Ancient EgyptThematic Unit

TEP 546Jaclyn Riggs

Jane Mills

Table of Contents

Rationale………………………………………………………………………………………………………………..…...p. 2

Goals and Objectives …………………………………………………………………………………………………...p.

3

Planning Web ……………………………………………………………………………………………………………..p. 4

Daily Schedule ……………………………………………………………………………………………………………p. 5

Student Learning Styles/Differentiated Instruction ……………………………………………………...p. 6

Day One—Introduction ………………………………………………………………………………………………p. 7

Day Two—The Egypt Game …………………………………………………………………………………………p. 9

Day Three—Apple Mummy ……………………………………………………………………………………….p. 11

Day Four—Travel Agent WebQuest …………………………………………………………………………..p. 14

Day Five—Papyrus …………………………………………………………………………………………………...p. 16

Day Six—Gods and Goddesses …………………………………………………………………………………..p. 18

Day Seven—Triangles ………………………………………………………………………………………………p. 20

Day Eight—Virtual Field Trip …………………..………………………………………………………………..p. 22

Day Nine—Geography & Natural Resources ………………………………………………………………p. 24

Day Ten—Egyptian Masks ………………………………………………………………………………………...p. 27

Appendix/Teacher Resources …………………………………………………………………………………...p. 29

Resource Box ……………………………………………………………………………………………………………p. 32

Worksheets/Materials ………………………………………………………………………………………………p.

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1

Rationale

The California K-12 Academic Content Standards state that students in grade six

must be able to “analyze the geographic, political, economic, religious, and social structures

of the early civilizations of Mesopotamia, Egypt, and Kush.” This particular unit will

concentrate on the early civilizations of Ancient Egypt, geography of Egypt, the art and

architecture of Egypt, religious beliefs in gods and goddesses, and other Ancient Egyptian

traditions. Students will be exposed to the importance of art and architecture in multiple

lessons within this unit due to the significance it holds in ancient Egyptian culture.

Throughout this unit, students will be reading The Egypt Game and completing

various activities related to the story. This book reflects the historical context, culture, and

lifestyle of Egyptians. In this unit, students are required to complete other culminating

activities that require more than one class period of time, but will benefit them immensely

in achieving California Academic Content Standards in the content areas of social studies,

language arts, math, science, technology, visual arts, and drama.

Students will be completing a variety of assessments such as hands-on activities,

experiments, written, and oral to demonstrate their knowledge and understanding of

Ancient Egypt. Additionally, students will work in a variety of settings including

cooperative learning, independently, and whole-class instruction to gain the necessary

knowledge for achieving our academic goals and objectives.

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Goals and Objectives

The goal of this thematic unit is for students to be exposed to Ancient Egypt through

a variety of engaging lesson plans to encourage students to appreciate and develop a

deeper understanding of Ancient Egypt. Students will create a meaningful connection and

gain knowledge of Ancient Egypt throughout the entire unit.

Our objectives for this unit are to meet the California Academic Content Standards

for sixth grade social studies in regards to Ancient Egypt. Additionally, the lessons in this

unit are intended to meet the California Academic Content Standards in other various

content areas. Each of these goals and objectives are listed in greater detail within the

lesson plan for each day.

3

Planning Web

4

Daily Schedule

7:55 - 8:10 Attendance/Morning Routines

8:10 – 9:00 Math

9:00 – 10:30 Language Arts

10:30 – 10:50 Recess

10:50 -11:40 Social Studies

11:40 – 12:20 Fine Arts

12:20 – 1:00 Lunch

1:00 - 1:50 Literature

1:50 – 2:35 Science

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Student Learning Styles/Differentiated Instruction

Student Learning StylesStudents in this classroom come from various cultures and backgrounds. Each of

them is unique in their background knowledge and abilities in various subjects.

Additionally, students learn in various styles including visual, kinesthetic, math, spatial,

musical, interpersonal, intrapersonal, and naturalist. Students have various strengths in

these different learning styles making it important to incorporate lesson plans and

activities that appeal to various learners. In this thematic unit, we have used a variety of

activities and strategies that engage the various student-learning styles. The classroom is

full of students who are strong kinesthetic, visual, and interpersonal learners. Therefore,

most of the activities focus on appealing to these students without disregarding the

students of the other learning styles.

English Language Learners (ELL)- SDAIE Strategies such as KWL, visuals, realia

- Modeling

- Reduced/Modified work

- Additional wait time

Gifted and Talented Education (GATE)- Compare and contrast ancient Egyptian civilization to other ancient civilizations

- More challenging activities/extension activities

- Use Bloom’s Taxonomy for higher level thinking

Special Needs- Preferential seating

- Consistent schedule, routine, and procedures

- Additional work time

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Day One/IntroductionSubjects: Social Studies, Geography, & Music

Standards:Social Studies 6.2.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

Music 3.0 Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Objectives:- Students will be introduced to Ancient Egypt.- Students will be able to identify where Egypt is located in relation to California.- Students will be able to identify significant geographic features of Egypt.- Students will discuss and identify elements of music as well as analyze the role of

the music in Egyptian culture.

Materials:- Egyptian Music- Ancient Egypt realia- Steve Martin King Tut Video - Interactive Map - Interactive Google Map - Globe- Large Map of the World

Lesson:1. Students will enter the classroom and Egyptian music will be playing throughout

the room as they get settled down. The teacher will be dressed up with an Egyptian hat and have various artifacts out on the first day.

