Amber Laing and Jill Wiedemann

Ancient Egyptian Inventions Unit GRADE 2

5 days + 1 assessment Introduction:

This unit is the second week in a two week long study of the contributions from ancient Egyptian culture. Week one will focus on the written language and architecture. For the second week of study, students will focus on the ancient Egyptian ways of making paper, keeping time and using the calendar. We will then compare the ancient Egyptian way to our modern American way. Following this unit of study, the students will learn about ancient China’s contributions to the modern world and how they then compare to egypt. General unit objectives: don’t have to be in ABCD format.

The students will be able to explain how ancient Egyptian inventions influenced modern day inventions they use in their daily lives. They will be able to explain the differences and similarities between the inventions of ancient Egypt and their modern day counterparts.

The student will gain new skills during this unit. The student will create their own paper, learn to write some hieroglyphs, create their own Egyptian inspired symmetrical calendar, and get hands on exposure to the mummification process.

The students will develop a deeper understanding of the ancient Egyptian way of life. They will feel more appreciative of their modern day inventions, after seeing how things we still use can be attributed to the ancient Egyptians.

Specific objectives:

Given modern day supplies, the student will be able to recreate paper, as the ancient Egyptians once did.

On paper, the students will compare and contrast modern paper making with the process of ancient egyptian paper making, giving 4 comparisons.

Given a recipe card to match their skill level, the student will be able to use 1 cup, ½ cup and ¼ cup to solve a math problem.

Given an online hieroglyphics translator, students will be able to incorporate 5-­10 hieroglyphics into a letter they wrote themselves.

The students will be able to correctly use a comma in the salutation and closing of a letter.

During a class discussion, students will be able to compare hieroglyphics to their modern day English counterparts.

Forming a human clock, the students will be able to correctly tell time to the nearest 5 minutes, 2 out of 3 times.

During a class discussion, students will explain the differences between sundials and modern analog clocks.

Given a paper plate, students will be able to create their own symmetrical ancient Egyptian calendar.

Given a ruler, students will be able to show at least one line of symmetry on their own Egyptian calendar.

The students will be able to compare and contrast the ancient Egyptian calendar to our modern day calendar using a T-­chart.

Given a barbie doll and mummifying supplies, the student will be able to reenact the ancient Egyptian mummification process.

SOLS:

History SOL: 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

Math SOL: 2.11 The student will estimate and measure a) length to the nearest centimeter and inch;;

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale;; and

c) liquid volume in cups, pints, quarts, gallons, and liters. Language Arts SOL: 2.12 The student will write stories, letters, and simple

explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository

writing.

c) Expand writing to include descriptive detail.

d) Revise writing for clarity.

Language Arts SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

a) Recognize and use complete sentences.

b) Use and punctuate declarative, interrogative, and exclamatory sentences.

c) Capitalize all proper nouns and the word I.

d) Use singular and plural nouns and pronouns.

e) Use apostrophes in contractions and possessives.

f) Use contractions and singular possessives.

g) Use knowledge of simple abbreviations.

h) Use correct spelling for commonly used sight words, including compound words and

regular plurals.

i) Use commas in the salutation and closing of a letter. j) Use verbs and adjectives correctly in sentences.

Computer Technology SOL: K-­2.4 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.

a) Identify information in various formats. • Recognize that information may be presented as printed text, electronic text, audio, video, or images.

b) Identify available sources of information.

• Be able to name and use sources of information available at school and outside

the school. Fine Arts SOL: 2.11 The student will identify symbols from various cultures. Fine Arts SOL: 2.12 The student will identify works of art and elements of

architecture of other cultures Math SOL: 2.12 The student will tell and write time to the nearest five minutes,

using analog and digital clocks. Physical Education SOL: 2.2 The student will apply the basic movement

concepts to change performance of locomotor, non-­ locomotor, and manipulative skills.

a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and

through) in dynamic movement situations.

b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.

Physical Education SOL: 2.4 The student will exhibit, in physical activity settings, cooperative, respectful, and safe behaviors.

Math SOL: 2.13 The student will a) determine past and future days of the week;; and

b) identify specific days and dates on a given calendar. Math SOL: 2.15 The student will

a) draw a line of symmetry in a figure;; and

b) identify and create figures with at least one line of symmetry.

