IIM 2016 Lesson Plan / Johanna Ibarra
Egyptian Pyramids Virtual Field Trip!
Grade Level(s)
Six
Lesson Duration
2 hours
Overview
In this lesson, students will virtually travel to the Pyramids of Giza, as well as the surrounding
areas utilizing Google Street View/Trek or Google Maps. This lesson may also include
VR/Google Cardboard.
Subject Matter
Social Studies (Ancient Egypt)
Learning Objectives
•
Students will be able to utilize VR/Google Cardboard and/or Google Street View to
describe the physical features of place.
•
Students will be able to identify the purpose and accomplishments of the ancient people
who constructed the Pyramids of Giza.
•
Students will be able to document their thinking and demonstrate comprehension
through the visualization and questioning strategies.
North Dakota State Standards
6.1.3 Use geographic tools (e.g., maps, globes, graphs, diagrams, almanacs, GIS) and
concepts to locate and describe physical features of places.
6.2.5 Identify the features (e.g., religion, hierarchy of society) of Egyptian civilization and its
contributions (e.g., trade networks) to the modern world.
Common Core English Language Arts Standards
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
International Society for Technology in Education (ISTE) Standards
Students apply digital tools to gather, evaluate, and use information.
Technology Components*
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•
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Devices (tablet, laptop, mobile phone, etc.) with internet access
Mobile phone(s) with Google Street View app (optional)
Video clip: Take a guided tour
•
Online Photo Analysis:
https://www.google.com/maps/place/The+Great+Pyramid+at+Giza/@29.9792423,31.1358089,17z/data=!4m
5!3m4!1s0x14584587ac8f291b:0x810c2f3fa2a52424!8m2!3d29.9792345!4d31.1342019
OR http://bit.ly/2a3S3V2
The Great Sphinx and the Pyramid of Menkaure, Giza
http://prairiepublic.pbslearningmedia.org/resource/179769266-monuments-buildings/the-great-sphinx-andthe-pyramid-of-menkaure-giza-monuments-and-buildings/
OR
http://bit.ly/29I13kg
Pyramids at Giza
http://prairiepublic.pbslearningmedia.org/resource/536880433-ancient-civilizations/pyramids-at-giza-ancientcivilizations/
OR http://bit.ly/29MAURC
Egypt
http://prairiepublic.pbslearningmedia.org/resource/earths-surface-80582739/egypt-earths-surface/
OR
http://bit.ly/29FUECU
The Plain of Thebes in Upper Egypt, 1857
http://prairiepublic.pbslearningmedia.org/resource/xnt39014fre/the-plain-of-thebes-in-upper-egypt-1857xnt39014-fre/ OR
http://bit.ly/29TB9cQ
The Sphinx and The Great Pyramid of Khufu at Giza, Old Kingdom, c. 2613-2494 BC
http://prairiepublic.pbslearningmedia.org/resource/xir19824/the-sphinx-and-the-great-pyramid-of-khufxir19824-egyptian/
OR
http://bit.ly/29H6uyv
•
Guided Tour of Ancient Buildings and Landscapes within Egypt:
•
Optional, Extended Lesson Video Link: http://www.youtube.com/watch?v=SutAsbASQnE
https://www.google.com/maps/about/behind-the-scenes/streetview/treks/pyramids-of-giza/
OR
http://bit.ly/29wRbGQ
Materials
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•
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•
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Device (tablet, laptop, mobile phone, etc.) with internet access
Electronic or paper copies of the photo analysis activity (see page 6),
3-2-1 activity (see page 7) and ‘Field Trip Journal’ (see page 8)
Google/VR Cardboard(s) for students to use (optional)
Mobile phone(s) with Google Street View app (optional)
Prep for Teachers
Teachers will need to determine if they would like students to visit the locations provided (or
others!) and/or use (possibly copy or share virtually) the included photo analysis activity,
‘Field Trip Journal’ and 3-2-1 Activity or create their own.