2. Once students are settled in their seats, show the Steve Martin King Tut Video.3. Play Egyptian music while the students complete a KWL chart. 4. Create a class KWL chart and discuss what students know and what they would

like to know with a focus on what they would like to know. 5. Show the globe and a map to show where Egypt is located in reference to

California. Then, show a closer view of a map of Egypt to introduce students to its geography and cities. If there is a projector available, use an Interactive Map to show students the areas and how to say city names. There is also an Interactive Google Map with descriptions of locations.

6. Read an introduction on Egypt to introduce students to the lifestyle of Egyptians.

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7. Play the Egyptian music and discuss the role of music in Egyptian culture as well as the elements of the music pieces used for examples.

8. Have students complete a think-pair-share activity about the different geographical features of Egypt. Have them discuss why they think the large cities were located along the Nile River.

Assessment: The teacher will informally assess student knowledge based on the discussion during class as well as the KWL charts that the students create. As students are completing the think-pair-share activity at the end of class, the teacher will walk around and listen to student responses and interactions. The students will also be informally assessed during the class discussion with regards to the elements of music and the role that music played in ancient Egyptian culture.

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Day TwoSubjects: Social Studies & Language Arts

Standards: Social Studies 6.2.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.

Language Arts—Literary Response and Analysis 2.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science

Objectives:- Students will be reading The Egypt Game

throughout our unit of study for Ancient Egypt.

- Students will demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal.

- Students will gain a better understanding of ancient Egypt and its influence on the present day

- Students will gain a better understanding of internal and external conflicts in The Egypt Game.

- Students will be given the opportunity to practice reading aloud and silently to improve their skills in each area.

- Students will answer questions to demonstrate their knowledge and understanding of the main events and characters in The Egypt Game as they relate to the author’s theme development

- Students will enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons prepared for use in conjunction with the novel

- Student’s will examine the author’s use of diction and imagery in the novel

Materials:- The Egypt Game by Zilpha Keatley Snyder- Blank Game Boards for each group- For each group: 20 playing pieces-10 each of two different styles and one die

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Lesson:1. Students will be introduced to the book The Egypt Game on Day Two of our Ancient

Egypt unit. 2. Desks will be arranged into groups of 5 or 6. Allow the students to sit where they

would like, as long as they do not disturb the pre-arranged groupings. Each group is then given a game board and a set of 20 playing pieces-10 each of two different styles and one die per group.

3. Without any further instructions, give your class 10-15 minutes to ‘play the game’. Be sure to walk around the room to maintain order, but do not answer any questions about how the game itself should be played. Ask each group to record any rules or order for play as they develop. (this game is actually based on the ancient Egyptian game of Senet, which you may or may not want to share with your class. Students may research the game further throughout this unit if time permits)

4. After each group has recorded its rules, ask one member of each group to read the rules aloud to the class.

5. The teacher will then ask the following questions:a. How did you feel when I first told you to “use the game boards and tokens to

play any way that you like?” Were you intimidated? Excited? Disinterested?b. Did the game become more challenging or less challenging without an

established set of rules to guide you?4c. Was your group able to come to an agreement regarding the way the game

would be played? If so, how did you resolve differences of opinion to reach the common goal? If not, what were the biggest obstacles?

d. Were you able to clearly define the rules of play in your group?6. Transition: The teacher will say, “In The Egypt Game, we are going to read about a

group of students who build friendships through their participation in a game with no set rules, not unlike the experience you had today. For the remainder of this unit, the groups that you formed today will be known as your ‘Egypt Group.’ Whenever we work in groups, you will work with the Egypt Group that you established today.”

7. Predict what the story might be about by looking at the cover.8. Point out the Newbery Medal that The Egypt Game won. Talk about how a book

receives this award and have the students brainstorm a list of other Newbery Award winners they have read.

9. Read aloud about the author found on pg. 6 of A Guide for Using The Egypt Game in the classroom.

10. Read aloud and discuss Chapter One. (vocabulary for the novel is introduced during the vocabulary class)

ASSESSMENT:

The teacher will be taking an informal assessment during the introductory lesson of The Egypt Game. The teacher will be walking around the room while the students are playing the game to ascertain that they are participating within their group. During the rest of the novel, the students will be participating in Literature Circles and are evaluated according to their assigned roles.

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Students will also take written assessments for comprehension and vocabulary.

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Day ThreeSubjects: Social Studies, Science, & Arts

Standards:Social Studies

- 6.2.3 Students understand the relationship between religion and the social and political order in Mesopotamia and Egypt.

- 6.2.5 Discuss the main features of Egyptian art and architecture.- 6.2.9 Trace the evolution of language and its written forms.

Science 6.7 Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. (focus on Standards a, d, e, & g)

Visual Arts- 1.0 Students perceive and respond to works of art, objects in nature, events and the

environment. They also use the vocabulary of the visual arts to express their observations. (focus on standards 1-4)

- 2.0 Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

- 3.0 Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Objectives:- Students will be able to explore and explain the process of mummification. - Students will be able to use the scientific process to experiment using

mummification of an apple by forming a hypothesis and recording the results.- Students will be able to create a mummified apple by removing the moisture from

the apple and preventing bacteria from growing. - Students will be able to use Egyptian art elements and knowledge of sarcophaguses

to create their own sarcophagus.

