seen around tombs and graves. His

skin is often seen as a dark black colour or red. This represents his connection to the

earth and the dark soil along the Nile.

 Anubis is known for inventing the skill of embalming during the mummification process

of the dead. Embalming is treating the body with salt and oils to preserve the body from

rotting.

 Anubis watched over the dead and took part in the soul’s journey to the afterlife.

According to the Ancient Egyptian ‘Book of the Dead,’ Anubis would weigh a person’s

heart against a feather against the feather of truth and justice, which belonged to Maat. If

the heart was heavier than the feather, they were guilty and bad. These people were sent

to Ammut, who was a lady demon with a body that was part lion, part crocodile and part

hippopotamus and she would then eat them.

 21

• Prayers to the god Anubis are found carved on the most ancient tombs in Egypt.

http://www.ancientegypt.co.uk/gods/explore/main.html http://www.historyforkids.net/egyptian-gods.html#horus

Lesson Plan 2

Topic area: Depth Study 2 The Mediterranean World: Ancient Egypt

Stage of Learner: Stage 4 year 7

Syllabus Pages: 42-43

Date: 2/08/17

Location Booked:
History Classroom Room 21
Lesson Number: 9 /20
Time: 60 minutes

Total Number of students: 20

Printing/preparation

- White board markers

- USB
- Google Slides
- laptops (students own plus
school borrowed).
- Spare paper
- Exercise books
- Pens
- Merit awards
- Research table scaffold

Outcomes
Assessment
Students learn about
Students learn to

Syllabus outcomes

- Uses evidence from sources to support historical narratives and explanations HT4-6

- Selects and uses appropriate oral, written, visual and digital forms to communicate about
the past HT4-10

Lesson assessment
 22

- Observation and assessment of student responses and comprehension through effective

questioning of close and open discussion throughout Ginger mummy inductive inquiry
exercise.

- Observation of students working collaboratively and cohesively in teams through research

activity task.

- Research Table to be sent to teacher at the end of the lesson to assess students on their
researching skills and capabilities in preparation for a research assessment and essay task
they will be completing later on as a summative assessment.
The significant beliefs, values and practices of the ancient society, with a particular emphasis
on one of the following areas: death and funerary customs
- Explain how the beliefs and values of the ancient society are evident in practices related to
at least one of the following areas: death and funerary customs

Cross Curriculum themes & General capabilities

- Literacy: Students engage with various literacy skills throughout the lesson including
reading, comprehension and analysis of sources and text, as well as websites, developing
historical language and communicating through oral forms with their peers and teacher.

- Information and communication technology capability (ICT): Students engage with

technology as a whole class through explicit instruction giving and discussion and analysis
of sources using the IWB board and google slides as well as using their own devices to
research about the importance of mummification and construct a table using google docs.

- Difference and Diversity: Students engage with the difference and diversity of Ancient
Egypt through values, and beliefs of that society and reflect on the similarities and
differences between that society and their own.
Explicit subject specific concepts and skills

Significance
- Students engage with the importance and significance of the event of mummification to the
ancient Egyptians and its impact on their society and beliefs and values.

Research
- Students engage with research by identifying and locating a range of sources and
information from websites, interactive media and ICT to inform historical inquiry about
mummification and its importance to ancient Egyptians.

