Ancient Egypt Mini Museum

The purpose of this mini museum is to help students gain an understanding of Ancient

Egypt. Through the integration of multiple content areas, students will explore many aspects of

Ancient Egypt including geography and the importance of the Nile River, hieroglyphics and the

Rosetta Stone, pyramids and pharaohs, and the mummification process and burial rituals. The

Ancient Egyptians have provided the basis for many things still used today and have helped

influence future innovations. Through the use of this mini museum, students will be able to:

identify and decode hieroglyphics explain the importance of the great pyramids explain Egyptian burial customs understand the contributions Ancient Egypt have made to our society compare and contrast Egyptian daily life with their own

Each activity in the mini museum will serve to accommodate students different strengths so students can learn to the best of their ability. Some activities may also provide students with a

challenge so that they may build up their weaknesses. The differentiated material is designed to

ensure that all students needs are met.

Included in the Ancient Egypt Mini Museum:

3 Differentiated Activities on the Geography of Ancient Egypt 3 Differentiated Activities on Ancient Egyptian Hieroglyphics 3 Differentiated Activities on the Pyramids of Egypt 3 Differentiated Activities on the Mummification Process 3 Differentiated Activities on Egyptian Inventions 2 Formative Assessments 1 Ancient Egypt Unit Test and Answer Key 1 Ancient Egyptian Final Research Project and Grading Rubric

Supplementary Resources to be used with the Mini Museum:

Books: Pyramids by Claude Delafosse Ancient Egypt by Robert Nicholson

Map: Map of Ancient Egypt retrieved from http://www.ancient-egypt.info/2012/06/ancient-egypt-maps-for-kids-and.html

Video Clip: How to Make a Mummy presented by the History Channel at http://www.history.com/videos/how-to-make-a-mummy#how-to-make-a-mummy

Article: 10 Amazing Ancient Egyptian Inventions by Attleberry and Kiger Websites:

http://resources.woodlands-junior.kent.sch.uk/homework/egypt/pyramids.htm

http://www.bbc.co.uk/history/ancient/egyptians/great_pyramid_01.shtml

http://www.ducksters.com/history/ancient_egyptian_pyramids.php

http://www.socialstudiesforkids.com/articles/worldhistory/pyramids3.htm

http://www.discoveringegypt.com/Egyptian-Pyramids-Temples.html

Comment [G1]: 7. Planning Although not written as objectives, these five items identify what I want the students to know and understand upon completion of the activities.

Comment [G2]: 3. Diverse Learners Each learning goal has three associated activities that are differentiated by ability but essentially cover the exact same content. I feel as though these examples of differentiation are much better than those from my previous lesson plans.

Geography of Ancient Egypt

Assignment #1: Given a completed map of Ancient Egypt, students will color in the bodies of

water, desert regions, and regions with vegetation. Use attached worksheet number 1.

Assignment #2: Students will color in a semi-completed map of Ancient Egypt. Students will

fill in any information missing from their map, such as names of bodies of water and regions of

Egypt. Use attached worksheet number 2.

Assignment #3: Given a blank map of Ancient Egypt, students will be asked to fill in missing

information, such as names of bodies of water, regions of Egypt, and the location of pyramids.

Students may then color their completed worksheet to reflect the areas of water, desert, and

vegetation. Use attached worksheet number 3.

Comment [G3]: 3. Diverse Learners The first assignment is meant to target lower level students or any student with a disability/injury that may hinder them from writing.

Comment [G4]: 3. Diverse Learners The map with missing information is meant to target my on-level students.

