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Ancient Egypt Unit Plan
Elizabeth, Pam, Ainsley
Level : 2nd grade
Timeframe: Seven Days
History 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.
This unit introduces the civilizations of Ancient China and Egypt to second graders. They
will be exposed to both familiar and unfamiliar concepts, inventions, and ideas. The students will
explore these with a modern viewpoint. They will see how certain inventions and ideas have
been used up until today. They will also make connections with the differences these cultures
have to their own culture, particularly in regards to written language.
Our unit covers the contributions made by the Ancient Egyptians.This unit will build on
previous units covering maps of the globe. While previous knowledge is not expected of the
students, plenty of opportunities will be given for students to share any knowledge they have
acquired outside of school. We focus on exploring the inventions that the Egyptians have given
us, with a focus on the 365 day calendar and clock. We cover the pyramids in both a cultural
place in Ancient Egypt as well as an architectural wonder. This unit will not cover anything
about Ancient China as this will be covered in later units. This unit provides the foundation for
the understanding of Ancient Egypt and can the lessons can be used to build upon in future
lessons.
Day 1 Introduction
Purpose:
This is the first lesson to the unit on Ancient Egypt. This lesson will serve as an introduction to
the concepts and images the students will become familiar with throughout the unit. This lesson
will also establish a brief timeline of Egypt as well as make students familiar with the geographic
position of Egypt in the world
History 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.
Social Studies 2.4 The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient China
and Egypt;
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps;
d) understanding the relationship between the environment and the culture of the Powhatan,
Lakota, and Pueblo Indians.
Computer/Technology 2.1 Demonstrate an operational knowledge of various technologies.
a. Use various types of technology devices to perform learning tasks.
Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact with a
computer. Use appropriate buttons, gestures, menu choices, and commands to manipulate the
computer when completing learning tasks.
b. Communicate about technology with appropriate terminology.
Use basic technology vocabulary as needed.
Objectives:
The students will be able to visually identify Egypt’s location given a map of the world with
97% accuracy. Students will be able to demonstrate independent operation of a touchscreen
given an Ipad by only asking for help once during the work time.
Unit Plan
Procedure:
Introduction
-The teacher will begin by asking the students “what is the oldest thing they have ever seen?”.
-The teacher will allow a few minutes for the class to share thoughts.
-The teacher will do this by having the students raise their hands and choosing about 6 students
to answer the question.
- The teacher can allow an 2 students to respond to a specific event or object that was brought up.
- The teacher will go on to explain that we are about to learn about a place that is thousands of
years old.
-The teacher will use this time to introduce the word ancient to the children.
Development
-The teacher will present this lesson as a power point. The first part of this powerpoint will be
used to explain Egypt’s geographical location.
-The teacher will use the students previous knowledge of a compass and continents to help them
understand where in the world this country is located.
-Where are we on the map? Which continent is this? [Africa] Which way is North on this map?
[up] Which continent are we on? [ North America], Is Africa close or far from us?[ Far] Has
anyone ever been to Egypt or Africa? [ Answers will dictate discussion]
- The rest of the powerpoint will be used as a quick introduction to other parts of this unit. These
will include hieroglyphics (explain these are the “letters” and we will learn about them later) and
the 365 calendar [Ask how many days are in the year? (if no one knows make sure to tell them
we have 365 day)].
-Since this lesson is mostly designed to intrigue the students there will be time for the children to
ask questions and provide comments, especially for the students who are already familiar with
this topic. (Visual, Auditory)
Unit Plan
The teacher will have the students pull out their Social Study notebooks and turn to the black and
white map of the world. The students will all use a yellow crayon and color in Egypt on the map.
Students who are having issues with this would benefit from the teacher working one on one
with them. If needed, this will happen during the independent work which will follow the map
coloring. The teacher will continue to move around the room to check on who is understanding
the material and who is not. The teacher will do this by visually seeing if the yellow crayon is
coloring the right part of the map. The teacher should make a mental note of the students who are
unable to find the right spot by themselves to go over the geographical location during
independent work.
The teacher will remind the students of the rules of using the class Ipads. The students will open
the Ancient Egypt app by Kids Discover. (This app needs to be preloaded onto ipads before
lesson). The students will be encouraged to explore the app and use the time for an independent
study. The students shouldn’t need much direct instruction during this work time as it is an
independent exploration and are expected to be respectful of everyone else working. The teacher
will keep track of who is asking for technical help and will evaluate if it was a solution they
could have figured out on their own ( Just tap the screen) or if it was something to ask about.