Explanation and communication

- Students engage with analysing and using sources in the lesson to understand the values
and beliefs of Ancient Egypt and use that as evidence to communicate a response through
verbal, written and digital responses.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and
ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to
engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge
1.2 Deep understanding
 23
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment
clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships
between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws
clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with
multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.4 Higher- This is achieved in the lesson as students are engaged in analysing and evaluating
order knowledge and information from the primary source activity on the ginger mummy
thinking as well as synthesising, organising and applying information from multiple sources
and websites into a scaffold table, requiring students to make value judgements about
what they are reading, how useful the information is and how reliable it is to their
topic.
2.5 Students’ This is achieved in the lesson as students are demonstrating autonomy and initiative
self in the researching activity where they are encouraged to use ICT materials such as
regulation websites, sources, and laptops to acquire their own understanding about
mummification and develop researching and critical thinking skills.
3.1 This is included in the lesson by having students build on their prior knowledge and
Background skills from their personal lives by using ICT to connect their learning. Students are
knowledge required to have a level of capability and understanding of using and researching the
internet, google drive and interactive websites to acquire information.
Time Teaching and learning actions Organisation Centred
T/S
0-10 - Desks are arranged into groups of 4-5 students Teacher: Welcome
at a table for collaborative exercise students into the
classroom, reminding
Students arrive and take a seat. them of PBL
- Students unpack their belongings, I-pads, expectations and T
laptops, books, pencils, equipment and await responsibilities. Refers
explicit instructions from teacher. to google slides on ICT
 24
board to explicitly
- Teacher has google doc slides ready on the instruct the class about
IWB board for the lesson introduction and the lesson activities and
systematically explains the intention of the outcomes.
lesson, success criteria and order of activities to
achieve the learning outcomes for the lesson. Student: Sit in their
(Clarke & Pittaway, 2014). See resources list: assigned seating plan,
Appendix D. listen and respond to
explicit instructions
Teacher provides general feedback to the class about the learning
about their reflective paragraph they constructed intentions for the lesson
from last lesson with positive as well as as well as responding to
constructive feedback on ways to improve general feedback about
writing responses in future (Hattie, 2007). See their reflective piece.
appendix D slide
Resources: Google
slides, ICT board, USB
(with saved slides in
case the internet is not
working)
10-15 - Teacher has google slides ready on the smart Teacher: Provides
board, informing students that they have a ‘Do explicit instruction of
Now Activity’ to complete while the roll is being ‘Do Now Activity’ S
marked. keeping the instruction
- Do Now Activity: Lightning Writing. Teacher slide and activity visible
asks students to write everything they know at all times on the board
about “mummification” really quickly. This is an so students can refer
effective strategy for students to bring to the back to the task and
surface pre-existing ideas and thoughts they have also know the time limit
about the topic and to connect to what they they have to complete
learned last lesson about Egyptian gods. They the activity. Marks roll
have 3 minutes to complete the activity (display
timer on the board). Student: Complete ‘Do
(Kruse, 2009). now activity’
individually (or in
Adjustment: Students can work in pairs if they pairs).
prefer to discuss their ideas verbally and then
write them down together. Resources: Class roll,
Google slides, exercise
books, pens.
15-25 Ask students to share their ideas and concepts Teacher: Uses effective
and what they came up with from the Lightning questioning to create
activity. inductive inquiry and
Create discussion about what is mummification promote students to
and link to the pharaoh, the pyramids and to the move from lower order
gods from previous lesson. thinking to higher order T/S
thinking skills and
Adjustment: Use blooms taxonomy of lower responses.
order thinking questions first to ensure all
students are included in the activity, then use Student: shares ideas
more analytical and evaluative questioning to and concepts, responds
enable higher-order thinking and growth to teacher analytically.
 25
mindset.
Resources: google
Show students slides with images of the Ginger slides.
mummy, naturally preserved man from ancient
Egypt. Create inductive inquiry by asking
students to guess how old he is, if it is a primary
or secondary source, why they think he is called
this, evaluate if he is in good condition, and then
lead towards more open ended questions such as
why they think he is naturally preserved? What
did the sand do to his body? Why would
mummification be important to the ancient
Egyptians?
25-58 Teacher transitions into next activity by Teacher: Moves around
informing students that they will be conducting the room, making sure
their own research to learn more about what that students are on task
mummification is and the reasons why it was and catering to their
important to ancient Egyptian funerary beliefs questions and any
and values. Teacher provides explicit instruction difficulties they need
and direction using the google slides on the IWB clarification on. S
board (Hollingsworth, & Ybarra, 2012). (See
Appendix C and D). Teacher also explains each Student:
component of the research table and what is Resources: laptops,
required of students to respond to each box. google slides, research
table.
Adjustment: Teacher scaffolds task for students
by showing students how to fill out the table
using a website and they fill in the components
together as a class. Teacher also provides
websites for students to use and the types of
websites to research.