Materials:- 1 apple per student- 1 popsicle stick per student- 1 zip-lock freezer bag per student- ¼ cup of salt per student- ½ cup of sodium carbonate (powdered bleach)

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- ½ cup bicarbonate of soda (sodium bicarbonate, which is used as a raising agent in baking)

- shoebox or small wooden boxes from Hobby Lobby (one for each student)

Lesson:1. Begin this day’s lesson by showing a Discovery Education video called Egyptian

Mummies. 2. Have students read in their textbooks about mummification. As a class, discuss the

process of mummification and the reasons for mummification in Egypt.3. Introduce Apple Mummy Experiment: Step-By-Step Procedure

a. Mix the salt, sodium carbonate, and bicarbonate of soda into the plastic bag.b. Cut a face into your apple using the popsicle stick. Do this by pushing the

stick into the front of the apple to make eyes, a nose, and a mouth (be creative).

c. When finished with the face, push the popsicle stick into the top of the apple so it makes a handle.

d. Place the apple into the bag with the mixture and ensure that it's covered by the mixture

e. Leave the bag open in a warm dry place and watch what happens to the apple!

4. This experiment will take approximately 15-20 minutes to conduct. In just a few days, the apple will become mummified. ***Note*** This apple is NOT meant to be Once you take a look at the final result you'll probably agree it isn't something you would consume. Besides, who would want to eat a mummy?

5. Students will complete the scientific process by recording the steps for the experiment and creating a hypothesis on the first day. Students will also draw a picture of their hypothesis. Once the experiment is complete, students will record their results with a written description and illustration of what the apple looks like.

6. Observation Questions for the Apple Mummy can include:a. Why do you think the apple dried and shriveled as opposed to turning brown

and decaying? b. Does the apple even resemble an apple once it's all dried up, or does it look

more like a shriveled up prune? c. How is the process of mummifying the apply similar to the process used by

ancient civilizations in mummifying their dead?d. How did the weight change? Record your findings by weighing the apple

during the process.7. Wondering how the experiment works? The powder mixture takes all the moisture

out of the apple, which makes it difficult for bacteria to grow. Without the water and bacteria, the apple can't decay, so it just shrivels and dries up. Again... DO NOT EAT THIS APPLE!

8. While you are waiting for this apple mummy to be completely mummified, students can also make a sarcophagus to store the mummy apple in just as mummies were kept in a sarcophagus. This will require a discussion of the use of a sarcophagus as well as what they looked like.

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9. This sarcophagus lesson can be made using small wooden boxes found at Hobby Lobby or with a shoebox. Students can bring in any materials they would like to use for decorating the sarcophagus such as jewels, beads, markers, etc. Show students pictures of a sarcophagus as well as realia found of a model of a sarcophagus.

10. Students should use Egyptian art and hieroglyphics to create their sarcophagus. Their mummies can then be kept in their sarcophagus once they are complete.

Assessment: Students will be assessed on their written scientific method process upon completion of the experiment. The teacher will assess this by evaluating their ability to demonstrate the scientific method and explain the process and effects of mummification. The observation questions will also be included in their work in order to assess their understanding of the project and process of mummification.

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Day FourSubjects: Social Studies, Technology & Language Arts

Standards:Social Studies 6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilization of Egypt. (with a focus on standards 1, 2, 3, 5, 6, 8, & 9)

Technology - Students use technology to locate, evaluate, and collect information from a variety of

sources- Students use technology tools to enhance learning, increase productivity, and

promote creativity.- Students evaluate and select new information resources and technological

innovations based on the appropriateness for specific tasks.- Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.

Language Arts - Listening and Speaking 2.2 & 2.4 Using the speaking strategies, students will deliver

informative and persuasive presentations.

Objectives:- Students will continue to learn about various aspects of Ancient Egypt.- Students will be able to work together in groups of four to research different aspects

of Ancient Egypt, synthesize their information, and design and present a multimedia travel brochure.

- Students will be able to discuss and interpret the various elements of art with the sarcophagus. Students will then use these elements along with hieroglyphics to decorate and represent Egyptian culture on their own sarcophagus to hold their mummy in.

Materials:- computers with internet access and Microsoft PowerPoint- travel brochures for realia- copies of pages from WebQuest for each student

o Facts Sheet (12 per team)o Evaluation Rubric (1 per team)o Individual Evaluations (1 per student)

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Lesson:1. Begin class by asking students if you could travel anywhere in the world, where

would you travel? Then ask students what about taking a trip to Egypt?! Tell the class that today, we have been asked by the Egyptian Tourist Bureau to design a multimedia travel brochure to promote ancient Egypt. You must proceed carefully because many first-time tourists are counting on you. Plus, you will be presenting your multimedia brochure to sell ancient Egypt at the Annual Convention of Ancient Travel Agents in just two weeks. Get ready to sell it!

2. Show students how to get to the Travel Agent to Ancient Egypt WebQuest and walk them through the process for completing the WebQuest. Also include a short tutorial on how to use Microsoft PowerPoint. (There is a PowerPoint Tutorial within the WebQuest) Review how students need to be persuasive.