This session should last about 15-minutes, this time will allow the students the ability to see all
the different parts of the app, which includes at least 8 sections and accompany
activities.(Kinesthetic, Visual)
Summary
The teacher will collect all the ipads. The teacher will lead the class in a 5 minute class
discussion about what they found interesting that they saw today. This will serve to see what the
students have picked up on and allow the teacher to find any areas that are especially interesting
to the class in general.
Unit Plan
Materials
Computer connected to smartboard
Ipads with Ancient Egypt by Kids Discover loaded
Crayons
Pre printed maps of the world( already in notebooks)
Evaluation Part A:
Students will meet my objective if they are able to visually identify Egypt’s location given a
map of the world with 97% accuracy and are able to demonstrate independent operation of a
touchscreen given an Ipad by only asking for help once during the work time.
Evaluation Part B:
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Unit Plan
Day 2 Clocks and Calendar
Purpose:
The students in this lesson will be working on using and understanding a calendar. The students
will tie in this modern object with the Ancient Egypt invention of the 365 day calendar. The
students will also be exposed to the ancient water clock and will compare and contrast it to a
modern clock.
History 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 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.
Objectives:
Given a 3 month calendar the students will be able to locate and identify the Ancient Egyptian
festivals and the modern date of those festivals 4 out of 5 times.
Procedure:
Introduction
- Start the lesson by pointing to the classroom calendar and asking the students what it. Ask the
students how many months in the year there are. If they give the correct answer of 12 move on, if
any other answer have the calendar helper come up and hold up the monthly calendars as we
count as a class.
-We will have a class discussion about why a calendar is important We will use the birthday
chart to explain how important it is to have a calendar.
Unit Plan
Development
-I will explain that we get the 12 months from the Egyptians. I will explain that they had 12
months with 30 days in each month. I will explain that this means they had 360 calendar days. I
will see if any of the students ( especially the gifted students) know how many days there
actually are in the year. I will explain that it takes 365 days to make a year and the Egyptians
knew this too. They added 5 festival days on the end of the year to make up the difference. I will
see if the students would like to have 5 whole days just for partying.(Auditory)
-I will hand out the calendar worksheet to the students I will also pass out a list of Egyptian
Holidays and there normal dates and explain that I want the students to find these dates on the
calendar. I will have the gifted students find more holidays and allow the struggling students to
work together in groups of no more than 3 (Visual,Kinesthetic)
- I will collect all the worksheets to check that everyone got the minimum number of holidays
after the lesson.
- I will set up a water clock and explain that this is what came before our clock {point to
classroom clock}
- To set up water clock:
- Place the large bowl on the table at the front of the room
- Put one styrofoam cup upside down in the middle of the bowl
- Take a pencil and make a hole in the side of another styrofoam cup near
the base of the cup
- Place this cup right side up on top of the upside down cup in the bowl
- Fill the top cup with water
- Watch to see how many minutes until the water is all out of the top cup
- Refill the cup and explain this is what would have to happen all day long
if you wanted to keep track of time this way
- I will have the students verbally compare and contrast the water clock to the classroom
clock.(Auditory) A student who is ready for some extra work can be called up to write down the
class’s answers in the board.
Unit Plan
Summary
Materials
Class calendar
Birthday chart
Calendar worksheet
Calendar pages x 3
List of holidays
Large bowl
Evaluation Part A:
The student will have met my objective if they are able to find 4 Egyptian holidays on a modern
3 month calendar.
Evaluation Part B:
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Unit Plan
Cut out the pictures and put them on the right days on your calendar
Write the name of the holiday in the box as well.
Be sure to read the descriptions to find your favorite holiday.
August 4th - Festival of the Dead
A festival celebrating those who had died
July 19th - Opet Festival
A 24 day festival that celebrated the marriage of the God Osiris to the Goddess Isis.
September 2nd - Feast of Osiris
A festival for Osiris who was the god of death and the afterlife.
