Inquiry Unit Plan Incorporating The Use Of Thinking Tools

Inquiry Unit Plan Incorporating the use of the Visual Ranking Tool Unit Title

Unravel the Mysteries of Ancient Egypt

Unit Summary This unit is an integrated unit incorporating S&E, English, Design and Technology. Teaching and Learning Taxonomy – focusing on Higher-Order Thinking Skills  Learning Tasks based on Bloom’s Taxonomy .. analysing, evaluating, creating (HOTS)  Tony Ryan’s Thinker’s Keys  Explore Learning Objects Curriculum Framing Questions Essential Question: What makes the recent discovery of tombs in Egypt the most important archaeological find of

s th n the 20 century? o i t

s Unit Question : e

u How does the discovery of tombs in recent times help us uncover the lives of the Ancient Q Egyptians? g n i What can we learn from modern day Egyptologists? m a

r Content Questions: F How did the River Nile impact on the lives of the Ancient Egyptians? (Compare this to modern - m

u times) l u

c Why were Pyramids built in ancient times? i r

r Why is Tutankhamun so famous today? u

C What did the Ancient Egyptians believe about the Afterlife?

Accommodation for Diverse Needs Students with special needs will have specific tasks modified for them (e.g. Students with expecting less work in terms of content for their Notebook presentation), along Special Needs: with additional SSO support and scaffolding throughout the unit. Activities with multiple entry and exit points to enable all children to achieve success. Students may have opportunities conduct more in-depth research. They may Gifted Student: also choose to undertake additional research relating to the topic. Students’ Prior Knowledge Think pair share to provide students with an opportunity to share what they know about Ancient Egypt. Students will have the opportunity to share their understanding about the beliefs of this Ancient Civilisation with regards to an Afterlife. Prerequisite Skills Students will:  understand and be able to use the scaffold/language features for Information Report and Procedure Texts  have the skills to debate a topic eg prepare an argument as well as the ability to rebut  be able to use Notebook Software competently to produce a presentation eg camera tool  be able to use search engines efficiently to locate information  have the skills to skim, scan, note take and summarise  understand how to use the Visual Ranking Tool and be able to add comments  understand how to use the Alphabet Key to brainstorm a topic  be able to use a Desktop programme eg Publisher to create a Newspaper front page  be familiar with Blooms Taxonomy (analyzing, evaluating, creating)  have a clear understanding of what is expected in the Assessment Rubric to ensure the task criteria is met  be able to attach a file and email it  understand the importance of creating a Wordwall in developing topic related vocabulary  ability to work collaboratively to achieve a common goal

Learning Environment Students will work individually and collaboratively in pairs to complete the learning activities. Students can work individually or in pairs when undertaking research tasks using the Internet to share the workload. Notebook presentations may be done individually or collaboratively with a partner. Each student is expected to create their own Newspaper front page. Students will work in teams of 3 to debate Standards/SyllabusLearning Environment – studentsOutcomes will be able to work individually, in pairs and in small groups, so tables should be organized to accommodate this. Students can work individually or in pairs when SACSA – English undertaking research tasks using the Internet. 3.2 - Produces a range of spoken texts about topics and events of personal and community interest for school and wider community contexts and audiences 3.4 - Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context. 3.8 – Selects and uses a variety of language aspects when planning and composing a range of well structured fiction, factual and media texts about familiar, new and possible experiences 3.11 – Selects and uses a variety of strategies for locating and recording information and for reading, viewing and critically interpreting a range of written and visual texts. 3.12 - Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately. SACSA – Society & Environment 3.2 – Researches and discusses the importance of understanding events and ways of life of some past periods using primary and secondary resources SACSA - Skills for Inquiry Learning Defining & Planning the Inquiry – Identifies key questions/frames questions/identifies key words associated with topics/Finds out what is known and what needs to be researched Locating to extend and test findings – Participates in online learning, accesses a wide range of sources and locates information, uses online key word search strategies Selecting to extend and test findings – skims and scans for relevant information. Distinguishes between fact and opinion, understands copyright and plagiarism, extracts key words and ideas from complex material, uses note taking skills to record information Organising and analyzing findings – sequences ideas, prepares drafts from notes and arranges information logically, creates multi modal presentations Actioning based on findings of Inquiry – uses a variety of media and formats to present relevant information eg Photostory/Notebook/Powerpoint. Demonstrates an ability to speak from prepared notes. Presents information using a range of techniques eg oral, written, audio visual Evaluating learning achieved through the process – self, peer and teacher assessment Year Level Year 6/7 Teaching and Learning Activities Introductory Activities:

 Use the interactive map to locate Egypt http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/history/egyptians/index.htm

 Individual KWL chart  Concept map – brainstorming in groups

1. This information is transformed into a list of sustainable living features (students need a record of this list). They then work in small groups (3-4 students) to design a model of a sustainable living house. Their model needs to include at least 15 sustainable living features and five different joining techniques. 2. Students work in their groups to make their model sustainable house. NOTE – this is a time consuming task that will take a few weeks. 3. Once the houses have been completed, students have the opportunity to share their work with their peers. They then individually complete a self-assessment of this section of the unit. 4. Ask the students to individually respond to the question “How can you inform people about energy use?” (Unit Question) then brainstorm responses on IW. Students will drive this section and their responses will effect how they choose to inform others about energy use. Some examples could be:  Sharing their model houses with a buddy class  Sharing their model houses at a school assembly  Writing an article for the school newsletter  Inviting parents to a “family tea” (or similar) in which students have the opportunity to share  Share their learning with a buddy class interstate or overseas (e.g. ePals project)

5. Students have some time to complete their portfolio before submitting it.

Checking for Understanding  Students keep records of their activities (e.g. think, pair, share, notes about their energy source for the expert activity etc) in their Science book  Teacher and students to ask questions throughout activities

Useful websites (just a few!) Scientific Forms of Energy http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html Online Primary Science http://climatechangematters.net.au/LOTS/Phy/sub/kpenergy/kpengery.htm Southmoor Primary - Energy http://www.southmoor.vic.edu.au/Projects/Sustainability/Energy/EnergyContents.html Jackie Miers – Non-renewable energy http://www.teachers.ash.org.au/jmresources/energy/nonrenew.html Solar Schools http://www.solarschools.net/resources/stuff/ Energy Matters http://www.energymatters.com.au/renewable-energy/ Ergon Energy – Energy Sources http://www.ergon.com.au/ergonia/energysources_nonrenew.shtml Assessment Summary Students will be assessed at the beginning of the unit, throughout the unit and at the end of the unit. Some assessment will be formative (for example the KWL chart and concept map) and some will be summative (portfolio, sustainable house, exposition text). Questioning will be used throughout the unit. At the outset students will complete the K (know) and W (want to know) sections of the KWL chart and keep this for future reference. Small groups will then share their knowledge and create a concept map which will be transferred to a whole class concept map on the IW. Students will keep a portfolio of their learning throughout the unit. This portfolio will be kept in their Science book and will include answers to content and unit questions. The format of these answers will vary, from printouts from online tools to research to comparative paragraphs. One of the main tasks will be to work collaboratively in small groups to critique, design and make a model of a house that contains sustainable living features. Students will be assessed on this using a rubric (to be developed with the students) and will also have the opportunity to self- assess this task. Another task that will be assessed at the end of the unit is exposition writing. Students will write a letter stating which form of renewable energy they believe to be the best for creating a sustainable future and why. Below is a brief summary of the assessment timeline. Assessment Timeline

Thinking Tools Projects – VISUAL RANKING TOOL Visual Ranking Project Name (For the Visual Ranking workspace)