Comment [G5]: 3. Diverse Learners The blank map is available for advanced students. The aim is to challenge students slightly beyond their current ability to increase their understanding of the content

Worksheet No.3

Name: ______________________ Section: ___________ Date: ___________

Geography of Ancient Egypt

Worksheet No.2

Name: ______________________ Section: ___________ Date: ___________

Geography of Ancient Egypt

Giza

Memphis

Alexandria

Valley of the Kings Thebes

Worksheet No.1

Name: ______________________ Section: ___________ Date: ___________

Geography of Ancient Egypt

Mediterranean Sea

Red Sea

Nile

Delta

Nile River

Upper

Egypt

Lower

Egypt

Thebes Valley of the Kings

Alexandria

Giza

Memphis

Egyptian Hieroglyphics

Assignment #1: Using the hieroglyphic/English alphabet, have students write their first and last

name in hieroglyphics. This can be done creatively with crayons and makers.

Example:

Assignment #2: Given a worksheet with words and phrases in hieroglyphics, students will use

their hieroglyphic/English alphabet to decode the words and phrases. Worksheet attached.

Assignment #3: With the aid of the hieroglyphic/English alphabet, students will write a short

sentence about ancient Egypt in hieroglyphics. They will then exchange their sentence with

another student and decode their peers hieroglyphic sentence.

Example:

The sentence reads: Most Egyptians could not read or write in hieroglyphics.

Comment [G6]: 3. Diverse Learners The first assignment is meant for lower level students. However, all students are invited to creatively write their own name based on their interest.

Comment [G7]: 3. Diverse Learners The second assignment is for on-level students in which they are asked to interpret already prepared hieroglyphics.

Comment [G8]: 3. Diverse Learners The third assignment is for advanced students or on-level students who have completed their other assignment on time. Students who are especially interested in the content are also welcome to try this assignment.

Name: _______________________ Section: ______________ Date: ______________

Decoding Hieroglyphics

Directions: Using your hieroglyphic/ English alphabet, decode the following messages. Write

your answers in English either next to or beneath the hieroglyphics.

1.

2.

3.

4.

5.

The Pyramids of Egypt

Assignment #1: Students will be directed to a website that they may use to complete their

pyramid worksheet. The answers can be found directly in the text. The websites URL is:

http://resources.woodlands-junior.kent.sch.uk/homework/egypt/pyramids.htm

Assignment #2: Students will be given a list of websites that may aid them in completing their

pyramid worksheet. Students will be required to search the websites to find the answers on their

own. The following websites will be provided:

http://www.bbc.co.uk/history/ancient/egyptians/great_pyramid_01.shtml

http://www.ducksters.com/history/ancient_egyptian_pyramids.php

http://www.socialstudiesforkids.com/articles/worldhistory/pyramids3.htm

http://www.discoveringegypt.com/Egyptian-Pyramids-Temples.html

Assignment #3: Students will be given access to a computer with internet capabilities to

complete their pyramid worksheet. However, students will be asked to use their research skills to

find the information on their own. Students will be asked to write down the websites they used

on the bottom or back of their worksheet.

Comment [G9]: 6. Communication and Technology I have decided to utilize technology in the classroom by having students navigate a website to find the answers to a worksheet.

Comment [G10]: 6. Communication and Technology Students will use multiple websites to find the answers to a provided worksheet.

Comment [G11]: Again, all three assignments are designed for varying ability. These assignments are not as conducive to using based on interest. The limit of web resources helps students search for answers directly in the text. The removal of selected resources challenges students to navigate the web independently for the correct information.

The Pyramids of Egypt Worksheet

Directions: This worksheet is to be completed with the help of online resources.

1. Why did the ancient Egyptians build pyramids?

2. What kind of items could be found inside the pyramids?

3. Why did the ancient Egyptians make the inside chambers of the pyramids like a maze?

4. How were they able to build the pyramids?

5. What side of the Nile River were the pyramids built on?

6. What is the name of the most famous pyramid?

7. Who was the most famous pyramid built for?

8. How big is the Great Pyramid of Giza?

Ancient Egypt Mummification Process

Students will watch a two-minute video from the History Channel entitled How to Make a

Mummy. Using the video clip, students will answer questions given on accompanying

worksheets. The video clip can be found at:

http://www.history.com/videos/how-to-make-a-mummy#how-to-make-a-mummy

Assignment #1: Students will complete accompanying worksheet number 1 in small groups

upon the completion of the video. Teacher will join group discussion and aid students in

answering the questions. The video clip may be replayed for the group.

