Designer(s): Emily Potts. Show-Me Standards

Transcription

1 Designer(s): Emily Potts Title: The Great Pyramids Topic: Ancient Egypt Subject: History, Anthropology, Geography Grade(s): 6 th Show-Me Standards Knowledge Standards: Communication Arts 6: Participating in formal and informal presentations and discussions of issues and ideas Social Studies 5: The major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment Social Studies 6: Relationships of the individual and groups to institutions and cultural traditions Fine Arts 5: Visual and performing arts in historical and cultural contexts Performance Goals: 1.5 Perform or produce works in the fine and practical arts 4.3 Analyze the duties and responsibilities of individuals in societies Grade Level Expectations (GLEs) Listening and Speaking 1. Develop and apply effective listening skills and strategies A. Listen b. for information, c. for directions, d. to identify tone, mood and emotion of verbal and nonverbal communication 2. Develop and apply effective speaking skills and strategies for various audiences and purposes A. In discussions and presentations a. present ideas in a logical sequence, b. identify and apply appropriate speaking techniques such as volume control, pace and eye contact B. Give clear and concise three- and four-step oral directions to complete a task Social Studies Missouri, United States and World History. 3b. Knowledge of continuity and change in the history of the World. A. Culture of early river valley civilizations. Examine river civilizations including: a. Ancient Egypt in North Africa (pyramids and mathematics) Relationships of Individuals and Groups to Institutions and Traditions. 6. Knowledge of relationships of the individual and groups to institutions and cultural traditions. I Changing ideas, concepts, and traditions. Describe how ideas, concepts and traditions have changed over time Fine Arts Historical and Cultural Contexts 1. Compare and contrast artworks from different historical time periods and/or cultures. A. Historical Period or Culture. Identify works of art from: Greece/Rome/Egypt /Pre-Columbian Americas (e.g. Aztec, Inca, Maya) Enduring Understanding(s) The student will need to understand higher statuses were treated better in death. The student will need to understand the burial tombs were different than today. Vocabulary: Step Pyramid Straight-sided Pyramid The Giza Pyramids Valley of the Kings Tombs Transportation Laborers Temples Statues Essential Question

2 What are the different types of pyramids? How long did it take a laborer to make a pyramid? Why was the pyramid so important to the Ancient Egyptian culture? Lesson Objective(s) Students will be able to: Understand why pyramids were built Understand who the pyramids were built for Understand what all is located inside a pyramid Criteria for Success Formative Assessment: The teacher will have students complete a small fill in the blank quiz that will not be taken for a grade. The teacher just needs to test the knowledge the students have of pyramids. Summative Assessment: The teacher will have the students complete a pyramid puzzle and turn in the notes they took from the video on pyramids. Resources and Technology Pyramids by Anne Millard Pyramids Puzzle worksheet Planning a Pyramid play Pyramid Tombs worksheet Butcher paper Pens Pencils Paint Brushes Construction paper to make, or draw, the different types of pyramids video for pyramids Building of a Pyramid description worksheet with Mnemonic Device Pyramids Quiz Blank Flashcards Management This will be a five day, sixty minute class period lesson. Day 1: Ask students about their knowledge of pyramids. Then, lead into discussion on pyramids, read Pyramids Day 2: Show pictures of the different types of pyramids, explain differences, create their own pyramids Day 3: Look what goes on the inside of a pyramid, make their own layout Day 4: Discuss famous pyramids and tombs (Giza, Valley of the Kings, Tut s tomb) Day 5: Watch a video on pyramids and Giza. Complete worksheet and take notes. Finish with Pyramids quiz. Learner Diversity Teacher will need to assess his/her own student s needs and adjust accordingly. Adjustments should be made for the students who are below grade level and visually impaired students should be partnered with another student. Significant Tasks