Project Description (For the Visual Ranking workspace) Australia uses energy from a variety of sources. Throughout the unit students will develop their understanding of different forms of energy and whether they are classified as renewable ore non-renewable. To undertake this task, students will need to have an understanding of different forms of energy. The focus will be the Unit Question “What are the major forms of energy being used in Australia?” They will use the Visual Ranking Tool to rank the various types of energy, and compare their list with peers. This list will be re-visited later in the unit and students will have the opportunity to edit their initial list and again compare with peers. Prompt (For the Visual Ranking workspace) Australia is currently using energy from many different sources. Rank the list of energy sources below from what you think Australia is using the most to what we are using the least. Sorting List (For the Visual Ranking workspace) Standards/Syllabus Outcomes SACSA – English 3.2 - Produces a range of spoken texts about topics and events of personal and community interest for school and wider community contexts and audiences 3.4 - Composes a range of texts that include ideas and information about familiar and some unfamiliar topics and applies an understanding of audience, purpose and context. 3.8 – Selects and uses a variety of language aspects when planning and composing a range of well structured fiction, factual and media texts about familiar, new and possible experiences 3.11 – Selects and uses a variety of strategies for locating and recording information and for reading, viewing and critically interpreting a range of written and visual texts. 3.12 - Selects and uses a variety of strategies for planning, composing and reviewing own written texts and for consistently spelling most common words accurately. SACSA – Society & Environment 3.2 – Researches and discusses the importance of understanding events and ways of life of some past periods using primary and secondary resources SACSA - Skills for Inquiry Learning Defining & Planning the Inquiry – Identifies key questions/frames questions/identifies key words associated with topics/Finds out what is known and what needs to be researched Locating to extend and test findings – Participates in online learning, accesses a wide range of sources and locates information, uses online key word search strategies Selecting to extend and test findings – skims and scans for relevant information. Distinguishes between fact and opinion, understands copyright and plagiarism, extracts key words and ideas from complex material, uses note taking skills to record information Organising and analyzing findings – sequences ideas, prepares drafts from notes and arranges information logically, creates multi modal presentations Actioning based on findings of Inquiry – uses a variety of media and formats to present relevant information eg Photostory/Notebook/Powerpoint. Demonstrates an ability to speak from prepared notes. Presents information using a range of techniques eg oral, written, audio visual Evaluating learning achieved through the process – self, peer and teacher assessment Year Level Year 6/7 Teaching and Learning Activities Introductory Activities:

 Using Tony Ryan’s Thinkers Keys (Alphabet Key) students record what they currently know about Ancient Egypt. Share with the class. Create a wordwall recording initial understanding  “For centuries the mysteries of Ancient Egypt have fascinated generations of people” Using the A-Z brainstorm as a guide, students formulate a series of questions they’d like to investigate during the unit, to help uncover Egypt’s past. Record in Draft Book. Class responses are recorded in a Notebook for future reference.

