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M A K E R S E M P I R E

Monuments of Ancient Egypt (years 5-7)

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Monuments of Ancient Egypt

Learning Outcomes

Students will be able to:

O1 Identify various monuments of Ancient EgyptO2 Evaluate the role that Pyramids, Temples and Obelisks played in Ancient Egyptian civilisationO3 Plan and design a monument consistent with those found in Ancient Egyptian civilisationsO4 Develop a graphical representation of a pyramid, temple or obelisk using Makers Empire Blocker and Shaper modulesO5 Safely print a model monument using a 3D printer

Assessment

• Contributions to group and class discussion activities• Graphical representation and 3D print of an Ancient Egyptian monument

- Manipulation and placement of blocks to create a defined structure that can stand alone

Preparation

• Print some images of Ancient Egyptian monuments• Index Cards for student groups to write questions• Makers Empire application installed on tablets (iPad/Android) for students and teachers• Wireless internet• Overhead projector to connect to teacher iPad for software demonstration• Print Lesson Plan to follow - 1 per teacher• Working 3D printer• Laptop connected to 3D printer

Lesson Plan | Years 5-7 | 2 hours (double lesson) | ~25 students

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PlanTIME STUDENT TASKS RESOURCES / SUPPORTS

0:00 - 0:10Setup: Students are shown images of Ancient Egyptian Monuments – the class is asked if they know what each monument is.

Makers Empire Curated Resource: Slideshow of Ancient Egyptian Monuments (http://padlet.com/makersempire/Egypt5-7)

0:10 - 0:25

QandA: Groups of 2 – 4, students use only wooden or plastic blocks or boxes to quickly construct a pyramid, temple or obelisk. As a class, students look at the different constructions and strategies used

Wooden or plastic blocks, boxes or any suitable building material.

0:25 - 0:40Individually students plan and draw a design for a monument that would be built with stone blocks.

Pencil and paper

0:40 - 0:50

Software Demonstration: Students are lead as a class through the Makers Empire Blocker tutorial.

Ask questions to encourage thinking: • What happens if you put a shape in the

air?• How can you create holes?

Projector and iPad to show hands-on demo

0:50 - 1:30

Make: Students use Makers Empire Blocker module to build a model of their monument in the style of the Ancient Egyptians.

As students are making their model, visit to see what kinds of problems they are encountering and the different designs.

Extension: have students create a cross-section of a pyramid that includes some inner chambers.

Student tablets (iPad/Android) with Makers Empire installed and working



TIME STUDENT TASKS RESOURCES / SUPPORTS

1:30 - Ongoing

Observe 3D Printer:

Designs are sent to the printer. Students come up in groups for 3-5 minutes each to get a closer look at the printer in action.

Watch the 3D printing process and discuss the technology as compared with ancient Egyptian technology. Ask students how the Egyptians would have made a model.

Working 3D printer

(You could also have a camera feed to project this for better view)

1:35 - 2:00

Student QandA: Question: In their groups, students discuss the monuments and what they know about them. Each group writes a closed ended question and an open ended question about the monuments. Questions are then swapped between groups.

Research: Use the Makers Empire curated resources to research answers to the questions given.

Answer: Groups present the answers to the class and identify any unanswered questions to be followed up as a class.

Organise into groups

Index cards and pencil for students to write questions

Teacher to explain the difference between closed and open ended questions.

Makers Empire Curated Resource: http://padlet.com/makersempire/Egypt5-7



Monuments of Ancient Egypt

• Students can paint their monuments with Egyptian Hieroglyphs• Discuss how the Ancient Egyptians constructed their monuments, how we do it today and how we might do it in

the future. How might 3D printing be used in the building process?• Discuss the mass workforce and related resources required to build the pyramids• Hypothesise how the Ancient Egyptians transported the massive blocks of stone used to build the pyramids. Find

and discuss recent news articles about the ‘wet sand’ theory.

Extension Activities

Humanities and Social Sciences / History / Year 7 / Historical Knowledge and Understanding / The

Mediterranean world / Egypt

The significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)

Technologies / Design and Technologies / Years 7 and 8 / Design and Technologies Knowledge

and Understanding

• Investigate the ways in which products, services and environments evolve locally, regionally and globallythrough the creativity, innovation and enterprise of individuals and groups (ACTDEK030)

• Analyse ways to produce designed solutions through selecting and combining characteristics and properties ofmaterials, systems, components, tools and equipment (ACTDEK034)

Technologies / Design and Technologies / Years 7 and 8 / Design and Technologies Processes and

Production Skills

• Critique needs or opportunities for designing and investigate, analyse and select from a range of materials,components, tools, equipment and processes to develop design ideas (ACTDEP035)