Unit Plan: Lesson 1

Paper Making 101

Purpose: Today will be our first lesson in our second week of studying ancient Egypt. The

first week was spent discussing hieroglyphs and pyramids. This week, students will explore the topic of Egyptian ancient inventions. We will investigate how the ancient Egyptians made paper from papyrus. The students will then create their own paper, mimicking the ancient Egyptian process. This will require the measuring of liquids and

some experimentation on the students part. This paper will then be used to write a letter containing hieroglyphs.

History SOL: 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. Math SOL: 2.11 The student will estimate and measure

a) length to the nearest centimeter and inch;;

b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale;; and

c) liquid volume in cups, pints, quarts, gallons, and liters. Objectives:

Given modern day supplies, the student will be able to recreate paper, as the ancient Egyptians once did.

On paper, the students will compare and contrast modern paper making with the process of ancient egyptian paper making, giving 4 comparisons.

Given a recipe card to match their skill level, the student will be able to use 1 cup, ½ cup and ¼ cup to solve a math problem.

Procedure: Introduction:

Set up the reading chair to be the royal throne. Have it surrounded by papyrus plants and other egyptian decor. [visual]

Have students come over to the carpet. Ask the students what they think these strange plants may be. Have the students make observations of the plants’ various features, using their senses of sight, touch and smell. [visual and kinesthetic]

Explain to the students that these are Papyrus plants, which the ancient Egyptians used to make paper.

Development:

Having identified the plant, explain to the students that today, we will make our own paper, using an updated method similar to the Egyptians. To show this process, we will use a short slideshow (http://www.lib.umich.edu/papyrus_making/#)[visual]. Explain that this is the way Egyptians made paper and today, we have more modern techniques for making paper. In our class, we will use recycled paper to make our own, new paper.

Choose two students to cover tables in newspaper, in order to control the mess that will later follow. Have a third student lay down one paper towel at each students seat. Dismiss quiet students to their seats where they will find plastic

spoons, bowls and some old paper. Ask the students to begin cutting their paper into long thin strips that resemble the papyrus reeds we observed in the slideshow. [kinesthetic]

Let each student know that they will be given different recipe cards. Hold up 1 cup, ½ cup and ¼ cup. Fill the half cup with water and pour it into the 1 cup measuring cup. Ask the students how many ½ cups would be needed to fill the remainder? What about ¼ cups?

Set the 1 cup down on the flat surface and place emphasis on the fact that this is the only true way to measure;; since the liquid will stay level, you get a more accurate reading.

As students cut strips, pass out measuring cups (¼ cup, ½ cup and 1 cup), glue, water, paintbrushes and “paper recipes” After the students have cut 20-­30 strips, ask them to mix the appropriate amounts listed on their recipe cards. [kinesthetic] Walk around to observe who is mixing the correct amounts and who may be struggling.

After students have their glue mix made, show them how to lay the strips, the way the ancient egyptians did by laying ten strips horizontally, and another ten strips on top of those, vertically. Use a paintbrush to flatten and smooth out with glue for each layer [kinesthetic]. Ask students to lay their strips on top of the paper towels. This will make it easier to transport them to the drying rack. Monitor the students progress and assist students as needed.

Have a drying rack for students to hang their new paper. For struggling students: Give these students simple recipe cards such as ½ cup

water ½ cup glue For advanced students: Give more challenging recipe cards, such as ¼ cup + ¼

cup is = to which of the following measuring cups. ⅔, ½, or 1 cup Summary:

Explain to the students that we will let our paper dry overnight and we will use them for a very special project tomorrow!

Have a whole class discussion about the papermaking process. Questions to ask:

How did the ancient Egyptians make their paper? What plant did the ancient Egyptians use to make paper? How many ¼’s of a cup are in a cup, in a ½ a cup What do you think the ancient Egyptians used their paper for? Can you make a prediction for what we will use our paper for tomorrow? What’s different about how we make paper versus how the ancient

Egyptians made paper?