July 27th - Hatshepsut's Birthday
The first woman pharaoh of Egypt’s birthday
September 13th - Festival of the lighting of the fires of Neith
A festival celebrating the Goddess Neith- called the mother of
crocodile
Unit Plan
Day 3 Papyrus
Purpose:
This is the third lesson to the unit on Ancient Egypt. This lesson will further introduce papyrus
(paper) to the students. It will include how plants are made to make papyrus and its use.
History 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.
Earth Resources 2.8 The student will investigate and understand that plants produce
oxygen and food, are a source of useful products, and provide benefits in nature.
Key concepts include:
a) Important plant products (fiber, cotton, oil, spices, lumber, rubber, medicines, and paper)
b) The availability of plant products affects the development of a geographic area; and
c) Plants provide homes and food for many animals and prevent soil from washing away.
Objectives:
The students will be able to compare and contrast how papyrus was made compared to how
paper is made with 4 elements on each list.
Procedure:
Introduction
· The teacher will assess the students background knowledge by asking the students “What
is papyrus?” “How is it made?” “What is it made from?” “What is it used for?” Having students
answer as a whole class.
· The teacher will ask students “What paper is made from now?” Students should raise
their hands if they have any ideas and the teacher will pick 4 or 5 students to answer the
questions and share with the class. The teacher will go on to explain about what Papyrus is, how
it is made and what it is used for. The teacher should also explain what paper is made from now.
(Questions answered in development section)
Unit Plan
Development
· The Teacher will begin by calling the class to the carpet. Once they are all seated the teacher
will ask students what they have been learning about recently in Social Studies (Egypt). The
teacher should call on students until one gives the correct answer. (Auditory) The teacher should
then ask students what papyrus is, how it is made and from what and what is it used for.
(Auditory) Have students talk to their shoulder partners about what they think the answers are.
Once it seems as though the students have a couple of answers bring it back to the whole group.
The teacher should call on 3-4 students to give answers.
· Once the students provide some answers the teacher should explain exactly what papyrus is.
“A material prepared in ancient Egypt from the pithy stem of a water plant, used in sheets
throughout the ancient Mediterranean world for writing or painting on.”
· The teacher will explain how it is made. “The inner layer of reed plant was sliced into long
strips and placed side by side. Then the whole thing was soaked in water and pressed under a
heavy rock for 21 days. The juice of the plant acted like glue. The outcome was a sheet which
was hammered flat and dried in the sun” (Auditory) The teacher should tell the students they are
going to make their own papyrus in class today.
· The teacher will then show a picture of the papyrus (or have a piece of it if available).
(Visual) After the picture is shown the teacher should prompt the students into talking about
how plants are used for useful products in the world. “Why is papyrus important?”
(Communication for the past and present etc.) The teacher should also ask “What is something
that is like papyrus that we use now in our own classroom?” (Paper) The teacher will show a
video on how paper is made (educational video how paper is made)
(https://www.youtube.com/watch?v=7IP0Ch1Va44 (Visual)
· The class will be dismissed back to their desks when the video is finished and while the
teacher is preparing the materials for the papyrus activity students should be told to get out their
notebooks and make two columns one side for papyrus and one side for paper. They should be
told to write down how each of them are made and connect the ones with a line that are the same
in both columns.
· The teacher should be handing students a piece of newspaper to be lying on top of their
Unit Plan
desks. The students should also get 20 strips of brown paper bag; each four students there should
be a bowl of glue mix and a paper towel. (Kinesthetic)
· The teacher should demonstrate that students should take a strip of brown paper bag and
dip it into the glue mix covering the strip and them lay that on the paper towel. All 20 strips
should be layered on each other to make a square looking whole piece. (Kinesthetic)
· If students are having trouble comparing and contrasting paper and papyrus the teacher
could assign partners to work on the chart in order to collaborate ideas. If students are excelling
in comparing and contrasting they can write a paragraph about how papyrus may be been used
and how paper is used now.
·
Summary
· Once the students have finished with their 20 strips of brown paper bag they should all be
placed on a back table for them to dry overnight. After the materials are cleaned the teacher
should have students predict what the paper may be used for the next day. The teacher should
also walk around a check the students journals for understanding on paper/papyrus.
Materials
· White board / Markers
· Computer/ White board/ Promethean board
· Students journals
· Pencils
· Brown paper bags
· Glue
· Water
· Paper towels
· Newspaper
· Picture of papyrus
· https://www.youtube.com/watch?v=7IP0Ch1Va44
Unit Plan
Evaluation Part A:
I will assess on their journal entries comparing and contrasting papyrus and paper and how they
were made.