3. Next, divide the class into heterogeneous groups of four students per team. Hand out Facts Sheet and Evaluation Rubric from the WebQuest for students to begin working on.

4. Once the groups have completed their PowerPoint Presentations, have students present them to the class. Students will be required to contribute equally to the project and will complete individual evaluations. They will also decide which presentation was the most convincing (without voting for their own presentation).

Assessment: Students will be assessed by using the 4-point scale rubric attached to the WebQuest. In addition, students will be evaluated by their peers using the individual evaluations. The teacher and class will be evaluating the presentations based on how convincingly you “sell” Ancient Egypt, so feel free to be dramatic!

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Day FiveSubjects: Social Studies & Art

Standards: Social Studies

- 6.2.5 Discuss the main features of Egyptian art and architecture.- 6.2.9 Trace the evolution of language and its written forms.

Visual Arts - 1.0 Students perceive and respond to works of art, objects in nature, events and the

environment. They also use the vocabulary of the visual arts to express their observations. (focus on standards 1-4)

- 2.0 Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

- 3.0 Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Objectives:- Students will be able to make their own papyrus just as the ancient Egyptians did.- Students will be able to include hieroglyphics to communicate a message.- Students will be able to use various symbols, colors, and a profile perspective to

create a representation of Egyptian art on papyrus.

Materials:- 1 paper bag or piece of paper per student- White Glue - Water- Flat container- Paper towels- Newspaper- Markers and Chalk or Oil Pastels

Lesson:1. Present various pieces of artwork on papyrus to the students. Also show physical

realia/visuals if available. 2. Discuss and note the various art elements presented in these pieces of art including

color, perspective, line, space, form, etc. Also discuss the meaning behind Egyptian art.

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3. Introduce students to the use of hieroglyphics, which can be found in most Egyptian art. Pass out a reference sheet for the Egyptian alphabet. Have students practice by writing their name in hieroglyphics.

4. Discuss how ancient Egyptians had to make paper from papyrus reeds. Tell the students that we will be creating our own papyrus and art project.

a. To make paper, Ancient Egyptians flattened and smashed stalks of the papyrus plant. Then they placed the stalks running up and down in one layer and side-to-side in the other. Here’s how to make paper using a similar technique. Cover your craft surface with newspaper or make your paper outdoors.

b. Make the paper! Mix an equal amount of White Glue and water in a flat bowl. Tear a brown paper bag into strips. Lay a paper towel on the newspaper. Dip strips one at a time in the glue mix. Lay them on the paper towel with their edges overlapping. Press the strips smooth. Arrange more strips going across the first layer. Press smooth. Air-dry your paper.

c. Decorate your paper. Use markers, chalk pastels or oil pastels to decorate your Egyptian Papyrus Paper. Have students draw pictures using similar art elements as discussed earlier in class. Prior to having students complete the artwork, discuss the rubric with them. Students need to include hieroglyphics and at least two other elements found in the art pieces presented.

Assessment: Students will be assessed based on a rubric that evaluates students on their use of and representation of Egyptian art elements. Student artwork will be evaluated for inclusion of art elements rather than artistic ability.

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Day SixSubjects: Social Studies & Theatre

Standards:Social Studies

- 6.2.3 Understand the relationship between religion and the social and political order in Egypt.

- 6.2.9 Trace the evolution of language and its written forms.

Theatre- 2.2 Use effective vocal expression, gesture, facial expression, and timing to create

character.- 2.3 Write and perform scenes or one-act plays that include monologue, dialogue,

action, and setting together with a range of character types.

Objectives:- Students will be able to write and perform a skit with a group of 4-5 students about

3 Egyptian gods and goddesses.- Students will use vocal expression, gesture, facial expression, and timing to develop

a character in their performance.- Each student will contribute equally to the group and participate in the

performance.- Students will complete a worksheet to show knowledge of the different gods and

goddesses.

Materials:- Reference Materials for each group with information about their gods and

goddesses- Egyptian Myth for introduction- Crossword Puzzle Worksheet- Art Piece Worksheet- Compare Polytheism Worksheet (for GATE students)

Lesson:1. Begin the lesson by reading and showing students the Egyptian myth to introduce

the beliefs of the Egyptians regarding the creation of the world. This story will also introduce the various gods and goddesses for this lesson. Egyptians believed that it was important to recognize and worship these gods and goddesses so that life continued smoothly.

2. Divide students into cooperative learning groups of 4-5 students, in heterogeneous groups. Assign each group 3 gods or goddesses to research and develop a skit to

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present to the class in order to teach their classmates about each god or goddess. Each group will be provided with research material to use regarding their assigned gods or goddesses.

3. Allow students to work in groups to develop their skit for 10-15 minutes. Then, randomly select groups to present their skit to the class. Students will need to take notes on each skit so they can learn who each god or goddess is.

4. As a class, review the various gods and goddesses. Discuss the importance of the gods and goddesses to the Egyptian culture.

5. At the end of class, provide students with the reference materials that describe each god and goddess. They will use these reference materials to identify the gods and goddesses in the art piece along with the crossword puzzle to review each god and goddess. For GATE students, we will provide a different worksheet that requires higher-level thinking. This worksheet is a comparison of the Sumerian gods and goddesses to the Egyptian gods and goddesses. Students may begin these in class and take them home as homework to finish.