Assignment #2: Upon completion of the video clip, students will be asked to answer the

questions on the accompanying worksheet number 1. Students will work individually to answer

the questions, and then review their answers in small group discussion.

Assignment #3: After watching the video clip on the mummification process, students will

answer the questions on worksheet number 1 individually. Students review their answers in a

small group. In their group, students will discuss and complete worksheet number 2.

Comment [G12]: 6. Communication and Technology The use of a supplementary video in the classroom helps students better envision the content better than a purely verbal description.

Comment [G13]: 3. Diverse Learners The third activity is designed for advanced students that I would expect to complete their work early.

Worksheet No. 1

Name: ____________________________ Section: _____________ Date: __________

How to Make a Mummy Video Worksheet

Directions: Answer the following questions after watching the video clip on the mummification

process.

1. Egyptians believed that in order for your soul to live on, it need to:

2. The mummification process was carried out by:

3. In the video, what was the first process of mummification?

4. How did they remove the brain from the body? What sorts of tools were used?

5. Which four internal organs did the Egyptians remove from the abdomen area?

6. Why was the heart left in the body?

7. What did the woman in the video say you can compare mummies to?

Worksheet No. 2

Name: __________________________ Section: ____________ Date: ___________

Mummification Process Worksheet

Directions: The video clip did not cover all steps to the mummification process. Consider the

steps we discussed in class and put the steps of the mummification process in the correct order.

Have each group member pick a different step to explain to the class.

______ The body was filled with sawdust and linen.

______ An incision was made to the left side of the abdomen and the internal

organs were removed. Only the heart remained.

______ The body was left in the desert for 40 days.

______ The body was wrapped in strands of linen and covered in a sheet called a

shroud.

______ The body was dried by covering it with natron.

______ The body was placed in a stone coffin called a sarcophagus.

______ The dead body was washed and purified.

Ancient Egyptians Inventions

Students will be given an article on the 10 Amazing Ancient Egyptian Inventions that

demonstrates how advanced the Ancient Egyptian civilization was. The article will be read aloud

as a class. The countdown of the top ten inventions includes items that we still use today, with

only minor modifications. The article can be accessed at:

http://science.howstuffworks.com/innovation/inventions/5-amazing-ancient-egyptian-

inventions.htm

Assignment #1: Using the article, student will reevaluate the Ancient Egyptians inventions and

rank them by their significance to the individual student. Have students note their changes.

Assignment #2: After reading the article, students will list the three Ancient Egyptian inventions

they believe are the most significant in their lives today. After each invention, students will give

a one- sentence explanation as to why they feel the invention is significant.

Assignment #3: Upon completion of the article, students will reflect on which Ancient Egyptian

invention they felt had the most impact on their lives. Students will write a short paragraph

explaining which invention had an impact on them and why. Students are encouraged to be

creative and may present the information in a humorous way so long as they answer justify their

answer.

Comment [G14]: 3. Diverse Learners The three assignments are examples of differentiation by ability.

Comment [G15]: 3. Diverse Learners The third assignment may be presented to students who express interest in the content or in writing.

Formative Assessments

Formative assessments may be administered at any point during the teaching of the

Ancient Egypt Mini Museum. The results of the formative assessment may indicate that the

teacher needs revisit a subject, is right on target, or should advance to a new subject. Included in

the mini museum are two formative assessments, but teachers may decide to use more or

different formative assessments throughout the unit.

Formative Assessment #1: Pyramid Foldable

At the beginning of the mini museum students will create a Pyramid Foldable out of

construction paper. The foldable serve as a replica of the pyramids of Egypt. On each side on the

pyramid, students will be asked to write or draw one thing they know about Ancient Egypt. This

formative assessment will serve to gauge students prior knowledge on the subject of Ancient

Egypt. By assessing what students may already know, the teacher will be able to determine if

there is a portion of the unit that they may be able to cover briefly or skip all together. The

pyramid foldable will be revisited and added to throughout the lesson.