Did they understand the importance of plants?
Did the students understand the difference between how papyrus and paper are made?
Do the students ask questions that show some understanding of the subject being introduced?
Evaluation Part B:
· Did the students meet your objectives?
· How do you know?
· Did your lesson accommodate/address the needs of all your learners?
· What were the strengths of the lesson?
· What were the weaknesses?
· How would you change the lesson if you could teach it again?
Resources:
http://www.crayola.com/crafts/egyptian-papyrus-paper-craft/
https://www.lib.umich.edu/papyrology-collection/how-ancient-papyrus-was-made
http://www.kidzworld.com/article/1074-egypt-ancient-paper-papyrus
Unit Plan
Day 4 Hieroglyphics
Purpose:
The purpose of this lesson is to introduce the students to hieroglyphics as a symbol of Egyptian
writing. The students will learn to write their names in hieroglyphics. The students will be able
to identify symbols from various cultures. This lesson is important, because the students will be
able to learn about other cultures and how they differ from our own.
History 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.
Art History/Cultural Context 2.11 The student will identify symbols from various cultures.
Objectives:
Given an introduction to hieroglyphics, the hieroglyphics letter chart and the book Hieroglyphs
From A to Z: A Rhyming Book With Ancient Egyptian Stencils for Kids by Peter Der
Manuelian, students will learn what hieroglyphics are and be able to write their name in
hieroglyphics with 90% accuracy.
Procedures:
Introduction:
I will introduce the lesson by calling the students over to the carpet. I will inquiring about the
student’s background knowledge by asking the questions, “What are hieroglyphics?”, “What was
the purpose for hieroglyphics?”, “Where could you find hieroglyphics?”
Development
I will inform the students will then watch the YouTube video, How to Write Your Name in
Egyptian Hieroglyphics, https://www.youtube.com/watch?v=giTS7eFxijA . I will prompt them
to pay attention to the symbols in the video and see how many they remember. After the video, I
will lead a discussion with the students about the different symbols in the video. (Visual)
Unit Plan
While still on the carpet, I will do a read aloud with the students of the book Hieroglyphs From
A to Z: A Rhyming Book With Ancient Egyptian Stencils for Kids by Peter Der Manuelian. The
book has various stencils of hieroglyphic letters that I will point out to the students. (auditory)
Summary
The students will be asked to return to their seats and will be given paper, a pencil, and a
hieroglyphic letter chart. I will have the students to focus on the hieroglyphics letter chart and
we will go over the letters and symbols as a group. We will also review the directions from the
YouTube video about writing your name in hieroglyphics. They students will be asked to write
their name and cross off the letters they do not hear. They will be instructed to circle any letter
combinations and underline any double letters. They will be told to write their names again
using the sounds to guide them. Then they will be asked to find the symbols on the chart that
correspond with the letter sounds in their name. They will be allowed to use the stencils in the
book if they need assistance with drawing the symbols. (kinesthetic)
Materials:
YouTube video: https://www.youtube.com/watch?v=giTS7eFxijA
Book Hieroglyphs From A to Z: A Rhyming Book With Ancient Egyptian Stencils for Kids by
Peter Der Manuelian,
Paper, pencils, hieroglyphics letter chart
Evaluation Part A:
After the lesson, I will evaluate the student’s hieroglyphic names to ensure they have circled
any letter combinations in their names, underlined any double letters and used the correct
hieroglyphic symbols to write their names. They will be asked follow up questions. I will call
out letters and the students can tell me what the corresponding symbol is. The students will be
asked to raise their hands to be called on. This will be done with every students in the class to
determine they are able to decode the hieroglyphic letter chart.
Unit Plan
Evaluation Part B:
Did the students meet your objectives?
· How do you know?
· Did your lesson accommodate/address the needs of all your learners?
· What were the strengths of the lesson?
· What were the weaknesses?
· How would you change the lesson if you could teach it again?
Unit Plan
Day 5 Pyramids Pt 1
Purpose:
This is the fifth lesson plan to the unit on Ancient Egypt. This lesson will further introduce
pyramids to the students.
History 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.
Reading 2.9 The student will read and demonstrate comprehension of nonfiction texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.
Objectives:
The students will be able to locate text features and answer questions using text features with an
80% accuracy.