Assessment:

Students will be evaluated based on their performance and participation in their group skit. Students will also be evaluated on their ability to create character using expression, gestures, and timing. Lastly, student homework will be assessed for completeness, effort, and understanding.

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Day SevenSubjects: Social Studies & Math

Standards:Social Studies

- 6.2.5 Discuss the main features of Egyptian art and architecture.- 6.2.9 Trace the evolution of language and its written forms.

Math - 1.3 Know and use the formulas for the volume of triangular prisms. - 2.3 Draw quadrilaterals and triangles from given information about them

Objectives:- Students will be able to identify the characteristics of a triangular prism; including:

the square base and isosceles triangle faces.- Students will be able to calculate the volume of a triangular prism.- Students will be introduced to the architecture of ancient Egypt, including the

extensive use of pyramids essential to their civilization.

Materials:- Pictures of pyramids- Math manipulative of pyramid (realia)- Magazines, newspapers, or books for students to find examples of the use of

triangles in architecture- Pyramid Pattern printed on cardstock or glued to construction paper- Triangular Prism Worksheet

Lesson:1. Have students look through magazines, newspapers, or books for examples of the

use of triangles in architecture. Discuss the various examples that the students found.

2. Show pictures of the Egyptian pyramids to the class. Have students read the textbook about pyramids. Then, have a short class discussion about what they learned about the pyramids.

3. Next, pass out pyramid template worksheet. a. Show students Egyptian Number Chart and have them translate their birth

date onto one face.b. Show the students hieroglyphics and have them write their name on one

face.c. Draw two different gods or goddesses one on each face (2 faces total). Write

a sentence about his or her function below the drawing.

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d. Have students construct the pyramid by gluing or taping the tabs down. 4. Then, have students measure the sides of the base. Discuss: What pattern do they

see? [The sides are equal in length] What geometric figure is it? [square] Measure the triangles. Is one larger than the others? [No; in fact, they’re all the same] How many degrees are in each angle?

5. Discuss and complete various examples of drawing triangles based on given information. Have students draw isosceles triangles, equilateral triangles, etc. as a review.

6. Introduce students to the formula for finding the volume of a triangular prism. Be sure to have students discuss the difference between a triangular prism and pyramid by showing the examples of both. Have students complete practice problems to practice using the formula.

7. Students will complete a Volume of Triangular Prisms Worksheet and turn it in at the end of the lesson. Students will be asked to draw the triangular prism and find the volume of each problem to demonstrate their achievement of the learning goals

8. As an extension or if time permits, students may explore the Egyptian Number Chart by writing various numbers and solving various equations using Egyptian numbers.

Assessment: Students will be assessed throughout the lesson based on participation and contribution. The teacher will use the discussion to evaluate their understanding as the lesson progresses. If it seems that students need more instruction on various parts of the lesson, the teacher will stop to clarify or reteach as necessary. At the end of the lesson, students will submit their worksheets where they have drawn the triangular prism and found the volumes of each prism.

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Day EightSubjects: Social Studies, Geography, Language Arts & Technology

Standards:Social Studies

- 6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

- 6.2.5 Discuss the main features of Egyptian art and architecture.

Language Arts- 2.2 Write expository compositions (e.g., description, explanation, comparison and

contrast, problem and solution).

Technology - Students use technology to locate, evaluate, and collect information from a variety of

sources- Students use technology tools to enhance learning, increase productivity, and

promote creativity.

Objectives: - Students will be able to explore ancient Egypt using a virtual tour online. - Students will be able to describe and compare and contrast the geographic features,

architecture, and settings of Egypt. - Students will be able to use technology to enhance learning and explore ancient

Egypt in order to gain more insight on the various features of the land.

Materials:- computer lab (or classroom computer with projector)- Internet

Lesson:1. The teacher will begin the lesson by announcing that the class will be taking a field

trip today to Egypt. If available, the class will go to the computer lab to work individually. However, the teacher can also guide the students through the virtual field trip online using a projector and computer.

2. Students will be told to take thorough notes and the places they must visit and take notes on will be listed on the board so students can be sure to write about each place. They will visit places in both the Old and New Kingdoms.

3. While on the virtual field trip, students will continue to take notes and explore the various pictures and virtual looks at the land of Egypt. Their notes should reflect information about the architecture, what the land looks like, and any other historical

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information they find on their field trip. I will have Egyptian music playing while students are on their field trip.

4. Once students have finished exploring Egypt on their virtual tour, they will be presented with a writing assignment to reflect what they have learned from their virtual field trip. This writing assignment will ask students to use their notes to describe, compare, and contrast the information they found on the virtual field trip. Students will also be asked to write about their favorite part of the field trip and explain why it was their favorite. A rubric will be shown for students to see what they will be assessed on in their essays.

5. As students are writing, I will continue to play Egyptian music. Students will be asked to write a rough draft, then go back and edit their papers one time.

6. Once students are finished, they will turn in their essays to the teacher along with their notes from the virtual field trip.

7. As closure, I will ask students how they enjoyed the field trip to gain feedback on the lesson and how the students liked it. We will also discuss the various forms of architecture found in ancient Egypt.