http://www.ancientegypt.co.uk/mummies/home.
html

http://www.historymuseum.ca/cmc/exhibitions/ci
vil/egypt/egcr06e.shtml

Students have the choice to conduct this task

independently or in pairs and sharing their
google document as a collaborative effort for
teacher to informally assess.

Extension: If students finish early, they can

access the interactive Ancient Egyptian tomb
adventure which students undergo a quest into a
tomb and tests student’s knowledge about
mummification and items in the burial chamber.
http://www.nms.ac.uk/explore/games/discover-
ancient-egypt/discover-ancient-egypt/egyptian-
tomb-adventure/
 26
58-60 Teacher informs students that they are to pack up Teacher: Has
their belongings and stand behind their chairs conversations with
until the bell goes and they are instructed to students about their
leave. lives and extra-
curricular activities they T/S
are participating in.

Student: Pack up their

belongings, stand
behind their chairs and
lightly chat to their
peers and teacher.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

Upon reflection, what I have learned about the teaching and learning process when preparing
this lesson is that the researching activity might need adjusting and more scaffolding for
students to be engaged and gain deeper understanding of the purpose of the researching task.
This lesson makes the assumption that students have adequate skills to conduct research and
are comfortable using ICT and browsing websites. The teacher may want to spend more time
scaffolding the entire activity by researching information as a whole class using the IWB
board and filling out the table collaboratively instead of having students work in pairs or
independently if they require more guidance and support.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-6 This outcome is measured through classroom
discussion using an inductive inquiry approach of a
primary source to support the historical narrative and
explanation about mummification and its significance
as well as students conducting research using websites
and ICT to inform their own response and
understanding of the topic.
HT4-10 This outcome is measured through classroom
discussion and observation of students’ oral and visual
communication about mummification and its
importance as well as students’ written responses
through digital forms such as laptops and google drive
to communicate their understanding and learning.

Other considerations

Graduate Evidence within this lesson

Standards
2.5 Literacy strategies are used in this lesson cohesively and embedded
into the lesson activities. Literacy strategies include oral
 27
communication development, analytical and critical skills in inductive
inquiry of sources and comprehension and synthesising information
through research activities.
2.6 The use of ICT is evident in this lesson through the use of google
slides, IWB smart board, laptops, google drive, websites and online
interactive activities.
3.1 Challenging learning goals is evident in this lesson by having students
use higher-order thinking skills and capabilities to analyse and
evaluate sources as well as using critical, synthesising and
comprehension skills to research information and evaluate usefulness
and reliability.
3.5 Effective classroom communication is achieved in this lesson by the
teacher using verbal communication strategies such as low and high
order effective questioning and open and closed questions and non-
verbal communication strategies include the teacher making sure eye
contact is given, relaxed composure, the teacher’s position standing at
the front of the room is inclusive to all students and pausing when
posing a question to the class so that all students start thinking of a
response to the question in case they are called upon.
5.2 Providing feedback to students on their learning is achieved in this
lesson by the teacher providing timely and relevant and general
feedback to students about their reflective writing activity from the
previous lesson about strengths and areas for improvement for
students to build upon.

WHS
The key WHS issues for this lesson would be to ensure that students do not leave their
bags next to their desks or in walk ways to prevent any trip hazards. The teacher
would need to make sure that the students place their bags underneath their desks or
on the back of their chairs to minimise the risk. The use of ICT also comes with risk
issues. The teacher would need to be familiar with the WHS school policy on ICT to
ensure that ICT is being used safely in the classroom and content is being
viewed/used appropriately.