What’s the same? Materials:

“Recycled” materials: old/used/scrap paper Paper towels Plastic spoons and bowls Glue Water Measuring cups Drying rack Papyrus plants Egyptian decor Paintbrush Recipe cards (example at right) Slideshow: http://www.lib.umich.edu/papyrus_making/#

Evaluation A:

After the whole group discussion, have students take out their notebooks and draw a venn diagram. On one side, ask the students to label Ancient Egypt and on the other, Modern day. Ask students to think about what differences we had in our process and what were the similarities. Additionally, ask if they can think of examples of what we use paper for and what the Egyptians may have used paper for.

Evaluation B:

Would I use this lesson again? What were the strengths of my teaching? What were the weaknesses? How can I improve this lesson for next time? Did the students meet my objectives? How can I tell? Did I address the needs of all of my students? If not, how can I improve?

Amber and Jill Unit Plan: Lesson 2

Writing with Hieroglyphs

Purpose: Using the paper they made yesterday, the students will write a letter combining

our modern day written language with hieroglyphics, the ancient Egyptian way of

written language. Using an online hieroglyphics translator and dictionary, the students will sign their names and incorporate symbols into their letters. The night before this activity, the students will be asked to write a rough draft of their letter for homework. This rough draft will then be copied onto their handmade paper.

Social Studies 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

Language Arts SOL: 2.12 The student will write stories, letters, and simple explanations.

a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository

writing.

c) Expand writing to include descriptive detail.

d) Revise writing for clarity.

Language Arts SOL: 2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

a) Recognize and use complete sentences.

b) Use and punctuate declarative, interrogative, and exclamatory sentences.

c) Capitalize all proper nouns and the word I.

d) Use singular and plural nouns and pronouns.

e) Use apostrophes in contractions and possessives.

f) Use contractions and singular possessives.

g) Use knowledge of simple abbreviations.

h) Use correct spelling for commonly used sight words, including compound words and

regular plurals.

i) Use commas in the salutation and closing of a letter. j) Use verbs and adjectives correctly in sentences.

Computer Technology SOL: K-­2.4 Plan and apply strategies for gathering information, using a variety of tools and sources, and reflect on alternate strategies that might lead to greater successes in future projects.

a) Identify information in various formats. • Recognize that information may be presented as printed text, electronic text, audio, video, or images.

b) Identify available sources of information.

• Be able to name and use sources of information available at school and outside

the school. Fine Arts SOL: 2.11 The student will identify symbols from various cultures. Fine Arts SOL: 2.12 The student will identify works of art and elements of

architecture of other cultures Objectives:

Given an online hieroglyphics translator, students will be able to incorporate 5-­10 hieroglyphics into a letter they wrote themselves.

The students will be able to correctly use a comma in the salutation and closing of a letter.

During a class discussion, students will be able to compare hieroglyphics to their modern day English counterparts.

Procedure: Introduction:

Have students gather on the reading carpet, around the “royal throne”. Ask the students to think about the letters they wrote last night for homework. Explain that letter writing is one of our forms of communication. We are using our written language when we communicate with letters.

Explain that Ancient Egyptians also had their own form of written language. “Does anyone know what this written language was called?” -­-­-­ “We’re about to find out!!”

Read to the students Hieroglyphs from A to Z: A Rhyming Book. [auditory] Now ask the students again if they know what form of written language the

ancient Egyptians used. Development:

Send students to their desks and ask them to pull out the rough drafts of their letters that they were assigned to complete for homework. Explain that these rough drafts will act as a map of what their final product will look like. Ask if anyone would like to share their ideas for their letter.

Ask students if they can find some words in their letter that they could replace with symbols or translate into hieroglyphics. Have them highlight these words.

Ask 4 students help to pass out ipads. Copy the website link onto the board (discoveringegypt.com). [visual] Tell the students that they need to figure out how to write their name in

hieroglyphics in order to sign their letter. They can do this by going to the hieroglyphics translator tab. Advise them to visit the hieroglyphics tab for more ideas.

Explain that while these digital research tools are very helpful, students can also use the Hieroglyphs from A to Z book, or other books from the classroom library, to find some print resources.

While the students do their research, walk around to check on progress. Make sure all students can copy their name in hieroglyphics. Note who is finding hieroglyphs more easily, ask how they will incorporate them in their letter.

