Unit/Topic: Ancient Rome Lesson 1 Strand(s): Aqueducts Level: Ausvels level 5 LI: a good historian understands the use of aqueducts and can create a replica of a Roman aqueduct

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Unit/Topic: Ancient Rome Lesson 1
Strand(s): Aqueducts Level: AusVELS LEVEL 5

LI: A good historian understands the use of aqueducts and can create a replica of a Roman aqueduct.
Lesson Plan Template

  • (Key Knowledge and Skills students should achieve in the lesson)

    • I can work well in a group.

    • I understand how and why the Romans used aqueducts.

    • I can design and create my own aqueducts.
    Lesson Objectives:
Lesson Structure:


Introduction (Set):
Teaching Approaches



TUNING IN: Introduce students to roman waterways and how sophisticated they were. (10 minutes)
WATERWAYS- students are presented with various images of aqueducts. Students work in table groups and respond using a think board to the following questions.

  • What is this structure?

  • What is its purpose?

  • What materials were used to construct this/

-How did it work?

  • Tuning in activity.

  • Questioning:

    • Where does the water that we use in Melbourne come from?

    • Why would the Romans see water as important?

    • Based upon the images, wat do you believe an aqueduct is?


Main Content:
Teaching Approaches

100 minutes

  • ICT (15 minutes)

Students log on to the following website


Students need to read the document on aqueducts.

And answer the following questions

-How did the Roman Empire manage to supply its urban citizens with water?

-what techniques can be used if the mountains and valleys exist between the water source and city?

- how is today’s water supply similar or different from that of the Romans?


and complete the aqueduct building task. (10 minutes)

  • Aqueducts: Students will design their own aqueducts. Explanation of task (5 minutes)

    • They are allocated one plastic bottle, 2m plastic tubing, 6 wooden blocks, plasticine and tape.

    • The aqueduct must pass from a height and go into a bucket.

    • Students will be allowed time to make a design of their aqueduct. I have to approve the design of the aqueducts beforehand. (10-15 minutes)

    • Once approved, students will work in their groups outside. They must create and test their designed aqueducts. What needs to be changed about the design? (20 minutes)

    • Get students to consider changes that should be made about their design. Make these changes and retest their aqueduct. (10 minutes)

    • Pack up all materials (10 minutes)

  • Students return to the classroom and complete some discussion questions regarding the successfulness of their aqueducts (15 minutes)

  • Questions:

    • What have we learnt so far about the locations of cities?

    • Even if they do have a body of water nearby, how do we transport water to the homes?

    • What is an aqueduct?

    • What needs to be changed about you design?

  • Practical activity.

  • Discussion of results activity.

  • I will be actively wandering around the room asking the groups to explain their design to me.


Teaching Approaches

10 minutes

  • REFLECTION: What strengths and weaknesses did you see in yourself this lesson? Ask students to come up with two strengths and one weakness (5 minutes)

    • Share as a table group. Ask groups to pick a leader. The leader chooses the person who will talk as the students. (5 minutes)



(Include equipment required for class and/or for teacher preparation)

    • IWB

    • Plastic tubing

    • Plastic Bottle

    • Plasticine

    • Wooden blocks

    • Tape.

    • Students are given a warning and then time out for not following proper behaviour, in line with school policies. Two verbal, non-official warnings for non-serious activities and then an official warning, time-out to another area, then time-out to the office.

    • Give clear explanations of the reasoning for the warning. Disrupting the learning of other students and not doing their best learning.

    • Any students not acting in a safe manner (squirting water) will be excluded from the practical activity.

    • May be impacted by the Early Years lunchtime.
    Safety Considerations/Materials

    • Student’s designs can be used as a type of assessment (their reasoning behind the design).

    • How effectively they

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