Learning Activities:  Focus on the impact of the River Nile on the lives of the Egyptians 1. This information is transformed into a list of sustainable living features (students need a http://www.thenileandegypt.com/nilemap.html record of this list). They then work in small groups (3-4 students) to design a model of a  sustainableWorking collaboratively, living house. Theiruse the model Visual needs Ranking to include Tool toat rankleast the 15 sustainable“Who’s who living in Egypt’s features andSocial five Structure” different fromjoining most techniques. to least important 2. StudentsAnalyse the work system in their of groupscommunication, to make their hieroglyphics model sustainable, used by thehouse. Egyptians. NOTE – Record this is awhat time consumingyou find out task about that this will ancient take a wayfew ofweeks. communicating. http://www.ancientegypt.co.uk/writing/home.html3. Once the houses have been completed, students have the opportunity to share their work http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/with their peers. They then individually complete a self-assessment of this section of the  Pharaohsunit. in Ancient Egypt had their names inscribed in hieroglyphics in a cartouche. 4. AskInvestigate the students this. Usingto individually the Hieroglyphic respond Nameto the Generator, question “How translate can you your inform name people and make about energyyour own use?” cartouche (Unit Question) using Black then card brainstorm and gold foil. responses on IW. Students will drive this http://guardians.net/egypt/hieroglyphs/hiero-translator.htmsection and their responses will effect how they choose to inform others about energy use. http://www.artyfactory.com/egyptian_art/egyptian_hieroglyphs/egyptian_hieroglyphs_A.htmSome examples could be:  Explore Sharing some of their the modelwell known houses Gods with and a buddy Goddesses class and learn about the powers they were thought Sharing to have their had modelover Man houses and atEarth. a school Record assembly the name of the God, what they represent and theirWriting role accordingan article tofor Ancient the school Egyptian newsletter beliefs. http://www.ancientegypt.co.uk/gods/home.html Inviting parents to a “family tea” (or similar) in which students have the opportunity http://www.ancientnile.co.uk/gods.phpto share  Ancient Share Egyptians their believedlearning withthat amummifying buddy class a interstateperson’s after or overseas death was (e.g. essential ePals project) to ensure a safe passage to the Afterlife. Using this interactive Learning Object, students will enter 5. Studentsthe Embalmer’s have some Workshop time to and complete assist in their the preparationportfolio before of the submitting body of an it. officer to the King, for burial. http://kids.discovery.com/fansites/tutenstein/mummymaker/mummymaker.html Checking for Understanding  After assisting with the mummification process, students are required to demonstrate  Students keep records of their activities (e.g. think, pair, share, notes about their energy their understanding by creating a Notebook presentation to share with the class. The source for the expert activity etc) in their Science book Notebook will follow the Procedure Text framework and will explain mummification step by  step,Teacher using and appropriate students to pictures ask questions and clear throughout labels. activities

Useful websites (just a few!) Scientific Forms of Energy http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html Online Primary Science http://climatechangematters.net.au/LOTS/Phy/sub/kpenergy/kpengery.htm Southmoor Primary - Energy http://www.southmoor.vic.edu.au/Projects/Sustainability/Energy/EnergyContents.html Jackie Miers – Non-renewable energy  Find out what an Egyptologist does and how finding artifacts can help us understand more http://www.teachers.ash.org.au/jmresources/energy/nonrenew.html about Ancient Egypt. Students record findings in Draft Books Solar Schools  The Ancient Egyptians built pyramids as tombs for their Pharaohs. Students explore the http://www.solarschools.net/resources/stuff/links and uncover the reasons foe the construction of these “Houses of Eternity” http://www.ancientegypt.co.uk/pyramids/home.htmlEnergy Matters http://www.mywonderfulworld.org/toolsforadventure/games/pyramid.html?http://www.energymatters.com.au/renewable-energy/ fs=www9.nationalgeographic.comErgon Energy – Energy Sources http://www.ergon.com.au/ergonia/energysources_nonrenew.shtml Assessment “You Summary can’t take it with you … or can you?” Students are required to investigate the burial process for the dead person. Once the body had been embalmed what happened Students will be assessed at the beginning of the unit, throughout the unit and at the end of the to it before it finally came to rest? unit. Some assessment will be formative (for example the KWL chart and concept map) and some  will be summativeExplore the(portfolio, trip across sustainable the Nile, house, the Weighing exposition of text). the HeartQuestioning Ceremony will be and used the throughoutOpening the unit. of the Mouth Ceremony. Students need to be prepared to explain their understanding of these ceremonies. At the outset students will complete the K (know) and W (want to know) sections of the KWL  chart and Studentskeep this arefor tofuture find outreference. what was Small buried groups with will the then dead share body their and knowledgeto find out and why some create a conceptof the items map which were buriedwill be transferred to a whole class concept map on the IW.  Students Findwill keep out whata portfolio the Ancient of their Egyptians learning believed. throughout (EXTENSION: the unit. This How portfolio does this will comparebe kept into their Sciencewhat book we believe and will today?) include answers to content and unit questions. The format of these answers willUsing vary, a desktopfrom printouts program from such online as Publisher, tools to youresearch need toto createcomparative a front paragraphs. page for an One of theEgyptian main tasks newspaper will be to in work 1922 collaboratively when Howard inCarter small uncoveredgroups to critique,the untouched design tomb and make of a model ofTutankhamun. a house that Thecontains key questionsustainable you living need features.to research Students is why thiswill bediscovery assessed was on seen this to using a rubricbe so (to crucial be developed to our understanding with the students) of life andin Ancient will also Egypt. have the opportunity to self- assessYour front this pagetask. should contain: a name for the newspaper, photos of the discovery, a main Information Report following the writing framework/scaffold, which outlines the events leading Another task that will be assessed at the end of the unit is exposition writing. Students will up to as well as the discovery of the tomb, a number of minor articles/ads that may have been write a letter stating which form of renewable energy they believe to be the best for creating a found on the page sustainable future and why. http://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery.shtml Below is a brief summary of the assessment timeline. Assessment Work withTimeline a team of 3 and investigate the circumstances surrounding the death of King Tut. Using the information that you've found, your team will prepare a debate. The topic will be "KingBefore LearningTut was Activities murdered" While Students Work on Learning After Learning Activities End Begin Activities The class will be divided into teams for and against. You will need to research the King's death and collaborate with your team to build a case and provide evidenceSelf-assessment to support – sustainable your argument. Questioning house Peer feedback on draft http://www.pekin.net/pekin108/wash/webquest/ Product – exposition writing Progress checklist (rubric) Portfolio Portfolio

