Show Me the Mummy
STEAM Lesson Brief
Educators on the team: Jennifer Davis, Lisa Meyer, Aaron Ringen, Kelly Tyler, Mary Walters
When & Where you attended a training. Dates: 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
*Filling out the black items makes this a basic plan, filling out the grey makes it a possible publishable STEAM
plan.
PROJECT IDEA + brief notes & supplies
BASIC CONCEPTS
Science –
· Concepts: Use the scientific method of identifying chemicals
Basic Plan: In science, students will
changes·
replicate the mummification process. In
Goal / Objectives - The students will review and use the
engineering and math students will create scientific method and practice writing observations.
blocks to build replica square pyramids.
· Standards - 07 ME- Identify chemical changes ( i.e. rusting,
In language arts, students will compose
oxidation, burning, decomposition by acids, decaying, and
an informative writing using text
baking) in common objects (i.e. rocks such as
evidence. In social studies students will
limestone, minerals, wood, steel wool, and plants)
use primary sources to gain knowledge of as a result of interaction with a source of energy
Egyptian burial practices. In art, students or other matter.
will create anthropoid caskets and
35 SI - Design and conduct a valid experiment that includes a
demonstrate Egyptian hieroglyphic
testable hypothesis, identification of variables, use of multiple
writing. In PE, students will learn about
trials, and evaluation of experiment to improve or extend
the movement and proper form for lifting
the experiment.
heavy objects. In music, students will
· Careers – Mortician, Chemist, homicide detectives, criminal
listen to a variety of Egyptian themed
scientists,
music. In technology…. In Engineering... · 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.
· 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
Skill level (Grade Range): 6th grade
use of the scientific method and the of chemical changes that
occur.
Concept: Ancient Egyptian Cultures
Timing of Lesson: 1 month
Each class session is approximately 52
minutes.
Basic Supplies:
All Subjects: Trade books on Mummies
or Egypt, videos, textbooks
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:
· 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.
· 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.
· 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
Music: Egyptian music from internet,
scientific method parodies
and cooled overnight.
· 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.
IT Resources:
Smartboard, student computers
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
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.
Remediation - Completion of the informative writing piece can
be completed with a peer or in a small group.
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.
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
· 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 packout 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.
· 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.
· 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.
Comparison study of modern pop art.
Photos:
Art –
· 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
· 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 –
· 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 cluture
· 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 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 identify Egyptian music. ·
Extension - Students can sing parodies of the scientific
method.