This is a really strong plan and very near approval already. The areas that could use expanding are
engineering and social studies – the technology piece is really strong and the history component is good, but I
put in suggestions on how to make some expansions to make it stronger and engage the students to know why
they are learning about these cultures and the past and how it effects them now and then what they can use of
that information to be inventors. Please review my comments, but overall I am impressed by the coordination
and well-thought out integrative plan the brought a lot of things together quite well.
My comments in orange need to be amended or accepted, my comments in green are suggestions. I look
forward to your revisions!
~gy
Show Me the Mummy
STEAM Lesson Brief
Educators on the team: Jennifer Davis, Lisa Meyer, Aaron Ringen, Kelly Tyler, Mary Walters
Trained: August 11 & 12 Town/State: Knob Noster, MO
Students use knowledge from across the disciplines to strengthen their understanding of each subject’s
content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.
Theme: Ancient Cultures
Specific Topic Concept: Ancient Egyptian Cultures
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Essential Concepts: Ancient Egyptian
Cultures (SS)
One to two sentence synopsis of lesson
plan including over-arching verbs that tie
to each subject. – Try to write one first,
then fill out each section to the right –
when those are finalized, make sure that
each is condensed and represented in
the basic plan and the basic plan is
compressed to a short concept statement
with key verbs that will draw in EACH
subject. (What you would tell a parent
succinctly, clearly and simply, that would
also attract an educator of any type
Science – cool!
· Concepts: Use the scientific method of identifying chemicals
changes·
Goal / Objectives - The students will review and use the
scientific method and practice writing observations.
· Standards - 07 ME- Identify chemical changes ( i.e. rusting,
oxidation, burning, decomposition by acids, decaying, and
baking) in common objects (i.e. rocks such as
limestone, minerals, wood, steel wool, and plants)
as a result of interaction with a source of energy
or other matter.
35 SI - Design and conduct a valid experiment that includes a
testable hypothesis, identification of variables, use of multiple
trials, and evaluation of experiment to improve or extend
conducting a google search.
Basic Plan:
What is the engagement piece?
In science, students will replicate the
mummification process how?.on a potato
using simplified salt-based techniques…
In engineering and math students will
create blocks to build replica square
pyramids - ?square pyramids??. scale In
language arts, students will compose an
informative writing using text evidence –
about what? . In social studies students
will use primary sources to gain
knowledge of Egyptian burial practices.
How does this relate to current and
future, as is, this is only history, not SS In
art, students will create anthropoid
caskets and demonstrate Egyptian
hieroglyphic writing. In PE, students will
learn about the movement and proper
form for lifting heavy objects. In music,
students will listen to a variety of Egyptian
themed music. (In technology…. In
Engineering...) what? This can be related
to the mummy, the pyramid building or
creating their own hieroglyphic language
or investigating the discoveries of ancient
Egypt and how they changed that society
and influenced the wider world.
Skill level (Grade Range): 6th grade
Timing of Lesson: 1 month
Each class session is approximately 52
minutes. Are they using this 52 minutes
in all the subjects for the month – is there
enough work planned in each subject to
fill a month?
Basic Supplies:
All Subjects: Trade books on Mummies
or Egypt, videos, textbooks – be specific
the experiment.
· Careers – Mortician, Chemist, homicide detectives, criminal
scientists,
· Project – The students will review and use the scientific
process, review chemical reactions, and observations skills while
mummifying potatoes with a substance resembling “Natron” a
mixture Egyptians used. Please elaborate more on what you
expect their mummification process to entail and how the
students will be doing this.
· Assessment – Fill out prediction and observation paper and
writing if their potato would have successful afterlife or not.
Review scientific method process. Students will be assessed on
use of the scientific method and the of chemical changes that
occur.
· Extension - View this short video that takes students through
the actual steps of mummification and gives visuals.
https://www.youtube.com/watch?v=WBlwUM9uFes
The students will discuss what part of the process they will utilize
in their own mummification process. They also can predict and
observe for a longer amount of time results for the potato.
Technology & Engineering –
· Concepts – Design and Construct a Pyramid
· Goal / Objectives – Students will be able to measure 2”x2”
blocks to build a square pyramid using all the the rice krispie
treats.
· Standards - NTLS 9, Engineering and Design
· Careers – architect, construction worker, baker
· Project - Take the recipe from the math section, make the
rice krispies by melting the butter, marshmallow and then mixing
in the rice krispies. Then they are spread out in a pan and
cooled overnight. The next day, the students measure the rice
krispies and cut them into blocks. They take the blocks and
design their square pyramid. Then, they use any of the extras
for added features that they learned about in their social studies
class. Students are required to clean up after themselves.
this is heavy on technology and not much on engineering new adding in an element of that, like replicating and investigating
the discoveries of ancient Egypt and how they changed that
society and influenced the wider world, or creating their own
hieroglyphic language or using the pyramid concept to build
something new.