Formative Assessment #2: Ready to Move On

The second formative assessment to be used with the mini museum is an informal peer

assessment. The teacher assigns four helpers to each corner of the room. Students are asked to

find one of the helpers and verbally explain the steps of the mummification process. Once the

students have done this, they will receive the article for the next topic (Egyptian Inventions) from

the helper. If the student gives the incorrect answer, the helper can provide the correct

information and then provide the article. After the student receives the article, they will return to

their seats. This formative assessment allows students to move around the room and experience a

little social interaction, helpers have an opportunity to coach or teach their peers, and the teacher

can check for understanding by monitoring the interactions taking place in the corners of the

classroom.

Comment [G16]: 8. Assessment Two informal formative assessments are provided to ensure that students educational needs are being met. Teaching strategies may be revised to accommodate for misunderstanding.

Comment [G17]: 7. Planning The foldable formative assessment is designed to assess prior knowledge to help better plan for instruction throughout the unit.

Comment [G18]: 8. Assessment In this informal formative assessment students interact with their peers and discuss the processes together. The teacher is able to observe the interactions and provide additional help.

Name: ___________________________ Section: __________ Date: ______________

Ancient Egypt Unit Test

Directions: Match each item to the correct statement below. (1 pt each)

A. Afterlife B. Artisan C. Rosetta Stone D. Delta E. Papyrus

F. Regent G. Pharaoh H. Silt I. Mummy J. Pyramid

1. _____ Triangle-shaped area at the mouth of a river

2. _____ Rich, fertile soil deposited by the flooding of a river

3. _____ Skilled worker

4. _____ Someone who rulers for a child

5. _____ Well preserved body for burial

6. _____ Type of paper made out of reed like plants

7. _____ Powerful Egyptian ruler

8. _____ Artifact that helped historians interpret and understand hieroglyphics

9. _____ Triangular-shaped buildings that often held the bodies of Egyptian rulers

10. ____ Life or existence that some people believe exists after death

Directions: Circle the letter of the correct answer. (2 pt each)

11. How did the Nile River benefit Egyptians?

A. Provided natural irrigation, fresh water, and fertilization

B. Helped Egyptians sail to other nations to trade

C. Flooded other nations fields

D. Provided Egyptians with salt water to preserve fish

12. The earliest communities in the Nile River Valley first developed in:

A. The Delta of Lower Egypt

B. The Jordan River Valley

C. The deserts of Upper Egypt

D. Between the Tigris and Euphrates rivers

Comment [G19]: 8. Assessment This formal assessment measures student understanding and that all educational goals are met. The unit test uses multiple forms of questioning (multiple choice, matching, fill in, short answer) to gauge student understanding.

13. Which part of Egypt was known for its fertile soil?

A. Red Lands

B. Black Lands

C. Upper Egypt

D. Lower Egypt

14. Most Egyptians belonged to what social class?

A. Artisan

B. Merchants

C. Nobles and Kings

D. Workers and Farmers

15. What was an Egyptian pharaoh was considered to be?

A. Merchant

B. God

C. Scribe

D. Artisan

16. In ancient Egypt, a very important religious practice was to:

A. Worship the pharaohs children

B. Travel to the west bank of the Nile each night

C. Worship one god

D. Prepare the dead for the afterlife

17. Ancient Egyptians held ___________ beliefs:

A. Polytheistic

B. Monotheistic

C. Naturalistic

D. Unrealistic

18. How did the ancient Egyptians demonstrate their belief in life after death?

A. They believed in only one God

B. They became famous warriors

C. They preserved the bodies of the dead

D. They did not think the bodies of the dead should be preserved

19. When a pharaoh died in Egypt, what did the priests do with the body?

A. Sacrifice it

B. Embalm it

C. Burn it

D. Bury it

20. What was a sarcophagus?

A. Hole in the ground

B. Temple guard

C. Special dinner served only to the pharaoh

D. Large stone coffin

21. What would NOT be buried along with the pharaohs sarcophagus?

A. Clothes, gold, and jewelry

B. Pets

C. Priests

D. Slaves

22. What written languages were found on the Rosetta Stone?

A. Greek

B. Hieroglyphics

C. Demotic

D. All of the above

23-29. Directions: Place each part of the process of mummification in the correct order using the

numbers 1-7. (1 pt each)