Assessment: Students will be assessed on completion and effort on the notes taken during the virtual field trip. There will be a four-point rubric to evaluate the expository essays. This essay will be presented to the students in class so they know what will be expected of them in their essay. Students will be assessed on content presented by the students based on their virtual field trip to represent their knowledge of the various geographic and architectural features of ancient Egypt. Students will not be assessed on grammatical errors, but will be required to present factual information that answers each part of the prompt.

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Day NineSubjects: Social Studies, Geography, Technology, & Language Arts

Standards:Social Studies

- 6.2.0 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Egypt.

- 6.2.1 Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

- 6.2.2 Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.

- 6.2.9 Trace the evolution of language and its written forms.

Technology - Students use technology to locate, evaluate, and collect information from a variety of

sources- Students use technology tools to enhance learning, increase productivity, and

promote creativity.- Students evaluate and select new information resources and technological

innovations based on the appropriateness for specific tasks.- Students use a variety of media and formats to communicate information and ideas

effectively to multiple audiences.

Language Arts—Writing Strategies- 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review,

poem, report, narrative) that best suits the intended purpose.- 1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the

reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition.

Objectives:- Students will be able to complete the Study Guide and show an understanding of the

importance of the Nile River to the lives of ancient Egyptians.- Students will be able to work collaboratively to create a newspaper that depicts the

various aspects of Egyptian life including weather, geography, natural resources, news stories, technology, etc.

- Students will be able to conduct original research to create the Newspaper Project.

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Materials:- Ancient Egyptian Study Guide - Modern Political Map - Geographical Features Map - Natural Resources Map - Archaeological Sites Map - Computers with Word-Processors- Reference list of websites or printed materials

Lesson:1. Begin class by showing students various picture of Egypt and remind them about

the virtual field trip they had taken. Ask students to describe the geography of Egypt. Discuss the types of resources, plants, animals, and climate you think the country would have. Characterize Egypt and record their responses on the board.

2. Explain to students that the ancient Egyptians were one of the world’s superpowers, and that knowledge about the geography of the country can help them understand how the ancient Egyptians attained such power and status in the world.

3. Distribute the Ancient Egyptian Study Guide. Have students read their textbook pages to do some review on some of the geographic features and natural resources of Egypt. Then, have a class discussion while showing a Modern Political Map, Geographical Features Map, Natural Resources Map, and Archaeological Sites Map.

4. Then discuss the daily lives of Egyptians, natural resources, and farming referencing the website as necessary. Have students complete their study guide throughout the lesson and discuss the following questions:

a. How did Egypt’s terrain and physical features help to make it more powerful?

b. What natural resources did the ancient Egyptians use to help them attain and maintain themselves as a world power?

c. Why was the Nile River critically important to the ancient Egyptians?5. Students will then be introduced to the newspaper project. The whole class will be

working together to produce a newspaper that may have been published in ancient Egypt for elite members of society—those who could read and write. Although we know that the elite of ancient Egypt could read and write hieroglyphics, for the purpose of this project we have to suspend disbelief so that students can prepare a newspaper written in English and produced with advanced technology (word processors and scanners).

6. Assign small groups of students to different beats and services, perhaps along the lines of the following suggestions:

a. Managing editors to determine matters such as hierarchy of available stories, policy regarding advertising, subject of editorials

b. Agriculture beat to cover record harvest of grainc. Technology beat to cover invention of waterwheel or shadufd. Zoology beat to cover sighting of animals not seen before along the Nilee. Weather beat to predict upcoming floodf. Art department to locate, copy, download, and scan illustrations for the

newspaper's main stories (see Related Links)

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g. Editorial staff to review and improve first drafts of reports; to revise, edit, and proofread as necessary; to write headlines that both fit and give information

h. Advertising department to work up ads for services or products available along the Nile

i. Columnists, editorial writers, and cartoonists to cover gossip, commentary on current events, other features

j. Puzzle creators7. Make clear to students that they cannot solely make up the data for their stories.

They must do research so that their stories will be accurate. Stories should carry bylines and datelines.

8. Review with students the elements of a straight news story, such as the following: a. Answering the journalist's five W and How? questionsb. Putting most important facts first, saving less important details until later in

the story (inverted pyramid structure)c. Using objective rather than subjective wordsd. Including enough details so that the reader feels like an eyewitness to an

evente. Quoting when a speaker's words are better than a journalist's

9. Have students decide on a title for the newspaper together (i.e. Ancient Egyptian News)

10. Have the stories, captions, and other materials typed into a word-processing program, if possible. You can also have students cut and paste into a newspaper format and create a large print newspaper to be displayed.

Assessment: Students will turn in their study guide and be assessed based on completeness, accuracy, and effort. Students will also be informally evaluated during the discussion to check for understanding. There will be a rubric for the student work on the newspaper. Students will be evaluated based on complete facts and details, minimal errors, accuracy, originality, and cooperation within their group.

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Day TenSubjects: Social Studies & Visual Art

Standards: Social Studies 6.2.5 Discuss the main features of Egyptian art and architecture.

Visual Arts - 3.0 Students analyze the role and development of the visual arts in past and present

cultures throughout the world, noting human diversity as it relates to the visual arts and artists

- 5.3: Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

Objectives: Students will create a replica of an Egyptian mask.

