Thematic Instruction Lesson Sample 1
|Teacher: White/Thompson||Date: 18 June 2004|
|Subject: Social Studies||Grade: 6|
|Topic: Ancient Egypt/Mummification/Preservation||Time: 50 minutes|
This lesson is one of several. Subjects become integrated when all the lessons in this particular unit are followed. WARNING: Teachers are responsible to ensure that materials selected for use reflect Seventh-day Adventist philosophy.
Source: Ancient Egypt
Rationale: To better understand the process of mummification, students need to know the definition and characteristics of preserved bodies and artifacts.
- examples/non-examples of preserved artifacts
- "Examples" and "Non-example" labels
- Pre-written definition of Concept
Definition of Concept: Preservation emphasizes the use of adequate measures to keep something unchanged, safe and entire, protecting its integrity and individuality.
- Identify the characteristics of a preserved artifact and distinguish between an example and non-example of a preserved artifact.
- Connect the definition of preserve to the Egyptian art of mummification.
"I'm going to introduce a new concept to you using a game like method of teaching. What I'm going to do is give you examples and non-examples of a concept and from these examples, you are going to tell me what concept I am defining. By analyzing these comparisons, you are going to tell me what the examples have in common. I will write your responses down and scratch off comparisons you have given that don't contain an attribute you have listed. Once you have listed all of the attributes and have discovered the concept, together we will formulate a definition of the concept and label it. Remember, each of the examples must contain all the defining attributes. Are you ready? Let's get started!!"
Prior to Lesson:
Instructor will have found attributes to teach this concept. They are as follows:
|1. apple jelly preserves||1. apple|
|2. pickles||2. cucumber (computer photo/real)|
|3. canned vegetables||3. photo of fresh vegetables|
|4. photo of strawberry jelly||4. photo of strawberries|
|5. Titanic||5. warm water photo|
|6. extreme cold water photo||6. hot, humid air|
|7. photo of desert (hot dry air)||7. mud|
|8. nature||8. pepper|
|9. sand||9. worn newspaper out of a bag|
|10. salt||10. non-laminated paper|
|11. newspaper in bag||11. cremation urn|
|12. laminated paper|
|13. coffin (sarcophagus)|
1. The instructor will present each example or non-example telling students whether the object is an example or non-example of the concept.
2. Present two examples and non-examples
3. The students will attempt to find similarities between examples given.
4. Ask students to hypothesize possible attributes of the two examples shown
a. Do you see any similarities between these samples?
b. Let me give you more examples and non-examples to see if you can identify some attributes.
5. Cycle back and forth between steps three and four, listing additional attributes. Make sure you do NOT erase the ones that don't apply. MAKE A MARK THROUGH THEM!
6. Guide students in formulation of definition of concept based upon critical and essential attributes listed.
7. Labeling and naming the concept. Can be done by instructor or student (preferably the student).
8.Test the definition by using more examples and non-examples.
a. Make sure you call on a specific student.
b. Ask: ďIs this an example or a non-example of preservation?
c. Be sure to ask the question why following the studentís response?
d. Ask students to come up with examples and non-examples of the concept.
- Brainstorm alone or with their peers to find similar attributes
- Give their definition of concept based upon examples and non-examples.
- Label and name the concept
- Student called upon will answer the question.
Ask students what the identifying characteristics are when distinguishing a preserved artifact. Inform the students that this concept is the prelude to the study of the mummification process, and they will be learning more about preservation in a film they are going to view the following day. Tell the students, "I wanted you to see exactly what preservation means to you so you can better comprehend how ancient Egyptian preserved the bodies of their dead. The film will also help you understand why this process was so important to the Egyptian culture. Keep this definition in mind while you are watching the film tomorrow."
Students will be assessed on their participation in the lesson. The responses given during the lesson will confirm whether students understand the definition of preservation. A formal assessment will be given at the end of the unit.
Film: The Discovery Channelís Secrets of Mummies