After students have copied down the hieroglyphs they have chosen to incorporate into their letter have them consult with you before beginning to write their final draft on the homemade paper. Check to make sure they have their name and 4 to 9 words translated into hieroglyphs.

Command the classes attention to the front of the room. Have a large printed copy of a letter post on the board. Ask students if they notice anything missing in the letter. Point to the closing of the letter , show students how to add in a comma at the end of the salutation, and at the end of the closing before they sign their name. Then ask the students to include a common in their salutation and closing of their letter.

After checking in with the students have them complete the final draft of their letter on their hand made paper from yesterdays lesson.

For advanced: Have the students use at least 10 hieroglyphs. If they finish early, ask the student to copy another rough draft of their letter, with the hieroglyphs included, before they copy it onto their handmade paper. This will ensure a neater letter and more familiarization with the hieroglyphs.

For strugglers: For those that are having difficulties finding hieroglyphs for their letters, ask them to highlight some key words from their letter. Then, have them go into the hieroglyphs translator and type one of their key words. Voila! They can then copy that word onto an index card for extra practice.

Summary:

Have students come to the carpet with their letters and hieroglyphs. Draw a big chart on the board with “English” on one side and “Hieroglyphs” on

the other. Ask some students if they would like to share one of their translations with the class. Have students come to the board and draw their hieroglyph and write the corresponding word in the correct columns. [visual]

After you have a small collection of words and hieroglyphs, have a class discussion about the two. [auditory]

Questions to ask include: What kind of communication are these two forms? [written language] How are they similar? [we use them to communicate, they are written,

they form words, etc.] How are they different? [hieroglyphs are pictures to represent words, in

english we write words, etc.]

Are there any hieroglyphic words or letters that look similar to their written english word or letter?

Materials:

Hieroglyphs from A to Z, By: Peter Manuelian Student’s rough drafts Handmade paper Colored pencils, crayons highlighters iPads

Evaluation A:

During our class discussion, make notes on who participates, thus showing an understanding of the topic.

Check the students’ letters to be sure they included five to ten hieroglyphs. Also be sure they included a comma in the salutation and closing of their letter.

Evaluation B:

Would I use this lesson again? What were the strengths of my teaching? What were the weaknesses? How can I improve this lesson for next time? Did the students meet my objectives? How can I tell? Did I address the needs of all of my students? If not, how can I improve?

Unit Plan: Lesson 3

The Human Clock

Purpose: For day 3 of our week-­long ancient Egyptian inventions unit, students will form a

human sundial, in order to understand the ancient Egyptian’s use of sundials to tell time. After this is completed, we will move indoors to discuss modern clocks and how they were influenced by ancient egyptian time keeping methods. We will then make a modern day “human clock” with small groups in the classroom to work on telling time. This activity will begin before lunch. After lunch, we will return to our human sundial to see how time has elapsed.

Social Studies SOL 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

Math SOL: 2.12 The student will tell and write time to the nearest five minutes, using analog and digital clocks.

Physical Education SOL: 2.2 The student will apply the basic movement concepts to change performance of locomotor, non-­ locomotor, and manipulative skills.

a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and

through) in dynamic movement situations.

b) Use the concepts of spatial awareness (e.g., location, directions, levels), and effort (time, force, flow) in static and dynamic movement situations.

Physical Education SOL: 2.4 The student will exhibit, in physical activity settings, cooperative, respectful, and safe behaviors.

Objectives:

Forming a human clock, the students will be able to correctly tell time to the nearest 5 minutes, 2 out of 3 times.

During a class discussion, students will explain the differences between sundials and modern analog clocks.

Procedure: Introduction:

Remove all clocks from the room. Invite students to join you on the carpet, as you sit in the royal throne. Ask if

anyone knows what time it is. When they say no, ask why not. Ask if there are any other ways we can tell time, besides our usual wall clock.

Tell the students that today, we’re going to talk about time. Draw a big K/W/L chart on the board. [visual]

Ask students what they think they know about telling time. Write down their genius ideas under the K section. Once they have run out of ideas, introduce the book How Do You Know What Time It Is? by Robert E. Wells. Explain that this book will introduce us to some new ways to tell time. After the book, we will think of some more things we would like to know about clocks -­ what we wonder. Tell the students to be thinking about these things as we read through the book.

