This is an individual project on art in prehistory.
Students must recreate a real piece of prehistoric art, it can be a cave painting, portable art or a megalith. They could create it with modelling clay, plasticine or any other material (paper, goma EVA…).
The piece of art must be accompanied by a poster in infographic style, that is, with synthetic information on the characteristics of the chosen piece of art (where, when, how, purpose…), accompanied by real photos and other visual information (titles, icons ...).
Objectives:
·
To identify the most
representative examples of Prehistoric art.
·
To match these examples with
the three periods of Prehistory.
·
To classify and organize
information about Prehistoric art.
·
To interpret the
significance of the main works of Prehistoric art.
Materials:
·
Two cardboards.
·
Sheets (in different
colours).
·
Printing photos about
artistic examples from Prehistory.
·
Scissors.
· Pencils and markers
This is a hand-on to activity 1st ESO which consists in to elaborate a poster about the most important examples of the Prehistoric art.
First, we print different images of the most relevant and characteristic examples from Prehistoric art:
Then, we join the two cardboards. The following step is to make a timeline with the three periods of Prehistory at the bottom of the cardboards. They must use
three different colours (for example, Paleolithic in blue, Neolithic in green
and Metal Ages in red). The timeline must include the dates of each period.
When they finish the timeline, the following step is to write the title of the poster at the top of the cardboard. They are free to use different types of letters and colours.
Then they must classify
the photos according to the periods of
Prehistory, and complete a card with information of each one:
To make the cards they must use the same colour according to the
timeline. For example, the card about the Venus of Willendorf must be blue,
because it belonged to Paleolithic.
When they have decided the organization of the poster and the cards will
be completed, they will stick the photos and the tables.
Finally, they signed the poster and the work will be finished!
Laura Juan Antón shares this activity called “A day in Prehistory”, a mixture of writing and speaking skills. Click here to get file.
RECREATING CAVE PAINTING
Rubén Esteban shares an interesting video about how to re-create a cave painting. It can very useful for students involved in hands-on activities or projects in relation with the Prehistory.
CUNEIFORM WRITING
Resources provided by Isabel Santos
I have chosen a
task for the subject of Classic Culture in second year of ESO. In this lesson, the
pupils will learn about food and drink in Ancient Rome.
First of all, I
will introduce the lesson explaining what it will be about. Then, they will be
asked to answer a couple of driving questions:
-What types of food did Romans eat?
ü -What were Roman
banquets like?
After discussing
the answers, they will read a brief text about the three main Roman meals and the
differences according to social classes. The words that could be new for them
are highlighted, so they will be explained.
FOOD IN ANCIENT ROME
Typically, the Romans ate three meals a day.
- Breakfast - ientaculum
The Romans ate a breakfast of bread or a wheat pancake eaten with dates
and honey.
- Lunch - prandium
At midday
they ate a light meal of fish, cold meat, bread and vegetables. Often
the meal consisted of the leftovers
of the previous day´s cena.
- Dinner - cena
It was the main meal and varied among classes.
The poor might only eat a simple
meal of vegetables and porridge,
whereas the rich could enjoy luxuries as several course meals and exotic food
and wine.
Now students will read the following text and then watch a YouTube
video about Roman banquets. After that, they will be asked to fill the gap and
answer to the given questions.
Rich Romans
Rich Romans held elaborate dinner parties in
the ….....................(dinning room). These parties lasted up to eight
hours. The Romans did not seat in chairs around the table like we do today.
Only small children or slaves were permitted to eat sitting.
-Where did they
seat? How were the tables?
- Did they use knife and fork? What did they use instead?
- Now explain what dishes and drink you could find in a Roman banquet.
Roman Banquet
Finally, they will form groups and will be given 5 minutes to produce a
text about Roman banquets. The group that provides most information and most
accurate will be the winner.
EGIPTIAN GODS
Shared by María Jesús López:
|
1.