_______ Body covered and stuffed with natron

_______ Cloth wrapped over whole body and a picture of Osiris was painted on top

_______ Dead body washed and rinsed

_______ Body placed inside one coffin and then that coffin was placed inside a sarcophagus

_______ Body placed in the desert for 40 days

_______ Slit cut into left side of the body and internal organs removed

_______ Body wrapped with linen

30. What are some inventions that ancient Egyptian are credited with that we still use today?

Give at least three (3) examples, their relevance, and how they have evolved over time. (4 pts)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Ancient Egypt Unit Test Answer Key

Matching:

1. D

2. H

3. B

4. F

5. I

6. E

7. G

8. C

9. J

10. A

Multiple Choice:

11. A

12. A

13. D

14. D

15. B

16. D

17. A

18. C

19. B

20. D

21. C

22. D

Order:

23. 3

24. 6

25. 1

26. 7

27. 4

28. 2

29. 5

Short Answer:

30. Answers may include: Paper (papyrus) and pen, makeup (kohl eyes, nail polish), written

language (hieroglyphics), breath mints, door locks, bowling, shaves and haircuts, plow, calendar,

and toothpaste

Ancient Egypt Research Project

Directions:

1. Select a topic relating to Ancient Egypt that interests you the most:

Gods and Goddesses

Pyramids

Mummification

Pharaohs

Egyptian Writing and Art

Clothing

Another topic of interest discussed with and approved by teacher

2. Explore the subject using books, websites, and articles.

3. Read, keep a record of your sources, and take notes on the information

gathered.

4. Write a draft of your research report and the information you wish to include.

5. Publish your information in the form of a:

children's book

magazine article

poster

brochure

Power Point presentation

Comment [G20]: 8. Assessment I decided to use a project as a second formal assessment of student understanding of content.

Comment [G21]: 3. Diverse Learners Students can pick a topic based on their interest.

Comment [G22]: 3. Diverse Learners Students can present the information in a variety of ways that best suit their interest and ability.

Ancient Egypt Research Project Rubric

Poor = 1 Point Fair = 2

Points

Good = 3 Points Excellent = 4

Points

Content

Knowledge

Content of the

project

provides only

basic knowledge.

Content of

project is

relevant but

not detailed.

Content of the

project is relevant

and details have

been added.

Content of the

project is

immediately

apparent, developed in

detail, and relevant

to the project.

Conventions Many spelling,

syntax, and/or

grammatical

errors.

Moderate

number of

spelling,

syntax, and/or

grammatical

errors.

Few syntax,

spelling, and/or

grammatical errors.

Clear, concise,

well written

content with no

syntax, spelling,

and/or grammatical

errors.

Technical

Elements

No evidence of text or graphics

manipulation.

Minimal use of text and

graphic design

tools and

techniques.

More extensive use of text and graphic

design tools and

techniques.

Advanced design tools and

techniques are

used often and

effectively for both

text and graphics.

Appearance,

Layout, and

Design

Project lacks

balance,

organization,

and interest to

the viewer.

Project

reflects

minimal

balance and

organization. Content is not

very

interesting or

visually

appealing.

Project reflects

some balance and

organization.

Content is

moderately effective in

capturing the

viewer's interest.

Project is well

balanced,

organized, visually

appealing, and

very effective in capturing the

viewer's interest.

Total Score: ____/16

Comment [G23]: 8. Assessment The rubric makes a rather subjective assignment objective by providing students with the exact information that I will be looking for and grading.