Introductory Activity & Materials
•
View the introductory video clip (1:38) by going to the link, then scrolling down the left
hand window to get to the video with the caption ‘Take a guided tour.’
•
Students will then complete a photo analysis of an image from the PBS Learning Media
website.Have students choose from images listed above, or the teacher may assign into
small groups or choose the image that best suits their needs)
•
Once students complete the photo analysis activity, share each image and students may
contribute their observations and inferences within a discussion.
Learning Activity & Materials:
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Direct students to go on the second guided tour: Prominent ancient buildings and
landscapes within Egypt.
•
Once they arrive at the website and have a time to explore, distribute paper or
electronic copies of the 3-2-1 Activity for students to complete.
Cross-Curricular Integration Activity & Materials
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Utilizing Google Maps on an internet browser or the Google Street View app (with or
without Cardboard), students will follow these steps:
Google Maps or Google Street View
via an internet browser
Option 1: Using Google Maps
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Open up an internet browser
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Go to https://www.google.com/maps
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Type in the country or specific location
(Example: Pyramids of Giza)
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In the left hand window, scroll down to the
picture with the circular arrow & click for the
360 ͦ view OR you may drag the person icon
onto the spot to look at
Google Street View app
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Download Google Street View app & open
Using the map, zoom into the continent
you’re looking to explore (in our example,
Europe)
Tap on the Collections & Explore tabs
Swipe up to browse
Click on any red dot to explore what’s there
(may need to click many times to pinpoint a
spot…go to Egypt)
Tap on the compass icon in the upper right
corner (non-Cardboard use)
Tap on the Cardboard icon in the upper right
(Cardboard use)
Option 2: Using Google Street View
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•
Open up an internet browser
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Go to
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https://www.google.com/maps/streetview/
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On the bottom left, click on any red dot on the
map to explore what’s there (may need to
click many times to pinpoint a spot) OR scroll
through the options on the right
*Screenshots may be taken to add to a virtual ‘Field Trip Journal’ or for a presentation or movie, etc.
Culmination Activity & Materials
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Students will complete a quick write based on what surprised them or something they
‘took away’ from these activities.
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Then students will participate in a ‘closing circle’ in which they will share aloud with their
peers what they wrote. We will use a ‘talking piece’ (a stick or object to pass around the
circle) to ensure that all students have a voice and are heard from during this exercise.
Only the person holding the talking piece is able to speak so others are to actively listen
until it’s their turn to share.
•
Teacher should collect students paper copies (or electronic copies) of the Field Trip
Journal, quick write and 3-2-1 Activity as assessment pieces and to ensure understanding.
Additional Options/Extensions
Students could virtually visit destinations around the world using Google Street Views/Trek
and the ‘Field Trip Journal’ could be used to document their ‘travels’.
* Editor’s note: Since PBS is constantly adding and updating its resources, links are subject to
change. Many are still available; simply cut and paste the link into a browser window or
enter the name of the resource into the PBS Learning Media Search box, or a search engine
like Google.
Sample Activity Sheets are on the following pages.
Photo Analysis Activity
Image title:
Step 1: Observation
Study the photograph for 1 minute. When done, use the chart below to list any people, objects of activities
that you see in the image.
People
Objects
Activities
Step 2: Inference
Based on what you observed above, name two things you might infer from the image.
1)
2)
Step 3: Questions
1) What questions does this image raise in your mind?
2) Where could you find the answers to them?
Adapted from materials designed and developed by the Education Staff at the National
Archives and Records Administration in Washington, DC 20408
_________________________’s 3-2-1 on What I Learned and
(Name)
What I’m Wondering about ____________________
(Location)
3 Things/Facts I Learned While Researching…
1)
2)
3)
2 Questions I Still Have…
1)
2)
1 Visual Representation of What I Learned…
1)
______________________’s Field Trip Journal
(Name)
Location:
(Attraction/Destination Name)
Name 3+
physical
features
nearby:
1)
2)
3)
Notes:
1)
2)
3)
4)
5)
Photo/Drawing
& Description
of Photo:
Adapted from:
(Country)
(Continent)