Materials: Rigid Wrap – cut in 5-inch strips Vaseline Head Bands Pie tins/bowls filled with warm water Sponge brushes Large Trash bags with hole cut in center Gold Spray Paint

Acrylic Paint in various colors Paintbrushes *Parent volunteers

Lesson:1. The teacher will show visual images of Egyptian masks while telling the students

that they were used to protect the faces of the dead.2. The teacher will note that the masks often have half smiles and exaggerated

eyes.3. The teacher will inform the students that today they are going to create their

own mask.4. Students will work one-on-one with a parent volunteer.5. The plastic trash bag is used as a drape to protect their clothing.6. Vaseline is placed around the outside of the face to provide for easy removal of

the mask.7. The rigid wrap strips are dipped in warm water and then applied to the face.

Continue until all parts of the face are covered except for the eyes and nose.8. Use the sponge brush and warm water to smooth the mask. Allow the mask to

dry completely before gently removing. This takes approximately 20 minutes.

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9. After the mask is removed, the student will take additional rigid wrap strips and finish the mask by covering the eyes and nose.

10. The mask will then cure overnight.11. Masks are painted with gold spray paint.12. After the masks dry, the students decorate the mask with the acrylic paints.

Assessment: Students are assessed according to their participation and representation of elements of Egyptian art.

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Appendix/Teacher ResourcesUnit Lesson Resources

Day One:- Steve Martin King Tut Video http://www.youtube.com/watch?v=Bl5dZxA-rZY- Interactive Egypt Map http://carlos.emory.edu/ODYSSEY/EGYPT/nilemap.html- Interactive Google Egypt Map http://www.sacred-destinations.com/egypt/egypt-

map

Day Two:- Snyder, Zilpha Keatley. 1967. The Egypt Game. Atheneum Books- Plaxco, Kelli. 2001. A Guide for Using The Egypt Game in the classroom. Teacher

Created Resources- Neuman, Pearl. 1994. The Egypt Game – A Study Guide. Learning Links, Inc.- Caldwell, Catherine, Litplan Teacher Pack for The Egypt Game. 2006. Teacher’s Pet

Publications, Inc.

Day Three:- Egyptian Mummies Video http://player.discoveryeducation.com/index.cfm?

guidAssetId=4480F50D-D5B8-4D8F-8CE8-4812B33F31B5 - Apple Mummy Science Experiment

http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=142- Sarcophagus Activity http://susanevans.org/blog/?p=1994- Cornish Game Hen Mummy Experiment

http://www.mummytombs.com/mummymaking/mummychicken4.htm

Day Four:- Travel Agent to Ancient Egypt WebQuest

http://questgarden.com/85/07/2/090719093250/index.htm- PowerPoint Tutorial http://www.actden.com/pp/

Day Five:- Egyptian Papyrus Paper

http://www.crayola.com/things-to-do/crafts-landing/egyptian-papyrus-paper.aspx- ADD REFERENCES FOR ART PIECES AND HEIROGLYPHICS

Day Six:- Egyptian Myth about the creation of the world

http://www.ancientegypt.co.uk/gods/story/main.html- References and Worksheets

http://www.cmes.ucsb.edu/egypt_seminar/hass/hass_ch_2.pdf

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- Gods and Goddesses Reference Website http://www.ancientegypt.co.uk/gods/explore/main.html

Day Seven:- Pyramid Box Template http://www.paperandmore.com/content/pyramid-box-

template.html - Volume of Triangular Prism Worksheet

http://www.mathworksheets4kids.com/volume/triangular-prism-exact.pdf

Day Eight:- Virtual Field Trip http://www.pbs.org/wgbh/nova/ancient/explore-ancient-

egypt.html

Day Nine: - Ancient Egyptian Geography Study Guide

http://www.pbs.org/empires/egypt/pdf/lesson7_stud_guide.pdf- Modern Political Map http://www.ancientegypt.co.uk/geography/explore/pol.html - Geographical Features Map

http://www.ancientegypt.co.uk/geography/explore/fea.html - Natural Resources Map

http://www.ancientegypt.co.uk/geography/explore/res.html - Archaeological Sites http://www.ancientegypt.co.uk/geography/explore/arch.html - A Day in the Life http://www.pbs.org/empires/egypt/special/lifeas/index.html - Natural Resources

http://www.pbs.org/empires/egypt/newkingdom/resources.html - Farming http://www.pbs.org/empires/egypt/newkingdom/farming.html

Teacher Books- Hedberg, Betsy. Document-Based Activities on Ancient Egypt. Social Studies School

Service.- Neuman, Pearl. Novel Ties Egypt Game A Study Guide. Learning Links, Inc., 2005.- Nobleman, Marc T. History Pockets Ancient Egypt. Evan-Moor Educational

Publishers, 2003.- Plaxco, Kelly. A Guide for Using The Egypt Game in the Classroom. Teacher Created

Resources, Inc., 2001.- Schuman. Art from Many Hands. Prentice-Hall, 1981- Smith, Mary D. Ancient History Reader’s Theater. Teacher Created Resources, Inc.,

2008.- Sterling, Mary Ellen. Thematic Unit Ancient Egypt. Teacher Created Resources, Inc.,

1992.- Westerdorf, Wolfhart. Painting, Sculpture and Architecture from Ancient Egypt. New

York: Abrams, 1968

Technology Resources- 1st Steps Reading Hieroglyphs at http://www.fnspo.cz/mmm/egypt/hiero/1.htm