Procedure:
Introduction
· The teacher will start off by asking what the students already know about pyramids.
· What they are made from? Who built them? What time period? (background knowledge).
The teacher will also ask the students what a nonfiction book is.
· What text features it has and the purpose of a nonfiction book.
Unit Plan
Development
· While the students are sitting at their desks the teacher will begin by asking students what
they know about pyramids. The students should raise their hands and answer what they know
about the subject. Once 3 or 4 students give answers, the teacher will go over a brief description
on pyramids. The teacher will have on each student’s desk a copy of the book Pyramids
National geographic readers series. Along with a worksheet on text features.
· With a different nonfiction book than the one given the teacher will flip through the pages
and find and show examples of all the different text features on the worksheet. The teacher will
let the students know that before they read the book they should fill out the left side of the
worksheet. “I can tally the text features I see” section.
· The students will be allowed 5-10 minutes to find the text features throughout the book.
Once the students have found the text features and filled out the left side of the worksheet, the
teacher will ask the students to make predictions about what the book is about (which they
should have gathered from looking for the text features).
· The teacher will have 2 or 3 students talk about their predictions
· After the student’s predict the teacher should pair students up and have them read the book to
each other.
· The teacher will be walking around as this is happening to listen for struggling students or
students not on task. This will also help the teacher gauge how much time the students need to
finish reading the book.
· After the students finish reading the book the teacher should tell them to return back to their
assigned seats.
· The teacher will ask what the students learned during the book and pyramids
· After 3 or 4 students raise their hand to tell about what they learned the teacher should
prompt the students to fill out the rest of the worksheet.
· The students should name the text feature, describe what it looks like and how it helped
them gather information from the book.
·
Unit Plan
If students are having trouble reading the assigned book, the teacher could assign their partner to
be someone with a higher reading level in order to help them. If students are easily reading the
book the teacher can assign them with a lower level reading partner so they can help them read
the book.
· If students are having trouble filling out the worksheet the teacher can show them more
examples in another nonfiction book or have them work with a partner who can easily fill it out.
· If students are easily filling out the worksheet the teacher can give them a higher level
nonfiction pyramid book to look through read and find text features to be written in their journals
while the other students are still working on the main book assigned.
Summary
The teacher will have each table of students talk about what text features they found and
compare them to the student’s at their table. The teacher should prompt them to talk about how it
helped them gather information. Once the students are done the teacher should collect each
student’s worksheet.
Materials
· Pyraminds National geograph readers series (The books)
· Pencils
· Text feature hunt worksheet
· 2nd grade nonficiton book
· Higher level nonfiction pyramid book
Unit Plan
Evaluation Part A:
The teacher will assess their worksheets and if they identified and used text features in the
correct ways.
Do the students need help with the text features more than expected?
Do the students locate the text features within the book?
Do the students ask questions that show some understanding of the subject being introduced?
Evaluation Part B:
● Did the students meet your objectives?
● How do you know?
● Did your lesson accommodate/address the needs of all your learners?
● What were the strengths of the lesson?
● What were the weaknesses?
● How would you change the lesson if you could teach it again?
Unit Plan
Unit Plan
Day 6 Pyramids Pt. 2
Purpose:
This lesson is designed to allow the children to see the work that went into building the Great
Pyramids. Students will be able to use several different learning styles and activities to
understand how such large were built and why they look like they do. The students will
understand what a huge task this was and begin to place themselves in the Ancient Egyptians
place by figuring out how to build one. This lesson will pick off with what the children learned
about pyramids yesterday.
History 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.
Physical Education 2.4 The student will identify and apply cooperative, respectful, and
safe behaviors in physical activity settings.
a) Identify one activity that is enjoyed and done outside of physical education class.
b) Identify one activity that is challenging and one way to improve the activity. c) Demonstrate cooperative skills, to include taking turns and sharing equipment. d) Demonstrate safe participation individually and with others. e) Identify two class safety rules.
Objectives:
The students will be able to reasonably order and explain the steps to build a pyramid given a set
of mixed up instructions with no more than 2 steps out of place.
Unit Plan
Procedure:
Introduction
Start by turning the lights off and only allowing natural light and flameless candles to light the
room. This will give a very ancient atmosphere to the room. I will use this to perk the students
interest in the upcoming lesson.