Read to the students! [auditory/visual] After the book, ask the students if they have any questions we could add to our

Wonder section of the KWL chart. Also ask if anyone learned anything new that we could add to our Learn section.

Tell the students that now we will compare the egyptian method of timekeeping to the modern day time keeping methods we use every day in our classroom.

Development:

Ask students to line up to go outside. Using an open area of the blacktop, have the students form a large circle.

Instruct the students to pass around a piece of chalk and make a marking of where they are seated.

As they do this, walk to the middle of the circle. Ask one student to come draw a small circle around where you are standing. Tell the students to make note of where your shadow falls. Invite one student to draw a line down the middle of your shadow. This line should then connect to one of the students seated marking.

Inform the students that they have just made a simple sundial of their own! Give them time to walk around the circle and observe their sundial. However, in order to see how the sundial really works, we’ll have to come back later to make more observations! [visual]

Lead the class back inside and ask them to break into groups of 4 or 6. Give each group a bag of small circles. Inform them that they will now be making their own human clock -­ the modern day variety.

Ask each group to pick a place in the room and spread out their 12 small circles to represent each hour of the day. Ask one member of each group to stand in the middle. They are the middle man -­ the center, pivotal point of our clock.

Then tell them to form the minute hand of their clock -­ this should be the one with more people (For groups of four, the minute hand will be two additional people making 3 in total-­ including the “middle man”, groups of 6 will be 3 additional people, making 4 in total)[kinesthetic]

The remaining members of the group should form the hour hand -­ the shorter hand. (For groups of 4, this will be one additional member. For groups of 6, two additional members) [kinesthetic]

Tell the students now that they have made their own modern day “human clock”, we will test their time telling abilities.

Remind the students that in order to get the times right, they will need to work together and respect one another. Tell them, I will call out a time and you and your group mates must work together to move the “hands” of your clock to the right place.

Ask the students to show you 1:34 on their human clock. Once all the groups have done this, remind the students that we can round up or down to the nearest 5. Ask if anyone knows what 1:34 would be rounded to.

Draw 3 big clocks on the board, with no hands. [visual] Call out 3 separate times (3:41, 8:24 and 12:03) and ask them to round the

number to the nearest five. After each time, check to make sure each group has it correct. [kinesthetic/auditory]

Mark the correct time on your clocks on the board, so students can imagine what it would look like on a real clock. Keep a checklist to mark off any incorrect responses from the students.

Ask the students to line up for lunch, we will finish up our activity when we return. From lunch, head right back out to our human sundial. Ask the students to find

their marking and have a seat. Return to the spot in the middle and ask the students what they immediately

observe. Have one student draw a line through the middle of your shadow and connect it

to a student’s marking on the edge. Ask the students to observe the difference between the two lines. See if anyone can predict how much time has passed, using the sundial.

Ask students to think about the differences between the clock we made outside and the clock we made inside. Have them line up to go back indoors.

For strugglers: Group work should provide opportunities for peers to help strugglers. We can also ask struggling students to draw a clock on a post it note and help them fill in the correct time. These post-­its can then be added into their math notebook so that they may “study” them in the future.

For advanced: Ask them to help their group mates! Also, remove a few of their small circles just leaving four to represent 12, 3, 6, and 9 ‘o clock.

Summary:

Have the students go to their spots on the carpet. Return to the KWL chart and ask if there is anything we can now add to our Learn section. What did we learn about keeping time? Mark who has a response on a post it note. [visual]

Lead a class discussion on the differences between our clock and the ancient Egyptian clocks. Keep tabs of who responds. Use your post-­it note to choose students who have yet to answer. [auditory]

Questions to ask include: What powers our clocks? What makes our clocks “work”? What about sundials? What do you think makes sundials “work”? What is the same about sundials and clocks? What is different? Which clock is easier to use? Why do you think that? Why is it important to know what time it is?

Materials:

How Do You Know What Time It Is?, Robert E. Wells Sundial Chalk Small circle cutouts Post-­its Dry erase markers KWL chart

Evaluation Part A:

Students will be assessed by contributing to the Learn section of our KWL chart and by responding to questions posed during a class discussion. We will mark which students contribute on a post-­it note. We can star (*) the names of students who we feel need extra help.

