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In order to be
successful in this unit, the student should be able to:
1. read and
comprehend at least at a 4.0 grade level
2. find the area
of a polygon
3. measure in both
metric and standard systems
4. multiply
two-digit numbers
5. divide with a
one-digit divisor
6. use a
calculator
7. use an
encyclopedia
8. locate and use
web sites
9. organize
material
10. work with a group
11. read a recipe
12. understand the concept of fractions
13. have basic graphing skills
14. understand and write an expository
essay
15. understand basic landforms
16. understand differences and
similarities
17. understand what “scale” is
18. read a simple map
Osborne,
W. & Osborne, M. P. (2001). Magic Tree House Research
Guide Mummies and Pyramids. New York: Scholastic.
Mellett,
P. (1999). Young Scientist Concepts & Projects Pyramids.
Milwaukee: Garth Stevens Publishing.
David,
R. (2001). Growing Up In Ancient Egypt. Troll Books.
Cole,
J. (2001). Ms. Frizzle’s Adventure Ancient Egypt. New
York: Scholastic Press.
Haslam,
A. & Parsons, A. (1995). Ancient Egypt (Make it Work).
New York: World Book, Inc.
Harris,
N. (1995). Mummies: A Very Peculiar History. New York:
Franklin Watts, Inc.
Harris,
G. (1992). Gods and Pharaohs from Egyptian Mythology. New
York: Peter Bedrick Books.
Fisher,
L.E. (1997). The Gods and Goddesses of Ancient Egypt. New
York: Holiday House.
DerManuelian,
P. (1996). Hieroglyphics from A to Z. New York:
Scholastic.
Chisholm,
J. & Struan, R. (1997). Who Built the Pyramids? England:
Usborne Publishing.
Morley,
J. (1996). How Would You Survive as an Ancient Egyptian? New
York: Franklin Watts.
James,
J. & James, L. (1997). How We Know about the Egyptians? New
York: Peter Bedrick Books.
Conway,
L. (1987). Ancient Egypt Treasures, Tombs and Tutankhamen.
California: Frank Schaffer Publications, Inc.
Nicholson,
R. & Watts, C. (1991). Ancient Egypt. New York:
Scholastic, Inc.
Snyder,
Z.K. (1986). The Egypt Game. New York: Bantam Doubleday
Dell Books
Raphael,
E. & Bolognese, D. (1994). Drawing History Ancient Egypt.
New York: Scholastic, Inc.
Reeves,
N. (1992). Into the Mummy’s Tomb. New York:
Scholastic Madison Press Book.
Ancient
Civilizations for Children
The
Mummy
Queen
Nefertiti http://www.neferchichi.com/
Egyptian
History and Hieroglyphics http://www.egypt.com/history/writing.html
Ancient
Egyptian rulers http://www.touregypt.net/who/
Egyptian
words and meanings http://www.touregypt.net/dictionary.htm
Egyptians
Gods and Goddesses http://www.cmi.k12.il.us./~kempeja/Egypt/cover.html
Children
Stories on Ancient Egypt http://www.touregypt.net/kids/
Egyptian
Ethnic Groups http://www.odci.gov/cia/publications/factbook/geos/eg.html
History
for kids about Ancient Egypt http://www.touregypt.net/kids/History.htm
Influences
Ancient Egypt has on our daily lives http://www.egypt-tehuti.com/faq-ancient-egypt.html
Ancient
Egypt lesson plans for teachers
http://www.dia.org/education/egypt-teachers/art/index.html
History
of hieroglyphic writing http://www.seaworld.org/Egypt/heiro.html
Recipes
for common Egyptian food http://www.horus.ics.org.eg/html/recipes.html
Directions
for mummifying an apple http://www.ktca.org/newtons/13/mummy.html
A
collection of student work on Ancient Egypt
http://www.cmi.k12.il.us./~kempeja/Egypt/cover.html
Invite a guest speaker from a
nearby travel agency to visit your classroom. Have the
speaker talk about the different Egyptian tour packages available
in planning their trip.