- I will have all the students come and sit down in a circle on the carpet. We will have a class
discussion to see what the students remember from the last lesson and what background ideas
and knowledge they have about how the pyramids were built. (Auditory)
Key questions:
Where are the Pyramids?
What were they built for?
Who built them?
How large do you think they are?
Explain to the students that each stone on the pyramid weighs as much as an elephant. I will hold
up a toy elephant to add a visual representation.(Auditory, Visual) I will then have another
discussion to see what they think about how the Egyptians moved the stones
Key Questions
Do you think you could move an elephant?
Do you think they had any tool?
How do you think they got those big stones? ( introduce word quarry/quarrying)
How many people do you think were needed to move the stones?
What inventions could they have had to help them? ( Remind here that they had no electricity
like we have now in the room and only wood and copper)
Unit Plan
Since this discussion is meant to obtain any past knowledge o the students, correct answers
should be pointed out but all discussion is important. This discussion will also serve as a way to
get them to focused on the topic.
Explain some of the theories that historians have about how the stones were moved:
They could have rolled them on logs
The could have built a giant ramp
They could have used a lot of people pulling on ropes
They could slide the stones on wet sand
Development
While still on the carpet, I will ask everyone to stand up around the edge of the carpet.
Turn the lights back on so we can see again.
Carefully place a table upside down in the middle of the carpet and tie 2 jump ropes to each leg
on the left side.
Go over the importance of being safe for the next activity. This will include reminders to listen to
instructions, to stop if you or someone else says something hurts, to be mindful of other in your
group. I will also allow the students a chance to add other suggestions for safety during a
physical activity
Split the class into 3 different groups. I will pay extra attention to split my visual learners into
one group and my kinesthetic learners into another group.
Explain that group one will be pharaohs observers. They will be reporting back to pharaoh that
his pyramid is being built and will estimate how long until it's complete.
Explain the group 2 will be sitting on the table to add weight so as to simulate the heavy stones
used in the pyramid building. (this group should only have enough students that they can fit
safely and comfortably on the table)
I will remind this group to keep sitting at all times and keep their hands away from the floor
The last group will be my pullers. They are going to be tasked with moving the stone block.
Unit Plan
They will only have themselves and the ropes to pull. They should talk to themselves about
everything we just learned and come up with a solution.
We will spend about 5-10 minutes on this and in this time see whether or not the students come
up with a way to move the table at least a little bit.
When we are done with this part of the lesson I will have the students return to their seats.
While they are doing this I will set the table up right again
Since the class will most likely be excited after that last activity I will show them a short video
about the pyramid building to give them a chance to settle and refocus
https://www.youtube.com/watch?v=52V9jmrgSbI
During the scene with the different ramp options we will pause to give the students a chance to
see the styles
Key Questions:
Do we know 100% how the pyramids were built?
What is something we do know? (ask for 5 facts)
After the movie I will hand out the attached worksheet and a piece of paper to each student. I
will assign the children a partner to work with for this sheet. These partners should match a more
advanced student with one who might be struggling. This will be an adaptation that should
benefit both children.
The children will cut out the squares and glue them to the paper in the order they think is correct.
Children who finish early and are confident in their answers will answer the questions on the
squares with full sentences.
Students who have trouble with writing should illustrate the squares’ instructions
When enough time passes that the students have the order down I will have each set of partners
stand up and share their pyramid “instructions” to the class
It is very likely that a few steps will fall in different spots. This is a great chance for a class
discussion
Unit Plan
Key Questions:
Why did you put that first/second/last?
Will it make a difference to move it to another spot? Why or Why not?
Summary
End the lesson by viewing a video that is a drone view of the pyramids. We will have a final
question and answer time for the class
Key Questions:
Was this easy for the Egyptians to do?
Was this important to them?
What were some ways they could have moved the blocks?
Would you volunteer to work on the pyramids?
Would you want someone to build a pyramid for you?
Materials
Empty table
4 jumpropes
Worksheets
Scissors
Glue
Paper
crayons/markers
Smartboard with internet access
Flameless candles (3)
Unit Plan
Resources:
https://www.tes.com/teaching-resource/pyramid-building-6040195#
https://www.youtube.com/watch?v=52V9jmrgSbI
Evaluation Part A:
Students will have met my objectives if they able to reasonably order and explain the steps to
build a pyramid given a set of mixed up instructions with no more than 2 steps out of place.