Evaluation Part B:

Would I use this lesson again? What were the strengths of my teaching? What were the weaknesses? How can I improve this lesson for next time? Did the students meet my objectives? How can I tell? Did I address the needs of all of my students? If not, how can I improve?

Unit Plan: Lesson 4

Calendar Day

Purpose: For day 4 of our week-­long ancient Egyptian inventions unit, students will use art

materials and paper plates to form their own Egyptian calendar. These circular calendars aligned with the solar year and featured fine, usually symmetrical details. Concepts covered include a 365 day year and 12 months, having 30 days. We will compare the ancient Egyptian model to our modern day calendar (having 365 days, 12 months, varied number of days in each month)

Social Studies 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

Math SOL: 2.13 The student will

a) determine past and future days of the week;; and

b) identify specific days and dates on a given calendar. Math SOL: 2.15 The student will

a) draw a line of symmetry in a figure;; and

b) identify and create figures with at least one line of symmetry.

Objectives: Given a paper plate, students will be able to create their own symmetrical ancient

Egyptian calendar. Given a ruler, students will be able to show at least one line of symmetry on their

own Egyptian calendar. The students will be able to compare and contrast the ancient Egyptian calendar

to our modern day calendar using a T-­chart. Procedure:

Introduction: Call the students over to the carpet around the “royal throne” Ask the students to tell you everything they know about our modern calendar.

How many days in a year? How many months? How many days in a week? How many season do we have? How many months are in each season?

As each student answers a question, have them write down the answer on the

board under a T-­chart with the heading, Modern Calendar. (visual) Then pass out note cards about the ancient Egyptian calendar. which will include

these facts: The ancient Egyptians originally had a lunar calendar but switched to a

solar calendar. Their solar calendar is 365 days long. The ancient Egyptians months were 30 days long. There were 3 weeks in each month Each week was 10 days long The ancient Egyptians had only 3 seasons, these seasons were marked

by the flooding of the Nile

Have the students read their cards out one by one. As the students read out their facts write down the facts on the T-­chart, under the side labeled Ancient Egyptians.

Lead a discussion about the similarities and differences in the two calendars. Ask the students what they notice that is similar and what is different. (auditory)

Expand more about the ancient Egyptian’s seasons.

Akhet: was the time of the year that the Nile flooded. This occurred around July through December, on our calendar, and was a time the farmers would irrigate their canals.

Proyet: was the time of the year the Nile receded, which means there was less water in the river bed. This occurred around December through March, on our calendar, and was a time for farmers to sow their crops.

Shumo: was summer time for the ancient Egyptians. This occurred around March through July, on our calendar, and was a time for farmers to harvest their crops.

Write the names of the three seasons under the T-­chart. Show the students the Hieroglyphic symbols. (visual)

Tell the students that the ancient Egyptians calendars were different in how they were written. Show students a few examples on printed paper.

Ask students what they notice about the calendar. After the students make their observations point out that the calendar is

symmetrical. Ask the class if anyone can share what symmetrical means. After a few student responses, reinforce by saying that symmetrical means it is a

mirror image and that you could draw a line of symmetry and each part would look exactly the same.

Development:

Ask the students to return to their seats Pass out printed copies of the Egyptian calendar and rulers. Model how they can draw a line through the calendar ( down the middle or

across the page) and the image is the same on both sides. Tell your class to draw a line that would divide the image in half, making it the

same on both sides. The ruler is a great tool that can help you better understand symmetry.

Then ask your students to cut along the line they just drew (kinesthetic) Tell the students to lay the two images on top of one another, ask them if they

match. If so, they are symmetrical! Tell students they will create their own symmetrical ancient Egyptian calendar Have the class helpers pass out the paper plates, markers, and crayons

Once everyone has their plate, show the class how to divide the plate into 3 sections with a bold black marker. Ask the class to think about why they would divide the calendar into 3 sections.

Explain that the 3 main sections are the 3 ancient Egyptian seasons

*(computer simulation not symmetrical ) Then tell the class that the next step is to divide the 3 main sections into 4 long

thin lines. Model this for them as well on your own plate.

Ask the class why they think the main section, which is the season, is divided into

four sections. Explain that each season is divided into 4 months, so each line represents a

month Then model as you tell the class that the next step is to divide the months into 3

sections going across.