· Assessment – Students are assessed on their ability to
design and create a pyramid which looks the most accurate
according to what they learned in social studies about pyramids
and includes all the different parts.
Individual Subjects:
Science: Mummification process
prediction and observation page, plastic
cups, potatoes, baking soda, salt,
spoons, dark space for processing time.
Technology and Engineering:
Marshmallows, Rice Krispies, butter,
aluminum pans, toothpicks, wax paper,
aluminum foil, plastic wrap, cooking
spray, butter knife, cooking pot, spatulas
and spoons
Math: Marshmallows, Rice Krispies,
butter, aluminum pans, toothpicks, wax
paper, aluminum foil, plastic wrap,
cooking spray, butter knife, cooking pot,
spatulas and spoons
Language Arts: Student copies or
electronic copy for display Strategic
Education Research Partnership article
titled Mummies: Who Owns the Dead?
Individual student copies of writing
prompt from Strategic Education
Research Partnership that correlates with
the aforementioned article. Scoring guide
is included on the writing prompt paper.
Social Studies: Laminated copies of
Egyptian tomb art, notes packet, video
from youtube, Walk Like An Egyptian,
ancient egypt walk, powerpoint
presentation.
Art: Sarcophagus mold, tempera paint,
sharpie markers, matting board.
PE:
Music: Egyptian music from internet,
scientific method parodies
IT Resources:
Smartboard, student computers
· Extension - Students would describe what they would add to
make their afterlife better.
Math –
· Concepts – Measure Accurately and Convert Fractions
· Goal / Objectives – The student will be able to find equivalent
fractions and measure out specific amounts ingredients to create
desired results.
· Standards - 6.NS.1 - Apply and extend previous
understandings of multiplication and division to divide fractions
by fractions, 6.RP.1 - Understand ratio concepts and use ratio
reasoning to solve problems.
· Careers – Baker, Chef
· Project – The students are given a rice krispie treats recipe
that feeds only 6 people. Then, they have to take the recipe and
convert it so that it feeds 48 people. Students will measure out
the correct amount of butter and follow the correct process in the
recipe. Then they add marshmallows, wait for them to melt, and
then mix in the rice krispies. Then they are spread out in a pan
and cooled overnight.
Should include the math of building the pyramids – figuring out
the scale – measuring and cutting blocks,
· Assessment – Students will be assessed on the correct
conversion of the fractions, before they can start cooking their
recipe. Students will also be assessed on the measurement of
recipe ingredients to create the correct rice krispie mixture.
· Extension - Students will self-evaluate their progress to
ensure accuracy in the rice krispie product.
LA –
· Concepts – Informative writing; Students will write an
informational piece
· Goal / Objectives - Complete an informative writing piece
using text based evidence.
· Standards - 6-8 2.B Develop the topic with relevant wellchosen facts, definitions, concrete details, quotations or other
information and examples
· Careers - Museum Curator, Archeologist, Historian
· Project - Following the closed reading of Mummies Who
Owns the Dead? students will compose an informative writing
with the prompt “What should be done with mummies when they
are found? Why?” Students will use text based evidence to
support their ideas.
· Assessment – Students will use their text based evidence in
their writing to support their ideas and will be assessed using the
Other Resources:
Misc: Parents helped by providing
supplies needed to build the pyramids.
Students wrote thank you cards to the
parents for providing the supplies.
scoring guide at the top right of the prompt page to produce a
quality piece of informative writing using text based evidence.
The scoring guide states that students should include a clearly
stated position, 1-2 arguments, 1 counterargument and 2-5 focus
words. Students will also be assessed on their use of the text
based information and focus words presented in their writing.
· Extension - Students will read a variety of Egyptian/Mummy
themed trade books. Students will use a computer to type and/or
publish the above mentioned informative writing. Students will
also add add correlating illustrations.
Giving them an outcome would make this very good idea
stronger
For instance
A debate – or preparing for multiple views on the issue
Having students act in the class as different roles
A scientist
A native
A nearby landowner
A museum curator
An archeologist, etc.
Remediation - Completion of the informative writing piece can
be completed with a peer or in a small group.
SS –
· Concepts –Using primary sources to interpret the past.
· Goal / Objectives -Students will analyze Egyptian tomb
paintings as a means to understanding Ancient Egyptian culture.
· Standards -SS 1.9, MO PS 6 D & F, MO PS 7 Art Please list
out the standards.
· Careers -Artist, Art Historian, Cultural Archaeologist or
Anthropologist, Museum Curator
 · Project -Introduction with view of Walk Like an Egyptian video
with class discussion about pop art, iconic symbols and realism. Tie
in to lack of knowledge about Egyptian culture until the discovery
of the Rosetta Stone. Students will first observe a tomb painting
picture in small groups making a list of the details they see, i.e.
colors, movement, positioning, size, etc. Each student will receive
a notes packet that they will complete as we examine pictures in a
powerpoint presentation beginning with common poses.