References (In APA)

Anderson, W. L., Krathwohl, R. D. (Eds). (2000). A taxonomy for learning, teaching and

assessing: A revision of Bloom’s taxonomy of educational objectives. United States,

Pearson Education.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General

Capabilities in the Australian Curriculum. Retrieved from:

http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview.

Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian

Professional Standards for Teachers. Retrieved from:

 28

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/overview/organisation-of-the-standards.

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,

Australia: Pearson.

Department of Education and Training, Professional Support and Curriculum Directorate.

(2003). Quality teaching in NSW public schools. Retrieved from

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Hattie, J, Timperley H. (2007). The power of feedback. Review of Educational Research

77(1). 81-112. http://www.jstor.org/stable/4624888

Hollingsworth, J., Ybarra, S. (2012). Explicit direct instruction: The power of the well-

crafted, well-taught lesson. Thousand Oaks: California, SAGE Publications Ltd. doi:

10.4135/9781452218977.

Kruse, D. (2009). Thinking strategies for the inquiry classroom. Education Services,

Australia.

NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum:

History K-10 syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/hsie/history-

k10/.

Resources Attached:

Appendix D:
 29

Appendix E: Research Table

 30
URL Address Author Details Search Keywords Reliable and Unreliable

Engine used in the useful or unhelpful

search. information things

on the site about the

about the site

importance of

mummificatio

Lesson Plan 3

Topic area: Depth Study 2 The Stage of Learner: Stage 4 year 7 Syllabus Pages: 42-43
Mediterranean World: Ancient
Egypt

Date: 4/08/17 Location Booked: Lesson Number: 10/20

History Classroom Room 21
Time: 60 minutes Total Number of students 20 Printing/preparation
­ Google doc slides
 31
­ The roll
­ USB
­ Merit awards
­ Sequence sheet
­ 20-25 apples
­ Bicarb soda (2kgs)
­ Salt (3kgs)
­ Plastic cups (x25)
­ Permanent markers
­ Two large bowls
­ Cardboard boxes to
store the cups in one
place
­ Spoons to mix
­ Large measuring
cups
­ Scale x 2
­ Exit cards

Outcomes Assessment Students learn Students learn to

about
 32
Syllabus outcomes Lesson assessment The significant - Explain how the
beliefs, values and beliefs and values of
HT4-2. Describes major periods of Assessing student practices of the the ancient society are
historical time and sequences learning and ancient society, evident in practices
events, people and societies from comprehension of with a particular related to at least one
the past. the big picture of the emphasis on one of of the following areas:
lesson through the following death and funerary
HT4-3. Describes and assesses the effective questioning areas: death and customs
motives and actions of past to evoke discussion funerary customs
individuals and groups in the and expansion on
context of past societies student thought as
questions to assess
students making
connections about
their learning so far
in each lesson.

Assessing student
numeracy and
collaboration as a
whole class with the
mummifying
activity by having
students measure
and weigh the
mixture they will
need to mummify
their apple.

Using exit cards to

gage student
understanding at the
end of the lesson to
gage what needs to
be covered again or
what students found
difficult about the
concept.
CCP & GCs Subject specific concepts

- Numeracy: Students engage in Empathetic Understanding

numeracy in the lesson through a - Students engage in empathetic development by understanding the
sequencing activity, and weighing specific point of view of the ancient Egyptians and how their way of
and measuring ingredients in the life is influenced by their beliefs and value systems and why and
mummifying activity. how they would mummify their dead.

- Literacy: Students engage with Significance

various literacy skills throughout - Students learn about the importance of mummification and its
the lesson including reading, significance to the death and funerary practices for the Ancient
comprehension and sequencing Egyptian society.
mummification steps, developing

historical language and
communicating through oral forms
with their peers and teacher.
- Difference and Diversity:
Students engage with the
difference and diversity of Ancient
Egypt through values, and beliefs
of that society and reflect on the
similarities and differences
between that society and their
own.
33
Discipline specific skills
Comprehension: chronology, terms and concepts
- Students engage with historical events such as mummification
through a sequencing task which requires them to comprehend the
mummification process using historical terms and concepts and then
sequencing the process into the correct order.
Perspectives and interpretations
- Students identify and describe the different perspectives and
context of the Ancient Egyptian society and their beliefs and values
about the afterlife through mummification discussion, sequencing
activity and a practical on the process of mummification.