Ask the class why they think they would divide the months into 3 sections Explain to the class that the three sections represent the 3 weeks in each month. Tell the class that they will now decorate their plates! Show them that for each

box they must have the same symbol going around the plate. This will make the plate symmetrical when they are finished!

For struggling students: Have a paper plate with some or all of the sections drawn in with a dotted line, so they can trace.

For advanced students: Ask these students to incorporate some of the hieroglyphs they learned about the seasons, or from their own hieroglyph research (day 2), on to their paper plate

Summary:

Ask the students what they have learned about the Egyptian calendar that we can add to the T-­chart.

Have students copy the T-­chart in their journals, while also adding in a new fact Materials:

White board Dry erase markers Fact flashcards Egyptian calendar print-­outs Markers Crayons Ruler

Evaluation Part A:

Ask students to take out their ruler and place it over the line of symmetry on their calendar plant. Check to see if the students were able to follow directions, have the same symbol in each box and if they are able to mark a line of symmetry using their ruler. Keep track of who struggles with symmetry on a sticky note.

Later, I will check the student’s journals to see that they have copied the T-­chart and have added in at least one new fact about ancient Egyptian calendars.

Evaluation Part B:

Would I use this lesson again? What were the strengths of my teaching? What were the weaknesses? How can I improve this lesson for next time? Did the students meet my objectives? How can I tell? Did I address the needs of all of my students? If not, how can I improve?

Unit Plan: Lesson 5

Mummify A Barbie

Purpose:

For day 5 of our week-­long ancient Egyptian inventions unit, the students will learn the steps the ancient Egyptians took to mummify a body. They will have hands on experience preparing the body and carrying out the same rituals performed by the high priest.

Social Studies 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.

Objectives:

Given a barbie doll and mummifying supplies, the student will be able to reenact the ancient Egyptian mummification process.

Procedure:

Introduction: Have the students come gather around the royal throne. Tell the students that today we will be learning about the mummification process

that was performed by ancient Egyptians. This process was important for the ancient Egyptians;; it was a way to honor the dead and to ensure a safer journey to the afterlife.

Talk to the students about why the ancient Egyptians would go through all of this work to preserve the body. Ask if anyone has any ideas on why. Then explain to the class how they believed that the body was the house of the soul, and if it was damaged the soul might be lost. So they took extra care to preserve the body to ensure a safe journey to the afterlife.

Show students a online presentation that shows the step by step process of the mummification process the ancient Egyptians used. (http://www.ancientegypt.co.uk/mummies/story/main.html)[visual]

While showing the presentation, use the board to write down the steps that are being used to mummify the body. [visual]

After the presentation is over, tell the students that they are now embalmers in charge of helping their decided barbie reach the afterlife safely.

Development:

Tell students that the materials will be passed out but they must wait to hear the next set of directions before they open the mummification kit. Have the students pair off and go to their desks.

Ask the two classroom helpers to pass out the mummification kits

Once each group has received their kits, tell the students to open it up and lay out all the contents on one of the desks.

Ask the class if someone can remind them what the first step in the mummification process is. (If need be, remind the students the steps are on the board)

Tell the students that you will show them the steps first then they will do it, this will go on step by step.

First show them how to wash the barbie, then have the students do the same to their doll

Then have the student take out each of the organs: liver, lungs, stomach and intestines. Talk about how the ancient Egyptians used to wash each of these organs and put them into vases, called canopic jars, to be preserved.

Model, then have the students put each of their paper organs into the jars Then talk to the students about how the ancient Egyptians used to pull the brain

out by breaking the nose and using a hook to pull out chunks of the brain. The brain was not viewed as a vital organ by the ancient Egyptians and was thrown away. The heart was considered to be the most valuable organ in the body, for this reason the ancient Egyptians kept the heart in the body to aid in the journey to the afterlife. [auditory]

Ask the class how the view of the ancient Egyptians on the brain is different than our modern view.

Then explain to the class that the next step in the ancient Egyptians took in the mummification process was to use natron, a type of salt, on the body and leave it to dry.

