OVERVIEW: Unit is designed to cover a 3+ week period and has individual and small group work involved. Special needs alterations are designated as “IEP” on lesson plans. Mummified chicken project is started on the first day of the unit and salt solution is changed every 2 weeks. Project takes a total of 8 weeks. Students were split up into groups of 6-8 students and a parent letter with "recipe" went home the first week of school. Each student signed up for their supplies which equaled out to be $2 - $3 apiece. As supplies have came in, names/initials have went on each box and stacked against wall under their group and class period.
DAY 1: Mummified Chicken Project - Explanation: Our method of preserving (embalming) our bodies and the use of sarcophagus (coffins/vaults), is one of accomplishments that we can contribute to ancient Egypt, and the Roman Empire. We also tie in the scientific method and math skills (from weighing them each time) with this project. First day of project is done in the home ec. room, where we can wash and dry our chickens. It can be done outside using a bucket of water to rinse them in. The changing of salt solutions takes place outside, with gloves and garbage bags, rotating students throughout job details, within each group. Chickens are placed inside large totes in back of room, and both totes are taken outside during "changing" day. The last day, chickens are cleaned and prepared for the Afterlife, in classroom, which doesn't stink at all. (actually classroom smells strongly of spices, instead)
DAY 2: Geography + Timeline – History 1, 2, 4; Geog. 1-5; Econ. 1-2
Color Egypt on civilizations map in front of student binder. Pass out large ancient Egypt map and color code using p. in textbook. Using graphing paper and colored pencils, create a timeline of Egypt. IEP should be finished with geography and start with timeline.
DAY 3: Timeline + Papyrus – History 1, 2, 4; People 1, 4
Demonstration of how to make papyrus paper (presoak strips of papyrus in water a few days prior). Finish timeline and turn in for grade.
DAY 4 + 9: Mummified apple slices – History 2; People 1, 4 + Science Standards
Using the scientific method, generate question and hypothesis, and identify variables for mummifying apple project. (“Which salt solution will be better for mummification?”) Have student cut apple into 4 equal sections. Weigh each slice and record data. Each student is responsible for a salt mixture for their group. Table salt, baking soda, ½ and ½ mixture, and no salt. Students label cups for each, with group’s name, class period, and mixture. Place apple slice into baggie and fill with ½ cup of mixture. Check apple slices on day 7 (a week later), weighing the slices, recording data, and calculating percent of moisture loss per each slice. Students then write their conclusions and an abstract and turn in for grade.
DAY 5: Government / Social structure – History 2; People 1, 3, 4; Geog. 1-2; Econ. 1-2; Govt. 2; Citizenship 1; SS Skills 1, 2
Pass out handout. Minilecture on Pharaohs, viziers (prime minister), nomes (provinces) and their governors. Covered later will be the Persian takeover, Alexander the Great, Roman Empire, then Islamic control. Group students in pairs to learn about the most popular Pharaohs (Rameses II, King Tut, Nefertiti/Cleopatra). IEP gets a copy of important info then minilecture or read one of the books.
DAY 6-8: Pyramid Webquest (Group Project) – History 2; People 1, 3, 4; SS Skills 1-5 + Language Arts Standards
Webquest can be found online at the Rock Hill website including the tasks, resources, and rubric. Introduction: You and your colleagues are a team of archeologists that work for a museum in the United States and your team has been allowed to recover the remains of an ancient pyramid in Egypt. After your return to the U.S., your team must give a presentation to the visitors of the museum concerning your artifacts.
DAY 9: See day 4 instructions for apple mummification.
DAY 10: Rosetta Stone (hieroglyphics), obelisks, pyramids + cartouche – History 2; People 1, 3, 4; SS Skills 1, 2
Students in group have to create their own pyramid. Group that finishes first receives a piece of candy. Minilecture on topics, then using the hieroglyphic alphabet, have students create their own cartouche with their name on it to place in hallway.
DAY 11: Mythology (gods) and beliefs – History 2; People 1, 4
Rotate through stations of popular gods and the book of the dead, filling out handout. IEP doesn’t rotate through stations, minilecture, and take down notes instead.