Evaluation Part B:
Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the needs of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Unit Plan
Day 7 Conclusion
Purpose:
The purpose of this lesson is to review what we have learned about Egypt. We will rediscover
Egypt’s location on the map, identify pictures of Egyptian symbols, and locate specific days and
dates on a calendar. We will also talk about the advancements that ancient Egypt has contributed
such as the pyramids, papyrus and hieroglyphics.
History 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.
Social Studies 2.4 The student will develop map skills by a) locating the United States, China, and Egypt on world maps; b) understanding the relationship between the environment and the culture of ancient China and Egypt; c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps; d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians. MATH 2.13 The students will a) determine past and future dates of the week; and b) identify specific days and dates on a given calendar History/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. History 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. Earth Resources 2.8 The student will investigate and understand that plants produce oxygen and food, are a source of useful products, and provide benefits in nature. Key concepts include a) Important plant products (fiber, cotton, oil, spices, lumber, rubber, medicines, and paper) b) The availability of plant products affects the development of a geographic area; and c) Plants provide homes and food for many animals and prevent soil from washing away. Visual Arts SOL 2.11 The student will identify symbols from various cultures.
Unit Plan
Objectives: Given the pre-cut, pre-labeled squares of cardstock, the students will be able to create their own
flashcards about Egypt that includes facts and illustrations that are 100% accurate.
Procedures: Introduction I will introduce the lesson by assessing the student’s prior knowledge. During our discussion, I
will ask the questions, “What have you learned about Egypt?” “How is the Egyptian calendar
the same or different from the calendar we use?” “What did you learn about the pyramids?”
“How is papyrus created?” “How is papyrus used?” “How did Egyptians use hieroglyphics?”
Scaffolding will be used to guide the students to produce the correct answers.
Development
I will read the story Egyptology: Search for the Tomb of Osiris by Dugald Steer. This book
includes pictures of Egypt with a paragraph of facts about the pictures. During the story we will
discuss the things displayed in the pictures, the facts about the pictures and how they relate to
Egypt. I will pause in reading when we encounter the words that we have previously discussed
like papyrus, pyramids, and hieroglyphics. I will also point out the symbols of Egypt in the
pictures. I will lead a discussion about how the contents of this book relates to the thing we have
learned in this unit and its previous lessons. I will ask the students to talk about the favorite
thing they learned about Egypt.
Summary The students will be given six precut squares of cardstock that are pre-titled with the terms
location, symbols of Egypt, calendar, pyramids, papyrus paper, and hieroglyphics to make flash
cards. The students will write one fact about the topics on one side of the pre-labeled card and
include a picture that they have drawn or cut from a magazine to illustrate their fact on the other
side of the card. For struggling students, they can just cut out or draw pictures for their
flashcards. For advanced students, they can write two or more facts for each card.
Unit Plan
Materials: Pre-cut pre-labeled cardstock squares, a pencil, crayons or markers, magazines. The book
Egyptology: Search for the Tomb of Osiris by Dugald Steer.
Evaluation Part A: To assess what the students have learned, I will review the students flashcards to be sure that
they have stated correct facts about Egypt. I will check to see if they have included pictures of
Egyptian symbols, pyramids, papyrus and hieroglyphics on their flashcards. If the students have
at least nine out of the 10 items correct (facts and pictures) they will have completed this with
90% accuracy.
Evaluation Part B: Did the students meet your objectives?
How do you know?
Did your lesson accommodate/address the need of all your learners?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?
Unit Plan
Other Resources
Field Trip:
1.) Virtual https://www.youtube.com/watch?v=vyRFaxnXA54
A fun looking “roller coaster” ride through Ancient Egypt. Great for VR headsets if available or
on a large screen. Includes facts on signs along the ride.
2.) VMFA https://vmfa.museum/pressroom/news-category/collections/ancient/egyptian/
The Virginia museum of fine arts has an egyptian collection of arts that students can go to as
field trip.
3.) Chldren’s Museum of Richmond - Mapping Ancient Egypt
http://www.c-mor.org/full-menu/field-trips/available-programs/mapping-ancient-egypt/
Students will learn about geography, incredible inventions, and famous architecture! Working
our way up the Nile, we will create a map of Egypt to help us remember details of this ancient
culture.