Have the students cover their barbie in salt The next step is to wash the body of the salt, then cover the body in anointing

oils (chapstick) Tell the class it’s now time to wrap the mummy. Show them how to wrap the

body by first wrapping the head and neck, working your way down the torso. Then wrapping the arms and legs individually, just as the ancient Egyptians once did. [kinesthetic]

Talk with the class about the amulets that were inserted into the layers of the wrappings and a scroll of the book of the dead was placed between its arms, these too were to help the individual travel safely through the afterlife.

For strugglers: remind the students that the directions are on the board and that if they need to see a step repeated, they only need to ask.

For advanced: students who finish early will be invited to decorate their mummies tomb, in order to have a more peaceful trip to the afterlife.

Summary: Tell the students that they have successfully mummified their barbie! Now its time to put on it’s mask and bury the body. After the mummy was

prepared, the family would have a funeral for the deceased. The body would then be placed in a sarcophagus and left in a tomb with food,

drinks and furniture for the deceased. Have the students put their doll into the shoebox with its canopic jar and other material goods.

Invite students back to the carpet for a class discussion. Ask students to think about their favorite part of the mummification process or

something new they learned today. Allow them a few minutes to really brainstorm and talk with peers. As they do this, pass around a basket with markers and large post-­its.

Let the students know that these are their exit passes for the day. Materials: Activity inspired by: http://joshchandratravel.blogspot.com/2011/10/mummification.html

Dolls Salt Chapstick Paper organs: liver, lungs, intestines, stomach and heart Small jar for each group -­ “canopic jar” Masks for dolls Linen wrappings Paper clip “hooks” Shoebox Post-­its Slideshow: http://www.ancientegypt.co.uk/mummies/story/main.html

Evaluation Part A: Have students write down the most interesting thing they learned about the

mummification process on a sticky note and post it to the board as an “exit ticket” Evaluation Part B:

Would I use this lesson again? What were the strengths of my teaching?

What were the weaknesses? How can I improve this lesson for next time? Did the students meet my objectives? How can I tell? Did I address the needs of all of my students? If not, how can I improve?

Resources

Day 1: “Recycled” material: used/old/scrap paper Paper towels Plastic spoons and bowls Glue Water Measuring cups Drying rack Papyrus plants Egyptian decor Paintbrush Recipe cards (example at right) Slideshow: http://www.lib.umich.edu/papyrus_making/#

Day 2:

Hieroglyphs from A to Z, By: Peter Manuelian Student’s rough drafts Handmade paper Colored pencils, crayons highlighters iPads

Day 3:

How Do You Know What Time It Is?, Robert E. Wells Sundial Chalk Small circle cutouts Post-­its Dry erase markers KWL chart

Day 4:

White board

Dry erase markers Fact flashcards Egyptian calendar print-­outs Markers Crayons Ruler Paper plates

Day 5:

Dolls Salt Chapstick Paper organs: liver, lungs, intestines, stomach and heart Small jar for each group -­ “canopic jar” Masks for dolls Linen wrappings Paper clip “hooks” Slideshow: http://www.ancientegypt.co.uk/mummies/story/main.html Activity inspired by:

http://joshchandratravel.blogspot.com/2011/10/mummification.html

Unit Evaluation: -­ As a project to be completed at home, students will create a diorama representing

ancient Egypt. The dioramas should include three of the following: architecture, hieroglyphics, clocks, calendar, mummies, geography, and/or aspects of ancient Egyptian culture: clothing, arts, gods.

-­ They will present their diorama to the class during an Egyptian celebration. The celebration will include making golden cuffs and paper Egyptian necklaces, so that the students may dress up “like ancient Egyptians”. Also, we will serve foods they may have eaten then.

-­ The class will take a walk through seeing the different “sights” (dioramas) as each student presents their project. The student will be able to talk about their work, what it represents, why they picked their theme and one interesting fact. During this time, we will grade the students based on the following things:

-­ Creativity/Effort -­ Presentation includes: discussion of their work, what it represents, why they

picked their theme and one interesting fact

-­ Three of the list of criteria: architecture, hieroglyphics, clocks, calendar, mummies,geography, and/or aspects of ancient Egyptian culture: clothing, arts, gods.

-­ Based off of 100 points: -­ Creativity/Effort=20% -­ 3 of the Criteria=60% -­ Presentation=20%