Project Description (For the Visual Ranking workspace) Australia uses energy from a variety of sources. Throughout the unit students will develop their understanding of different forms of energy and whether they are classified as renewable ore non-renewable. To undertake this task, students will need to have an understanding of different Assessmentforms of energy. Timeline The focus will be the Unit Question “What are the major forms of energy being used in Australia?” They will use the Visual Ranking Tool to rank the various types of energy, and compare their list with peers. This list will be re-visited later in the unit and students will have Before Learning Activities While Students Work on After Learning Activities the opportunityBegin to edit their initial listLearning and againActivities compare withEnd peers.

Prompt (For the Visual Ranking workspace)Questioning/Sharing Teacher Feedbaack (written)  Locate Egypt on Interactive Peer/Teacher feedback on Peer Feedback (oral) Australia isMap currently using energy from many different sources. Rank the list of energy sources Notebook progress Product – Procedure Writing  A-Z Thinkers Keys to show below from what you think AustraliaProgress is using checklist the most to whatMummification we are using the least. what partners know about Notebook Sorting ListAncient (For theEgypt Visual Ranking workspace) Front Page Newspaper (Recount)  What students want to find Debate out during the unit

Thinking Tools Projects – VISUAL RANKING TOOL Visual Ranking Project Name (For the Visual Ranking workspace) The Who’s Who in Egypt’s Social Structure Project Description (For the Visual Ranking workspace) In this activity students will look at the social structure which existed in Ancient Egypt. They will work collaboratively to rank where they believe each group sits on the "social pyramid" and be able to justify their choices. Prompt (For the Visual Ranking workspace) Rank the list in order of importance from most to least important. Using the comment box, you will need to justify your top two and bottom two selections. Be prepared to share your thoughts with the class. Sorting List (For the Visual Ranking workspace) Approximate Time Needed Practice Ranking (For your future quick reference) This unit of work will run for approximately 10 weeks, with 4 lessons per week (45 minute lessons)Teacher ID: willyo6 Password: willy Practice Team 1 ID: Horus Password: Horus Professional Learning  Exploring Learning Objects  Research various aspects of Ancient Egypt  Setting up the Visual Ranking Tool Technology - Hardware Internet connection Printer Interactive Whiteboard Computer/Wireless Netbooks Datashow Projector Technology - Software Internet Web Browser Desktop Publishing Programme (Publisher/Word) Email software Notebook Software Digital Learning Objects Printed Materials: textbooks, reference materials etc. Unit Author Dianne Williams Brighton Primary School Adelaide, South Australia 5048 If your unit portfolio is chosen to be uploaded to the Intel® Teach Program database, do you want your name displayed at the author? Yes