• Generate, develop, test and communicate design ideas, plans and processes for various audiences usingappropriate technical terms and technologies including graphical representation techniques (ACTDEP036)

• Effectively and safely use a broad range of materials, components, tools, equipment and techniques to makedesigned solutions (ACTDEP037)

Applicable Australian Curriculum Content Descriptions



ICT capability / Level 4

Locate, generate and access data and information

• locate, retrieve or generate information using search engines and simple search functions and classify informationin meaningful ways

Generate solutions to challenges and learning area tasks

• design and modify simple digital solutions, or multimodal creative outputs or data transformations for particularaudiences and purposes following recognised conventions

Select and use hardware and software

• independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks,and independently use common troubleshooting procedures to solve routine malfunctions

General capabilities

• Literacy, Critical and creative thinking, Intercultural understanding



Monuments of Ancient EgyptComputing programmes of study: key stage 2

KEY STAGE 2 Monuments of Ancient Egypt

design, write and debug programs that accomplish specific goals, including control-ling or simulating physical systems; solve problems by decomposing them into smaller parts

• Create designs on paper and blocks before modelingin the Makers Empire software

• Create ancient real life monuments like pyramids andobelisks

use sequence, selection, and repetition in programs; work with variables and various forms of input and output

• N/A

use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

• N/A

understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration

• Understand how a design is sent to the printer.

use search technologies effectively, appre-ciate how results are selected and ranked, and be discerning in evaluating digital content

• N/A

select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

• Use of tablet software• Browse other students’ work

use technology safely, respectfully and responsibly; recognise acceptable/unaccep-table behaviour; identify a range of ways to report concerns about content and contact

• Safely observe the 3D printer running.• Understand the hazards and correct use of the

printer.

National curriculum in England



Monuments of Ancient EgyptNational curriculum in EnglandDesign and technology programmes of study: key stage 2

KEY STAGE 2 Monuments of Ancient Egypt

Des

ign

use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups

• Understand and research designs of ancient Egypt.

generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

• Create physical models using blocks before modeling inMakers Empire software

Mak

e

select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately

• Makers Empire software allows for the student to designtheir monuments using blocks - similar to how the actualmonuments were built.

select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

• N/A

Eval

uate

investigate and analyse a range of existing products

• Students are shown slideshows and videos of monuments

evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

• Time is spent evaluating designs, asking each otherquestions and sharing knowledge

understand how key events and individuals in design and technology have helped shape the world

• N/A

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Monuments of Ancient EgyptApplicable US Common Core Math and ELA Standards, Next Generation Science, History/Social Studies Standards and ISTE Standards

English Language Arts Standards » History/Social Studies: Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

English Language Arts Standards » Speaking and Listening: Comprehension and Collaboration

CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.6.1.B: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.6.1.C: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

English Language Arts Standards » Writing: Text Types and Purposes

CCSS.ELA-LITERACY.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.6.2.A: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

English Language Arts Standards » Writing: Production and Distribution of Writing

CCSS.ELA-LITERACY.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types).

International Society for Technology in Education - ISTE Standards

1. Creativity and Innovation2. Communication and Collaboration3. Research and Information Fluency4. Critical Thinking, Problem Solving, and Decision Making5. Digital Citizenship6. Technology Operations and Concepts

Next Generation Science Standards Middle School

MS-ETS1 Engineering DesignMS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Common Core Math Standards

Geometry 6.GCCSS.MATH.CONTENT.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

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Attribution

Authored by

Dayle Soong, B.Sci (Math. and Comp. Sci), Grad.Dip.Ed, M.Ed (Online Learning)

Dayle has a background in computer science as well as education and has over 10 years experience in eLearning design and consultation. She has previously worked in classrooms teaching mathematics and IT.

Lisa Hatton, B.S. in Education and M.S. Educational Computing

Lisa is a fifth grade general education teacher at Maplewood Intermediate School in New York. She has been teaching for 14 years; nine of those years as a fourth grade teacher and the past five years as a fifth grade teacher. She taught in an inclusion setting as well for 3 years. Lisa thrives off of working with cutting edge technology as she prepares her students for college and career readiness at an early level. She has recently been nominated for the Anton Banko STANYS Teacher of the year award.

Janine D’Elia, B.S. in Education and M.S. Educational Computing

Janine has been a third grade general education teacher in the South Huntington Union Free School District for 15 years. Currently, she is the Technology Integration Coach for K-6 teachers in her district. As a coach, she works with the students and teachers todevelop a 21st century technology driven classroom. This year she has worked on iPadimplementation, Google Apps for Education, and Distance Learning with videoconferencing.

Makers EmpireCentre for Business Growth, Y1-70 Yungondi Building, UniSA70 North TerraceAdelaide 5000E: [email protected]://www.makersempire.comVideos and articles https://medium.com/@makersempire

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