- Information and communication

technology capability (ICT):
Students engage with technology
as a whole class through explicit
instruction giving, google slides
and a you tube clip.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding of knowledge thinking
important, substantive concepts, skills and ideas. Such pedagogy treats 1.2 Deep 1.5 Metalanguage
knowledge as something that requires active construction and requires understanding 1.6 Substantive
students to engage in higher-order thinking and to communicate 1.3 Problematic communication
substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self-
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and among Expectations
students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the knowledge
classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.2 Deep Deep understanding is achieved in this lesson in the mummifying apples activity as
understanding this task requires students to demonstrate their understanding of the mummification
process actively, creatively and collaboratively.
2.1 Explicit This is present in the lesson through the use of scaffolded and detailed instructions
quality criteria for students to reference and be expected to achieve in the lesson. For example in the
mummifying apples activity, students are provided with step by step explicit
instructions to follow, enabling students to perform the task smoothly and achieve
deep learning as a result.
 34
3.3 KnowledgeThis is achieved in the lesson by the activities linking to previous lessons taught so far in
integration the unit as well as links to cross-curriculum subjects and key learning areas such as
mathematics and science.
Tim Teaching and learning actions Organisation Centred
e T/S
0-5 Students arrive and take a seat. Teacher: Welcome students
- Students unpack their belongings, I-pads, into the classroom, reminding
laptops, books, pencils, equipment and await them of PBL expectations T
explicit instructions from teacher while and responsibilities. Refers to
teacher marks the roll. google slides on ICT board to
explicitly instruct the class
- Teacher has google doc slides ready on the about the lesson activities and
IWB board for the lesson introduction and outcomes.
systematically explains the intention of the
lesson, success criteria and order of activities
to achieve the learning outcomes for the Student: Sit in their assigned
lesson. (Clarke & Pittaway, 2014). See seating plan, respond to the
resources list: Appendix F roll being marked, listen and
respond to explicit
instructions about the
learning intentions for the
lesson.

Resources: Google slides,

IWB board, USB (with saved
slides in case the internet is
not working), the roll.
5-10 Refresh and assess students’ understanding Teacher: Ensures that
from last lesson and question students to students are being socially
explain why mummification was important to supported and inclusive in
ancient Egyptians. Use open questions to have discussion and open ended T/S
students develop their verbal communication questioning.
skills and evaluation. Transition this
discussion into the next activity focusing on Student: Responds to
the ‘how’ the dead were mummified. questions and class
(Anderson & Krathwohl, 2000). discussion.

Resources: IWB board

10- Plays video about the steps of mummification. Teacher: Plays video one or
20 (see appendix F) Informs students to pay close two times depending on
attention to the steps because they will need to student request and
remember them for Activity 4. Assess students understanding of information.
through informal quiz at the end of the video
to assess if they understood the majority of the Student: Watch video, make
notes. T
steps of mummification. Connect the
discussion to the previous lesson on Ancient
Resources: IWB board,
Egyptian gods and their importance in the
google slides.
process of mummification and their roles.
 35
20- Teacher hands out sequence sheet and gives Teacher: Assists students
25 instructions to students on what they are to do, with sequence task and
to complete this activity. Instructions are also moves around the room to
provided on the sheet. (Appendix F) check student progress.

After time limit teacher displays correct order Student: Independently S

on the IWB board for students to see and completes sequence sheet.
make any corrections to theirs. If students
have not finished, set for homework. Resources: Sequence sheet,
(Appendix G) IWB board, google slides

Adjustment: Teacher scaffolds the first step

with the class so they know how to complete it
and get started. Students that find the activity
more difficult are able to work in pairs to
sequence the steps.