Learning outcomes. |
·
To identify and
describe each Egyptian God. ·
To be able to make
comparisons in order to distinguish the Gods. ·
To explain in front
of the class the main atributes of one Egyptian God. |
|
|
2. C for Content. |
·
Egyptian Gods and
their powers |
|
|
3. C for Communication |
Vocabulary |
·
Name of different
Gods: Horus, Ra, Anubis, Sobek, Hapi, Osiris, Isis… ·
Related to their
atributes: his responsibitily was..; it was headed by…; he/she was the God
of…; he/she used to control…; he/she also protected…; |
|
|
Structures |
·
Simple past:
regular and irregular verbs ·
Using comparison:
he was the most important… ·
Passive voice: he
was represented as… |
|
Language skills |
·
Listening to the
lesson teacher. ·
Reading the
description of a God and trying to find it out in some flash cards. ·
Speaking with the
rest of the class in order to find the colleague who has got the atributes of
that God. ·
Speaking in front
of the class to describe the God. |
|
|
Discourse type |
·
Descriptions, narrations and dialogues. |
|
Shared by Julen García:
I would like to share
a project that I am teaching in Cultura Clasica that is called ´´Getting to
know Roman Hispania´´. In this project each group is going to know deeply one
Roman city in the Iberian Peninsula.
They need to look for
information about this city. Then, they create a presentation about that with a
report, pictures, itinerary in this city, canva as a brochure to visit the city
during a weekend and they generate a QR code.
When they finish this
part of the project, we will create a Hispania map, we will add the QR code and
the provinces as well as the cities.
Once we finish that
we place the map in the corridor so everybody in the school could access to the
information of the Roman Hispania cities.
One of the biggest issues of our History and Geography students (not only bilingual) is how to define or understand historical concepts. One of the best methods to improve their skills in that kind of tasks are the following activities:
Activity 1
How to define is the title of a group of tasks in order to engage students to create more comprehensive and accurate definitions. Firstly, students receive five historical concepts (e.g. Prehistory, Nile, Hitler, Christopher Columbus) that they have to define answering 4 W´s questions (What/who, where, when and why/who).
For example: Nile
What: river
Where: in Egypt
When: -
Why: around which the Egyptian
civilization developed
After answering them, students sew all together.
Nile: river of Egypt around which the Egyptian civilization developed between 3500 and the 30 BC.
At the end of the activity, teachers must check the definitions created from a double perspective (language and content accuracy).
Activity 2
Create the glossary of the unit. Students must complete a glossary of a specific unit (e.g. Feudalism) with the help of the app Quizlet.
Quizlet is one of the most common study applications that allows students to study vocabulary lists (flashcards) via learning tools and games. In a very easy way, our students are capable to create long terms lists attaching also images. The final product can be shared with the rest of the students that they must play, check and assets the glossary following a rubric.
https://quizlet.com/442489149/2-feudal-europe-2020-2021-flash-cards/
Sure!, let me explain briefly the steps.
- At the beginning of every unit the first
activity was focused on the basic vocabulary in order to establish a keystone
in their learning process. Working with "how to define" skills, let
students create its own glossaries into its own "free" accounts.
Before, we discuss and correct in class their proposals. It is important that
students could produce its own concepts instead of memorizing some
"close" definitions (aprender a aprender).
- Students use a kind of a self assessment
rubric that guided their steps during the creation of concepts (lenght,
determination of the type of concept -social, politic, economic, biography-,
use of English, never use the concept in the definition, proper image..)
- Finally, after finishing the content revision,
occasionally students checked their list of keywords with their Literacy
teacher. Quizlet app let students edit and brush up quickly their personal
vocabulary lists. Once finished Students can play and practice with their
classmates in different challenges and live quizzies (only in the
premium-teachers version).
we propose to make a mural with a similar calendar with the history, where the zero hour will be invention of writing.
At first, students will decide which discoveries and historical events they will place on it: Egyptian empire, Ancient Greece, Roman empire, invention of printing press, French revolution, invention of electricity, etc.
Next, they have to look for the dates of those events, and then calculate the ‘day and hour’ in our calendar, and draw a picture in the mural.
Depending on the age of the students, we can give them a bank of events, or a guide to calculate and locate those events.
This is a plain example, students will make it better. For sure!
BUILDING A ROMAN ROAD
In this activity the students have the process of building a Roman road. They will have to describe it. They can learn more about History when they create their own Roman road.
HANDS-ON HISTORY:
BUILDING A CANOPIC JAR
Shared by M. Isabel Gejo
Canopic Jars were used by the Egyptians to store the body’s organs. 1st Year ESO students learn to make a canopic jar and understand what they were used for and why.