Games:
1.)Senet Wooden Board Game from Walmart.com
A traditional game from Ancient Egypt the children can learn to play and do so during
downtimes or indoor recess.
2.) Mahjong Tiles Game
https://www.mahjonggames.com/game/Ancient+Egypt+Mahjong
A game of matching Egyptian Symbols. There are different levels which get more difficult as the
levels advance. Includes Egyptian music.
Worksheets:
1.) https://www.education.com/worksheet/article/all-about-ancient-egypt/
(Word search, vocabulary words to do with what is learned throughout the lessons provided.
Could be given when a student is done with an activity/assignment early)
Unit Plan
2.) https://www.pinterest.com/pin/355432595572135922/
(Locate Egypt on a map. Students are asked in the introduction where Egypt is. For students who
are more visual learners they can have the worksheet to color in where Egypt is. For students
who are more advanced and want to learn more about Egypt they can do the whole worksheet.)
3.) https://www.tes.com/teaching-resource/y3-ancient-egypt-topic-hieroglyphics-6387437
Worksheet that has a list of hieroglyphics and using them to create words in English. This would
be a good activity to send home for some fun homework when the students are learning about
hieroglyphics in the classroom. This could also be used as an extra activity for students to do
when all their other work is done during any day during learning about Egypt.
Websites:
1.) http://egypt.mrdonn.org
A website that has interactive maps of Egypt, interactive games about Egypt that can be used
during the centers with computers during a rotation time.
2.) http://countries.mrdonn.org/egypt.html
A website that has lesson plans, games, and activities about Egypt for both the student and
teacher.
3.) https://www.youtube.com/watch?v=vu_9haT1HLQ
A youtube video entitled, Amazing Facts You Didn't Know About Ancient Egypt!
4.) https://www.flocabulary.com/unit/ancient-egypt/
Flocabulary video Walk like an Egyptian
Books:
1.) The Usborne Internet-Linked Encyclopedia of Ancient Egypt by Gill Harvey and Struan Reid
This book provides an easy resource for student led research. The links provided in the book
have already been screened by the publisher for accurate and appropriate content.
Unit Plan
2.) Voices of Ancient Egypt by Kay Winters
This book is filled with poems written about different occupations that were common in Ancient
Egypt.
3.) Egyptology: Search for the Tomb of Osiris by Dugald A Steer
This is an interactive book based on a fictional journal of an Egyptologist. This is a fun way for
the students to see some of the treasures of egypt and works great for kinetic learners. Caution
should be taken to separate fact from fiction in the book.
4.) Ancient Egyptian Calligraphy by Henry George Fischer
A great resource for any student who wants to get better at writing hieroglyphics. This book
breaks down the symbols into steps and explains in detail the origins of some of the symbols and
specific sounds and characters.
Craft:
Make an egyptian collar jewelry out of paper plates. This can be used an add on assignment.
Throughout the lesson plans there are a variety of books being read and videos being shown that
have the way the egyptians dress and the jewelry being worn. This activity can be used as a
hands on activity with one of the books of videos that gives the students an idea about what was
worn back then and a creative outlet for the students.
https://artprojectsforkids.org/egyptian-jewelry/
Unit Plan
Final Assessment
Time Travel Brochure
Project directions:
You and two partners will be opening up a time travel agency. In order to get customers to travel
to Ancient Egypt your group will have to create a travel brochure to display what’s interesting
about Ancient Egypt. This will help your customers want to time travel there. The brochure
should be at least one piece of paper front and back. The brochure should include five
illustrations to make the brochure interesting. It should include information about geographic
location, architecture, calendar and or clock, hieroglyphics and papyrus. On the brochure there
should also be at least one interesting fact you learned about Ancient Egypt. Be creative when
making the brochure. Resources from class can be used. Everyone must do their part in the
project and group participation will be graded. Make sure to edit the brochure for grammar and
spelling mistakes.
Unit Plan
Scoring Sheet
Name ___________________________________________________________
Names of Group Members ________________________________________________________
Travel Brochure is neat and free of grammar and spelling mistakes ____/5
Creative design (5 illustrations) ____/5
Group participation score ____/5
Includes information about (25pts)
Geographic location ____/5
Architecture ____/5
Calendar and/or clock ____/5
Papyrus ____/5
Hieroglyphics ____/5
1 other interesting fact ____/5
Total Score ____/40
Unit Plan