Extension: Students respond to the following

question: “What items would you take with
you to the after-life and why?”
25- Check for understanding of the sequence
50 activity and if students have any questions to
ask or clarification before transitioning into
mummifying apples activity. (Hollingsworth,
& Ybarra, 2012).
Give explicit instructions about the task and
how it will be implemented. Put slide up on
the board of the instructions that the students
need to follow. (Hollingsworth, & Ybarra,
2012). Remind students that they will need to
use their mathematical and scientific skills to
work out how much mixture to make, and
weigh it. (see Appendix F)
Organise students to go to the stations in
smaller groups rather than all at once and have
a SLSO and/or responsible students assist in
setting up the stations and materials.
Teacher: Already has
prepared the materials for the
mummification and asks able S
students to assist in setting up
the stations at the back of the
room. Station 1 is where
students will choose their
apple, pick up a large plastic
cup, write their names on the
cup using permanent marker.
Station 2 will be where
students will line up, measure
their ingredients from two
large mixing bowls and
weigh on a scale and station 3
is where students will place
their cups into boxes for
storage.
Student: Follows
instructions, moves in small
groups to each station and
works collaboratively with
peers to complete activity

Resources: 20-25 apples,

bicarb soda (2kgs), salt
(3kgs), plastic cups (x25),
permanent markers, two large
mixing bowls, cardboard
 36
boxes to store the cups in one
place, spoons to mix, large
measuring cups, scale x 2

50- Teacher asks students to hypothesise and make
55 predictions for the multiple outcomes they
have about the mummified apples. Teacher
uses one non-mummified apple as the measure
for the experiment. Student predictions:
1. The apples will stay the same
2. The apples will shrink
3. The apples will rot
Teacher questions students to delve further
into why they came up with those predictions
and why is it important for the apples to be
stored in a cool, dry, dark area. (link to
pyramids and tombs).
Teacher: Brings students
back to assigned seats and
leads classroom discussion T/S
Student: Sit in original seats,
hypothesises predictions to
teacher.
Resources: 1 exposed apple
cut in half, shared google
doc.

Teacher creates a google document and

records student predictions to measure after
two weeks of the apples being stored out of
direct sunlight and exposure.
55- Hand out exit cards to students to complete to Teacher: Packs up
60 assess the outcomes and student understanding classroom, stands at the door
of the lesson and syllabus dot point. to collect exit cards from T/S
students as they leave.
Students write down one aspect they have
learnt about in the lesson, one point about the Student: fill out exit card to
relevancy/usefulness of what they learnt about hand to teacher when the bell
and one point about how this has changed rings.
their thinking and or added to the big picture
of what they have been learning about in the Resources: exit cards
unit.

1. Write your name on the card at the top.

2. What did you learn today? Write
down one aspect that you have learnt
about in the lesson.
3. So what? Write down one point about
the relevancy/usefulness/importance
about what you have learnt.
Now what? (how does this fit into what you
are learning, does it change your thinking?)
Write down one point.

Reflection

Upon reflection, I have learned that this lesson could be difficult to implement without
explicit instruction and cooperation from students particularly in the mummifying apples
activity. The activity requires preparation and effective classroom management to succeed so
 37
depending on the behaviour of the students on the day, the lesson might require a back-up
activity in case the teacher decides that the activity would cause misbehaviour and decides
not to facilitate that activity. However, this lesson has potential for high engagement and
social support for students and deeper understanding for students that learn effectively
through visual and kinaesthetic methods.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-2. This outcome is measured through classroom
discussion and informal quizzes where students
demonstrate their understanding of Ancient Egyptian
society and the importance of mummification. This is
also measured in the sequencing activity where
students are numbering the mummification process.
HT4-3. This outcome is measured through the classroom
general discussion and informal quiz to assess student
understanding of why and how ancient Egyptians
mummified people in their society.