Click here to get the lesson
Topic: First civilizations: Mesopotamia and Egypt
Teacher: Mª del Carmen Martín
Attachments:
Rubric 1
Rubric 2
MUMMIFICATION
Teacher: Paloma García
C for Communication
|
Vocabulary
|
Before starting the unit, we
will study the vocabulary using “Ancient Egypt Vocabulary flash cards” displayed on internet, https://quizlet.com. |
Structures
|
We must reinforce the simple
past, regular and some irregular verbs. Also the narrative structure focusing in narrative connectors in order to make easier the sequence of events in a story. | |
Language skills Discourse type
|
Both, writing and oral skills will
be use through the activities.
Regarding discourse type,
narrative and descriptive are the most commun. |
Activities
|
1st activity WHY WAS THE PHARAOH SO IMPORTANT?
Students will be given two extracts.
After reading the first one, they will talk in pairs about two questions:
They will share the conclusions in plenary.
After reading the second one, they will match the words with the definitions.
2nd activity: WHO DID THE EGYPTIANS WORSHIP?
You know that in the Ancient Egypt people believed in many different gods and
goddesses. They were polytheistic. The principal god was the Sun, called Ra, Amun or Atum . Other important gods connected with the death were Osiris and Anubis.
Going to this website do a short description of them focusing in the appearance
and the role that they played.
3rd activity: AFTERLIFE AND MUMMIFICATION
The students will be given ten cards, they must order them according to the
images in which the process of mummification is described. Finally each group will do an oral presentation connecting the cards and the pictures: | |
Resources and materials
|
The textbook.
1st activity:
EXTRACT 1
We use the word
´Pharaoh´ today to mean the ruler of Ancient Egypt.
Pharaoh is a
Greek word, this word was first used it referred to the palace of the King,
not just to the King himself.
There was only a
woman to claim to the throne of Egypt, and called herself the Pharaoh. Her
name was Hatshepsut. She ruled Egypt for about fifteen years before she was
succeeded by her step –son Thutmosis III.
Questions:
a-Where does the word Pharaoh
come from and how does it evolve?
b-Do you agree that just a woman
ruled Egypt?
EXTRACT 2
Ramses II was a pharaoh who ruled for 66
years from 1279 B.C. to 1213 B.C. He is known for building many temples and
for being a strong military leader.
The Pharaoh was the most powerful person in
the Ancient Egypt. He was a political and religious leader of the Egyptian
people.
The Pharaoh was the ruler of Upper and Lower
Egypt. He owned all the land, made laws, collected taxes and defended Egypt
against foreigners. Also he was the high priest of every temple and performed
rituals and built temples to honor the gods.
Match the words with the definitions:
2nd activity:
3rd activity: AFTERLIFE
AND MUMMIFICATION
|
Teacher: Patricia Díez
C for Communication
|
Vocabulary
|
Nouns: afterlife, tombs, dead, canopic jar, sarcophagus, belief,
mummification, bodies, intestines, substances, wrapped in bandage, soul, ka,
burial, coffins, viscera, dehydrating, natron, resin, strips, linen,
bandages, organs, lungs, liver, stomach, wine, palm, salt, oils,
sawdust, rags…
Verbs: do, be, preserve, meet, live, star, protect, encourage, remove, treat, wrap, considere, believe, keep, close, embalm, mummify, maintain, hidden, afford, symbolize, wash, dry, fill… Adjectives: rich, great, essential, ceremonial, special, grave, sacred, empty, dark, thinner, varied, false, grave…
Prepositions: after, by, from, over, without, before, below, but, for,
like, of, since, to, with, for, into, in, on, inside…
Discourse markers: but, or, and, because, first, then, however, moreover, in order to, when, most of, only, some, second, third, though, if, therefore, |
Structures
|
- Comparative
- Superlative - Express an opinion (In my opinion, from a personal point of view, I agree with you, I disagree, I believe, I think...) -Make a decision (should, have to, there is/there are, prepositions, can, could…). |
|
Language skills Discourse type
|
Discourse type: Comparison, argumentation, description
Language skills: Speaking (Productive skill). Group work. Reading (Receptive skill) Listening (Receptive skill) Writing (Productive skill) |
Activities (1,5 lessons)
|
-Reading the
textbook
-Vocabulary activities (match the word with a definition or a picture) (Basic vocabulary) 
-Reading: First: Reading: Mummies (Advanced vocabulary)
Second: Fill in the chart in pairs:
 -Vocabulary: https://quizlet.com/21648269/egyptian-vocab-mummification-flash-cards/ -Task-based activity: Mummy Maker Game http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml |
Tasks (1,5 lessons)
|
-Project: Worksheet 2: Group work. First: Worksheet 2. Second:
Designing a leaflet. Making an oral presentation, with the use of a leaflet and other material as visual support. Dossier. Third: Speaking: present the results of the project Worksheet 2. 