Descriptors will be read with students using the clues to identify
the common poses and label them. Entire class will share correct
answers as they are labeled on board. Groups will then examine
their pictures identifying the poses and recording them on group
sheet. This process will be repeated with rules for painting, use of
colors, and special details.
 Also – letting the students investigate the internet for sources to
create a class book about the culture – this ‘opens up’ the notes
Photos:
Need references and these should be of
things you expect the students to produce
or show them to give them idea – so
please add to these
part and you can use the notes as a base and ask them to find
references and examples for various points.
 It is very important that the SS Component be reflective on history,
understanding of the topics relevance to current times and the
student and to also include an element of the student being asked
how this project or concept could be relevant to or used in the
future,
Looking at the discoveries of ancient Egypt and how they
changed that society and influenced the wider world. What is still
used today?
· Assessment – At the conclusion of the lesson, each group
will write an expository paragraph detailing the information they
have learned about the picture with proper descriptors of the
processes and symbolism of the work and hypothesizing on the
purpose of their particular painting and its importance in learning
about the culture. Students will be assessed on their ability to
use primary sources to detail in writing the knowledge they have
learned. Creating a collective book/web page/ppt with each
student’s picture and paragraph with hyperlinked highlighted
points would be an engaging way to create a common goal for
the class. –
· Extension Additional group work with new pictures, not
necessarily tomb paintings, could reinforce the concept of a
highly structured society using art to record its history.
Creating a book/website/ppt for kids their age about ‘what we
learned from the ancient Egyptians – what we built on, what we
didn’t, what is still in use…
Comparison study of modern pop art.
Translating the text of the rosetta stone into another language or
one they make up.
Art – good!
· Concepts – Students will create an artistic representation of
a cultural artifact..
· Goal / Objectives -To integrate the use of art as a religious
expression and a means of communication.
· Standards -FArt 3 2Art, FArt 4 2Art, FArt 5 1Art Please list
out standards
· Careers -Artist, Linguist, Art Historian, Cultural
Anthropologist, Teacher
· Project -Classes will create an anthropoid casket and
decorate it using the symbolic colors discussed in the social
studies lesson. They will examine the basics of Egyptian
Hieroglyphic writing both as a written language and an extension
of the familiar objects and symbols of their culture.(This will have
been introduced in the social studies classes and reinforced in
the art class.)
· Assessment –Students will be assessed on their ability to
create an artistic representation of the anthropoid casket.
Students will also create a mounting for the anthropoid casket
that will include at least three sentences, written in hieroglyphics
that describe the statue and the use of specific colors..
· Extension -Further study of anthropoid caskets as another
primary source artifact to analyze the changing styles in ancient
cultures and/or more intensive study of the complexities of
Egyptian hieroglyphic writing which included ideas and over 600
symbols. Students will describe orally or in writing how they
would imagine how anthropoid caskets from today might be
symbolically colored.
PE –great
· Concepts – Students will use proper techniques and posture
games for carrying heavy objects
· Goal / Objectives - Students will play a game similar to those
played in ancient Egypt and will demonstrate proper techniques.
· Standards -HPE4; Apply mechanical principles of force,
stability, motion, and direction (e.g., lower center of gravity)
· Careers - Bodybuilders, wrestlers, lifeguards, firefighters
· Project - Students will learn about different games children
used to play in ancient times. The game chosen was used to
show dexterity, strength, and balance of children at a young age.
Students will learn how to correctly lift and carry a student
“piggyback” just like children did in ancient times.
· Assessment – Students will divide into teams and will race
carrying a student on their backs. Each student will demonstrate
proper lifting, carrying, and center of gait from one side of the
gym to the other side of the gym. The first team to complete all
laps safely will be the winner.
· Extension- This website provides insight to how games
played a role in Egyptian children’s lives and how it translated
into use when they were older. http://www.reshafim.org.il/ad/egypt/timelines/topics/games.htm
Music –
· Concepts – The importance of music in culture
· Goal / Objectives -Describe the function of music in various
settings and cultural events.
· Standards -MU 9 FA 5 Develop and apply the knowledge
and skills to understand works of art in time and place
· Careers - event planner, music librarian, college professor of
history of music, K-12 music teacher, sound recording engineer
for movies
· Project - Students will play appropriate Egyptian music while
performing mummifications or reading about mummies to set
mood. Students can also create a song to help them remember
the mummification process and can perform for the class.
· Assessment – Students will be able to identify Egyptian
music and instruments ancient and current . – to better tie to
goals and standards.
Extension - Students can sing parodies of the scientific
method.