Other considerations

Graduate Evidence within this lesson

Standards
1.2 This is evident in the lesson by using a systematic and explicit
approach to the activities and scaffolding the lesson activities to
build upon one another so that students are guided through the
learning process.
2.5 Literacy and numeracy strategies are used in this lesson cohesively
and embedded into the lesson activities. Literacy strategies include
sequencing and oral communication development and numeracy
strategies include students using pre-existing knowledge of how to
weigh and measure mixtures.
3.4 Resources used in this lesson include ICT using the IWB board and
videos as well as a practical activity on mummification that engage
students in their learning and provide an active, student-centred
approach to learning.
4.1 Strategies evident in the lesson to promote student participation and
engagement in the classroom include student-centred activities and
whole-class inclusivity in discussion, assisting students with their
activities and facilitating their work.
5.1 Formative assessment strategies is used in the lesson to assess
student learning such as class discussion, observation, quizzes and
an exit card activity.

WHS

The key WHS issues for this lesson would be to ensure that students do not leave
their bags next to their desks or in walk ways to prevent any trip hazards. The
teacher would need to make sure that the students place their bags underneath their
 38
desks or on the back of their chairs to minimise the risk. Teacher will also need to
ensure that students are using the equipment for the mummifying experiment safely
and responsibly by monitoring the stations, having the ingredients prepared in safe
plastic bowls.

References

Anderson, W. L., Krathwohl, R. D. (Eds). (2000). A taxonomy for learning, teaching and

assessing: A revision of Bloom’s taxonomy of educational objectives. United States,

Pearson Education.

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General

Capabilities in the Australian Curriculum. Retrieved from:

http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview.

Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian

Professional Standards for Teachers. Retrieved from:

http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/overview/organisation-of-the-standards.

Blessinger, P., Carfora, J.M. (Eds). (2014). Inquiry-based learning for the arts, humanities

and social sciences: A conceptual and practical resource for educators. Retrieved

from http://ebookcentral.proquest.com.

Clarke, M., Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest,

Australia: Pearson.

Department of Education and Training, Professional Support and Curriculum Directorate.

(2003). Quality teaching in NSW public schools. Retrieved from

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Fernandez, M., Wegerif, R., Mercer, N., Drummond, R.S. (2015). Re-conceptualising

“scaffolding” and the zone of proximal development in the context of symmetrical

collaborative learning. The Journal of Classroom Interaction 50(1), 54-72. Retrieved

by www.proquest.com/
 39

Hollingsworth, J., Ybarra, S. (2012). Explicit direct instruction: The power of the well-

crafted, well-taught lesson. Thousand Oaks: California, SAGE Publications Ltd. doi:

10.4135/9781452218977.

NSW Education Standards Authority (2012). NSW syllabus for the Australian curriculum:

History K-10 syllabus. Retrieved from http://syllabus.nesa.nsw.edu.au/hsie/history-

k10/.

Resources Attached:

Mummified apple experiment adapted from: http://www.planet-

science.com/categories/experiments/chemistry-chaos/2011/11/mummify-an-apple!.aspx

Link to you tube video that was included in the google slides below
http://www.bing.com/videos/search?
q=YouTube+Egyptian+Mummification&&view=detail&mid=B69597BAD88740B9C9B8B6
9597BAD88740B9C9B8&FORM=VRDGAR
 40
Appendix: F
 41

Appendix G
 42
Order the steps of Mummification by putting a number in each box from
1-12.

Body is soaked in Natron (salt) for 70 days

Mask is placed over the head of the body

Body is washed and cleaned

Heart is put back into the body for the afterlife

Body is wrapped in 20 layers

Person dies

Body is filled with linens to add shape and dry out the body

Organ Removal. The brain is removed first with a hook through the nose, then the
lungs, stomach, intestines, liver and heart.

Natron (salt) is washed off the body and it is cleaned again, using lotions to soften
the skin

Organs are put into jars, except the heart.

Body is placed inside 5 coffins, one inside the other

Body is ready for the afterlife