-Reading:
Mummies in Ancient Egypt and the Process of Mummification
https://www.historyonthenet.com/the-egyptians-mummies -Listening: video ( this video with vocabulary prepared first and secondly quiz sheet about this video): *The secret recipe of ancient mummification: Lingohack: https://www.youtube.com/watch?v=mQnA_DODiXE |
Resources and materials
|
Social Science
book
Internet
video: *The
secret recipe of ancient mummification: Lingohack: https://www.youtube.com/watch?v=mQnA_DODiXE
ppt
projector
computers
worksheet 2
reading:
*Mummies in Ancient Egypt and the Process of Mummification https://www.historyonthenet.com/the-egyptians-mummies
Game: Mummy
Maker Game
Quizlet
vocabulary: Egyptian vocab mummification
ASSESSMENT FOR
THE PROJECT:
SUMMATIVE
ASSESSMENT TASK: -How to mummify a banana: Project -Designing a leaflet.
Making an oral presentation, with the use of a leaflet and other material as
visual support. Dossier.
SUMMATIVE ASSESSMENT ASSESSMENT CRITERIA: -Teacher’s assessment will take into account tasks handed in, active participation in class, peripheral contributions, students’ involvement and self-assessment and groups evaluation.
CHECKLIST FOR STUDENT’S GROUP WORK: SELF-ASSESSMENT
CHECKLIST FOR STUDENT’S GROUP WORK: TEACHER’S ASSESSMENT  
LEAFLET RUBRICS: The leaflet will be assessed following the rubrics
below:
DOSSIER RUBRIC: The dossier will be assessed following the rubrics below:  PARTICIPATION ASSESSMENT The active or peripheral participation of students in class will be written down by the teacher every day in the weekly lesson planner provided here. 
I KNOW ABOUT TEST: After comparing the pre-assessment and post-assessment
tests, students will reflect on what they have learnt during the
implementation of this teaching unit and will fill in the “I know about” test
in annex
|
Teacher: Esther Pérez
Attachment: Attachment
C for Communication
|
Vocabulary
| |
Structures
|
-past tense: description of the process of mummification
-connecting words:before,after, because,finally...
| |
Language skills Discourse type
|
discourse descriptive :process of mummification
dialogues:dialogues between students.
|
Activities
|
We saw a video, a short animation for understand the process of mummification. After this, a student explain the process using the past tense, describing as much as possible. Others students can participate and help.
ACTIVITIES OF VOCABULARY IN WORKSHEET 2
1 MATCHES WORD WITH THIS DEFINITION:
2. MATCH THE FOLLOWING WORDS WITH PICTURES
3.COMPLETE THE TEXT
4.CROSSWORD
Discussion: today that form of burial would be possible?
Why pyramids have labyrinths in them?
ACTIVITIES OF VOCABULARY IN WORKSHEET 2
| |
Tasks
|
-Complete the worksheet 2
-do a mural with vocabulary and drawings in groups
| |
Resources and materials
|
animation the mummy maker: http://www.claseshistoria.com/bilingue/1eso/egypt/imagenes/animacion-momificacion.swf
| |
Topic: The process of mummification
Teacher: César Martínez
Attachment: worksheet
C for Communication
|
Vocabulary
|
Vocabulary referred to the
process of mummification. It is specified in the warm-up activity related to vocabulary. |
Structures
|
Passive Voice. Past Simple.
| |
Language skills Discourse type
|
Discursive Essay.
The student must be able to hand in a piece of writing in which the steps of a given process are clearly stated and connected with the use of linkers. |
Activities
|
| |
Tasks
|
The final task is a piece of writing in which the student is able to explain the different steps that the process of mummification meant in the Ancient Egypt and the time relation among them.
| |
Topic: The first civilisations
Teacher: Jorge Braña
Attachment: Worksheets 1 and 2. Video: embalm a sausage. Draw a self portrait, design a sarcophagus
Activities
|
| |
Tasks
|
Students will analyse Egyptian art and funerary customs in deep. The final goal
for students is to create a real mummy (using a sausage), design a sarcophagus and depict themselves in a self-portrait. | |
Resources and materials
|
| |
Click on "Topic" to access to the activity:
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