DAY 12: Daily life + food – History 2; People 1, 3, 4
Lecture about daily life, then taste food samples of pomegranates, watermelon, leeks, dukkah, hummus, pita bread
DAY 13: Ancient Egypt guided movie – SS Skills 1, 2
DAY 14: Vocab football game – SS Skills 3, 4
DAY 15: Unit Test
DAY 1: Mummified Chicken Project - Explanation: Our method of preserving (embalming) our bodies and the use of sarcophagus (coffins/vaults), is one of accomplishments that we can contribute to ancient Egypt, and the Roman Empire. We also tie in the scientific method and math skills (from weighing them each time) with this project. First day of project is done in the home ec. room, where we can wash and dry our chickens. It can be done outside using a bucket of water to rinse them in. The changing of salt solutions takes place outside, with gloves and garbage bags, rotating students throughout job details, within each group. Chickens are placed inside large totes in back of room, and both totes are taken outside during "changing" day. The last day, chickens are cleaned and prepared for the Afterlife, in classroom, which doesn't stink at all. (actually classroom smells strongly of spices, instead)
DAY 2: Geography + Timeline – History 1, 2, 4; Geog. 1-5; Econ. 1-2
Color Egypt on civilizations map in front of student binder. Pass out large ancient Egypt map and color code using p. in textbook. Using graphing paper and colored pencils, create a timeline of Egypt. IEP should be finished with geography and start with timeline.
DAY 3: Timeline + Papyrus – History 1, 2, 4; People 1, 4
Demonstration of how to make papyrus paper (presoak strips of papyrus in water a few days prior). Finish timeline and turn in for grade.
DAY 4 + 9: Mummified apple slices – History 2; People 1, 4 + Science Standards
Using the scientific method, generate question and hypothesis, and identify variables for mummifying apple project. (“Which salt solution will be better for mummification?”) Have student cut apple into 4 equal sections. Weigh each slice and record data. Each student is responsible for a salt mixture for their group. Table salt, baking soda, ½ and ½ mixture, and no salt. Students label cups for each, with group’s name, class period, and mixture. Place apple slice into baggie and fill with ½ cup of mixture. Check apple slices on day 7 (a week later), weighing the slices, recording data, and calculating percent of moisture loss per each slice. Students then write their conclusions and an abstract and turn in for grade.
DAY 5: Government / Social structure – History 2; People 1, 3, 4; Geog. 1-2; Econ. 1-2; Govt. 2; Citizenship 1; SS Skills 1, 2
Pass out handout. Minilecture on Pharaohs, viziers (prime minister), nomes (provinces) and their governors. Covered later will be the Persian takeover, Alexander the Great, Roman Empire, then Islamic control. Group students in pairs to learn about the most popular Pharaohs (Rameses II, King Tut, Nefertiti/Cleopatra). IEP gets a copy of important info then minilecture or read one of the books.
DAY 6-8: Pyramid Webquest (Group Project) – History 2; People 1, 3, 4; SS Skills 1-5 + Language Arts Standards
Webquest can be found online at the Rock Hill website including the tasks, resources, and rubric. Introduction: You and your colleagues are a team of archeologists that work for a museum in the United States and your team has been allowed to recover the remains of an ancient pyramid in Egypt. After your return to the U.S., your team must give a presentation to the visitors of the museum concerning your artifacts.
DAY 9: See day 4 instructions for apple mummification.
DAY 10: Rosetta Stone (hieroglyphics), obelisks, pyramids + cartouche – History 2; People 1, 3, 4; SS Skills 1, 2
Students in group have to create their own pyramid. Group that finishes first receives a piece of candy. Minilecture on topics, then using the hieroglyphic alphabet, have students create their own cartouche with their name on it to place in hallway.
DAY 11: Mythology (gods) and beliefs – History 2; People 1, 4
Rotate through stations of popular gods and the book of the dead, filling out handout. IEP doesn’t rotate through stations, minilecture, and take down notes instead.
DAY 12: Daily life + food – History 2; People 1, 3, 4
Lecture about daily life, then taste food samples of pomegranates, watermelon, leeks, dukkah, hummus, pita bread
DAY 13: Ancient Egypt guided movie – SS Skills 1, 2
DAY 14: Vocab football game – SS Skills 3, 4
DAY 15: Unit Test