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- A Short History of Hieroglyphs http://khety.iut.univ-paris8.fr/~rosmord/intro/intro.html

- Ancient Egypt for Teachers http://egypt.mrdonn.org/lessonplans.html - Ancient Egypt Lesson Plans for Teachers http://www.dia.org/education/egypt-

teachers/index.htm- Ancient Egyptian Number Symbols http://www.dia.org/education/egypt-

teachers/mathsci/tanke/numchart.htm - Ancient Egyptian Hieroglyphic Alphabet http://www.dia.org/education/egypt-

teachers/art/goldfadd/chart.htm - Egypt’s Golden Empire for Educators

http://www.pbs.org/empires/egypt/educators/index.html - Egyptian Geography Activities

http://www.ancientegypt.co.uk/geography/home.html - Hieroglyphics http://www.edhelper.com/themes/Hieroglyphics_Chart.htm - National Geographic Xpeditions Archive http://www.thinkfinity.org/partner-

search?start=0&partner=4&partner_value=no&from_links=&txtKeyWord=Ancient+Egypt&txtKeyWord2=&narrow=1&chkPartner%5B%5D=Xpeditions

- The Nile Discovery Education Lesson Plan http://www.discoveryeducation.com/teachers/free-lesson-plans/the-nile.cfm

- PBS Ancient Worlds Videos and Websites http://www.pbs.org/wgbh/nova/search/results/?q=ancient+egypt&x=14&y=1

- Religion, Social, and Political Order in Mesopotamia and Egypt http://www.cmes.ucsb.edu/egypt_seminar/hass/hass_ch_2.pdf

- Tour Egypt http://www.touregypt.net/ancientegypt/ - Write Your Name in Hieroglyphs at http://www2.torstar.com/rom/egypt/

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Resource BoxLiterature:

- Adventures in Ancient Egypt by Linda Bailey- The Ancient Egyptians by Elsa Marston, Benchmark Books, 1996- Cleopatra by Diane Stanley- The Egypt Game by Zilpha Keatley Snyder published by Atheneum Books for Young

Readers- The Egyptian Cinderella by Shirley Climo- Egyptian Gods and Goddesses by Henry Barker- Egyptian Treasures (CD) by Jim Weiss- The Golden Goblet by Eloise Jarvis McGraw- The Magic Tree House Research Book – Mummies and Pyramids by Mary Pope

Osborne- Kids in Ancient Egypt by Lisa A. Wroble published by The Rosen Publishing Group’s

PowerKids Press- The Nile by Michael Pllard by Benchmark Books, 1997- Projects About Ancient Egypt by David C. King- Pyramid by David Macaulay- Pyramids! by Avery Hart & Paul Mantell- Tut's Mummy Lost and Found by Judy Donnelly- Tutankhamen's Gift by Robert Sabuda- Usborne Who Built the Pyramids? by Jane Chisholm & Struan Reid- Who Was King Tut? by Roberta Edwards

Realia:- Tut Ankh Amon’s Trone- Egyptian Art on Papyrus Paper- Models of Sarcophaguses- King Tut Mask- Egyptian figures- Models of Pyramids- Models of Various Architecture- Egyptian art and sculptures- Triangles (math manipulatives)

Other Resources:- Ancient Egypt Timeline by Milliken- Gods & Goddesses of Ancient Egypt Information Booklet by Discoveries Egyptian

Imports (www.egyptianimports.com) - Math Pyramid Two Sided Puzzles by Garlic Press- Videos and internet images- Heiroglyphics Chart and Egyptian Number Chart

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- Travel Brochures

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Your Name __________________________________ Name of Web Site_____________________________

“Expert” Topic________________________________URL________________________________________

Travel Agent to Ancient EgyptSite Visit Facts - To return to the WebQuest click on the title above. (Print out at least 3 copies of this page for each member of your group.)

List at least 5-8 facts from this website.

1.

2.

3.

4.

5.

6.

7.

8.

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Name:____________________________

Date:_________________________Group #:_______

Individual Evaluation for Viewing AudiencePlease rate the other groups in the following areas. Circle one of the three responses in each section for each group. Do not evaluate your own group on this form.

1. I felt the presentation grabbed and kept my attention.Group 1 Not really A little Very muchGroup 2 Not really A little Very muchGroup 3 Not really A little Very muchGroup 4 Not really A little Very muchGroup 5 Not really A little Very muchGroup 6 Not really A little Very muchGroup 7 Not really A little Very muchGroup 8 Not really A little Very much

2. The presenters had a lot of good information and seemed to really know what they were talking about.

Group 1 Not really A little Very muchGroup 2 Not really A little Very muchGroup 3 Not really A little Very muchGroup 4 Not really A little Very muchGroup 5 Not really A little Very muchGroup 6 Not really A little Very muchGroup 7 Not really A little Very muchGroup 8 Not really A little Very much

2. The presentation was convincing, and I felt persuaded to go to ancient Egypt.Group 1 Not really A little Very muchGroup 2 Not really A little Very muchGroup 3 Not really A little Very muchGroup 4 Not really A little Very muchGroup 5 Not really A little Very muchGroup 6 Not really A little Very muchGroup 7 Not really A little Very muchGroup 8 Not really A little Very much

Overall, I think the most convincing group with the best presentation was:____________________________________________.

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