3 This lesson should be completed in five, one hour class periods 1. Day 1: The teacher is to begin the lesson by asking the students what they know of pyramids and who built them. Next, we will read about the different pyramids and how they were built in the book Pyramids by Anne Millard. Also, pass out the building of a pyramid description worksheet. Then, the teacher will have the students read the play Planning a Pyramid. The teacher will assign parts randomly. 2. Day 2: The teacher will display the different pictures of the different types of pyramids for the students to see up on the SMARTBOARD. Students should recognize the pyramids from the previous day. The class will go over the difference and similarities. The class will also go over how and when the pyramids were built. The teacher will pass out How the Pyrmids Were Made sheet. The students should make flashcards to help them remember the stepts. Then, we will create our own pyramids. Students may draw them on construction paper or build their own. 3. Day 3: The teacher will have the class look at what is inside the pyramid. The class is to look to see where the tomb is located, what statues or artifacts inhabit the space, etc. This information can be found in the Pyramids book. Then, the teacher will pass out the Pyramid Tombs worksheet. Students will work in cooperative groups to create their own modern day pyramid. They will show what they came up with to the class. 4. Day 4: The teacher will move on to discussing some of the most famous Egyptian pyramids. These pyramids include the pyramids at Giza, the Valley of the Kings, and King Tut s tomb. Again this information is located in the book Pyramids. Have the students infer why they are so important before the class launches into a discussion. Then read to the students all the different characteristics of these great pyramids and tombs. Explain to the students they will have a pyramids quiz the next day. 5. Day 5: The teacher is to have the students watch a video on the building of pyramids and take notes. Finally, the students will complete the worksheet called Pyramid Puzzle and take their Pyramids quiz. Remediations If the technology does not work then have a class lecture on specific steps to build a pyramid Extensions Have students build multiple pyramids if they finish early Have students write about the different pyramids they like in the journals Reflection/Self-Reflection Teacher will reflect throughout and at the end of the lesson to see if objectives were met. Teacher will make sure: the subject matter was appropriate for the grade level and student abilities the class stayed on task the material was challenging enough to keep them interested notes were made identifying the strengths and weaknesses throughout the lesson lesson was adapted for next time

4 Fill in the Blank Quiz 1. A pyramid was built for the 2. A pyramid was the first pyramid built. 3. Pyramids were made out of. 4. pyramids were built with straight sides and had religious writings on the walls. 5. Name the Steps for Building a Pyramid (Remember Mnemonic Device):,,,,,,,,,,,,

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11 How the Pyramids were made 1) The pharaoh decided that he wanted a pyramid built and commissioned an architect to draw a plan of the pyramid. The architect drew the plan on papyrus writing notes and labels around the plan. Pyramids took about 20 years to build so pharaohs started building them early. 2) The plan was then showed to the pharaoh for his approval. The architect would have to change the plan if the pharaoh didn't like it. If the pharaoh approved the plan, he gave permission for the pyramid to be built. 3) The pharaoh then decided where he wanted the pyramid to be built. It was usually best to use a large flat surface. 4) Four posts were driven into the ground facing north, south, east and west. They formed a square and marked the base of the pyramid. Ropes were tied between the four posts. 5) Granite and limestone blocks were mined in the quarries (Aswan in Upper Egypt). Stone masons cut the blocks into the right size and shape for the pyramid. 6) The stone blocks were transported by felucca boat along the Nile to the site of the pyramid. They were also transported on wooden sledges which could be dragged across the ground. 7) The workers started to build the pyramid by making the base first. The workers were usually farmers who worked on the pharaohs building projects during the Inundation period (July - November). 8) Ropes and mud ramps were used to push the blocks in place. Each time a new layer was added to the pyramid, the mud ramp was made higher. The ropes were like levers. 9) The burial chamber, false burial chamber, passageways, dead ends, air shafts and traps were made inside the pyramid. 10) The outside of the pyramid was finished and it was coated with limestone blocks so that it would glean and shine in the sunshine.

12 11) Artists decorated the walls of the burial chamber and passageways with hieroglyphics and wall paintings. 12) The funeral procession took the dead pharaoh in his sarcophagus to his pyramid. The sarcophagus was placed inside the burial chamber along with the pharaoh s belongings like furniture, shabtis, food and drink, ornaments, statues etc. 13) The entrance to the pyramid was sealed with a stone slab and covered in limestone from the outside. Mnemonic Device to remember the steps: Adorable Animals Lounge Pretty Generously Together Because Rain Insists Once Angered From Something (Architect, Approval, Location, Posts, Granite and Limestone, Transporting, Base, Ropes and Mud Ramps, Inside, Outside, Artists, Funeral, Sealing of the Tomb)