View the video, “Ancient Civilizations for Children.”
In a group
discussion, have students share their insights about Egypt.
Read the story, Ms.
Frizzle’s Adventures in Ancient Egypt, to the class.
Senet is a popular Egyptian game
very similar to our game of checkers. Go to the Playing Senet directions
and Game Board and print them out. Then, play the
game with a partner.
Students will view the movie
“The Mummy” paying attention to the Egyptian music
played throughout the movie. Students will identify how the
music relates to the various moods reflected in the movie.
Invite an administrator to speak to
the class regarding the information that should be included in
making the presentation to the board for possible approval of
their trip to Egypt.
Designate an area in the library for students to display their Egyptian projects or exhibits for other classes to view.
l.
Students will use the Data Bank activity sheet to place the given
data correctly on the bar graph.
2. Students will
compare the desert to the Nile River by using the
Venn
Diagram provided.
3.
Students will label the Map of Egypt with the information asked
for on the map.
4. Have students use the website listed below to answer the questions on the Egyptian Life activity sheet.
http://www.ancientegypt.co.uk/menu.html
5.
Students will decide on the best trip to take based on the
information on the Vacation Choices activity sheet. Students
should be able to support their decision.
6. Using the book, Pyramid by David MacCaulay, students will follow the directions to make a pyramid labeling its important parts.
OR
Students can use
the following ingredients to create a clay pyramid. Use 2
cups each of salt and flour and 1½ cups of water to form
the pyramid. Cover with sandpaper to give it a realistic
look.
7.
Using separate paragraphs for each, students will tell how they are
different from an Egyptian child. Students will include
their climate, their house, their school and their hobbies.
8.
In a speech or essay, students will tell what they could learn by visiting Egypt. Have students use the Ideas activity sheet to make sure informatoin about eqch question is listed.
Since much of the Egypt Unit consists of
group learning, it may be helpful to consider the following ways
to form groups so your unit is most successful. Some ideas
on cooperative groups are:
1.
Debate, panel or class discussions can be used if the
facilitator plays a role in the discussion.
2.
Research Groups consist of four or five students assigned
to a specific topic. A group leader helps the group decide
who will do what part so the topic if fully covered and kept on
task.
3.
The “Fishbowl” technique can be used if an inner
circle of students want to teach the outer circle some
information about the subject matter and vice versa.
4.
For solutions to problems, Buzz groups can be used. It
consists of small groups of four to eight students who need to
come up with one or two ideas for the class.
5.
A Roundtable group can be used to gather information when
you are under a time constraint. Each person in the group
gives an answer until time runs out.
6.
Brainstorming can be used when students are asked to
produce ideas as fast as possible. This would not require
evaluation, but just ideas.
7.
Case Study Groups can be used to evaluate a single event,
incident or story that needs an application of thinking skills.
It consists of a small group with an appointed leader to keep the
group on track.
8.
Group Retelling can be used when students need to read
parts of a different selection and then retell to the group what
they have read.
9.
Cooperative Learning – Pairs work well when
learning specified material. Both students could read and
study the material.
10. The Jigsaw Method can be used when you need each person in the group to learn a different piece of information. Each group member is assigned some unique material to learn and then teaches it to his group members.
Make sure you have gathered
necessary materials ahead of time for completing all activities.
Compose a letter
to the parents introducing the Egypt unit.
Speak to your
technology representative ahead of time to make sure the
computers are up and running. Discuss special needs and
availability.
Go over acceptable
use rules for the computer lab with students ahead of time.
Make sure all
students create a portfolio before beginning the unit. All
student work should be kept here.
When forming
groups consider putting high and low ability students together.
Keep in mind students’ multiple intelligences and learning
styles.
The following
activities should be compulsory in order to achieve the unit
learning outcomes:
Team Activity #3
Team Activity #5
Team Activity #7
Team Activity #11
Individual Activity #14
Individual Activity #15
Individual Activity #17
Individual Activity #18
