Egypt Unit
Tuesday, March 3
Grade level: 2
Subject: Social Studies – Egypt
Time: 2:00 – 2:45
SOLs:
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.
2.4
The student will develop map skills by
a) locating China and Egypt on world maps;
b) locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps;
c) comparing the climate, land, and plant life of these regions;
d) describing how people in these regions adapt to their environment.
Objectives:
1) The student will be able to identify the African continent, Egypt, and the Nile River on a world map and a map of Africa.
2) Given a world map, the students will recognize the where Egypt is in comparison to Virginia.
Instructional Procedures:
1. Read aloud to students Unwrap the Mummy by Joyce Milton or The Egyptian Cinderella by Shirley Climo. (10
minutes)
2. Ask the students: what do you think we will be studying next in social studies?
3. As a class, complete a KWL chart using document camera. (10 mintues)
4. Take a field trip to Egypt using Google Earth (10 minutes)
a. Start off in Williamsburg, VA
b. Travel to Africa
c. Travel to Egypt
5. Give students a blank world map (15 minutes)
a. Outline the United States in orange
b. Color Virginia purple
c. Outline Africa in green
d. Color Egypt red
e. Identify the Atlantic Ocean
f. Place a star on the capital of Virginia (Richmond) and the capital of Egypt (Cairo)
Materials:
Book for read aloud
KWL charts (22)
Google Earth
Blank world map http://www.eduplace.com/ss/maps/pdf/world_country.pdf
Crayons
Wednesday, March 4
Grade level: 2
Subject: Social Studies – Egypt
Time: 2:00 – 2:45
SOLs:
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.
2.4
The student will develop map skills by
e) locating China and Egypt on world maps;
f) locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps;
g) comparing the climate, land, and plant life of these regions;
h) describing how people in these regions adapt to their environment.
Objectives:
1) Given a world map, the student will be able to identify the African continent, Egypt, and the Nile River on a world
map and a map of Africa.
2) Given a map of Africa, the student will be able to identify and label the Nile River, Sahara Desert, Sinai Desert, Red
Sea, Mediterranean Sea, and the capital Egypt, Cairo.
3) Given the PowerPoint discussion, the student will be able to compare and contrast the climate, land, and plant life
of Egypt to that of Virginia.
Instructional Procedures:
1) Review with students the location of Africa and Egypt.
2) Pass out the large maps of Africa to every student.
3) On my own large map and the large pull down map, locate the following:
a.
Nile River (traced with blue)
b.
Sahara and Sinai Deserts (brown and tan, respectively)
c.
Red and Mediterranean Seas (blue)
d.
Cairo (red star)
e.
Pacific Ocean
4) After identifying these geographic features on the dry-erase maps, the students will receive their own blank map of
Egypt to label. Where the landmarks are listed above, the students will color in the geographic features listed in
those colors. Provide an example for them.
5) Ask the students: after seeing these geographic regions, what do you think climate is like in Egypt? The plant life?
The land?
7) Discuss the climate, land, and plant life of Egypt in conjunction with a PowerPoint.
a) Climate: Hot and dry
b) Land: Deserts, the Nile River
c) Plant life: farming around the Nile
Materials:
The students’ completed world maps
Dry-erase maps
Blank maps of Egypt http://edhelper.com/geography/Egypt_map.htm
Crayons
Pre-made map for an example
PowerPoint with pictures of the deserts to discuss climate/land/plants
Thursday, March 5
Grade level: 2
Subject: Social Studies – Egypt (Architecture)
Time: 2:00 – 2:45
SOLs:
2.1
The student will explain how the contributions of ancient China and Egypt have influenced the present
terms of architecture, inventions, the calendar, and written language.
world in
Objectives:
1.
Given pictures of modern vs. ancient items, the student will be able to explain the difference between ancient and
modern in their own words.
2.
Given the PowerPoint on ancient Egypt architecture, the student will be able to define architecture and identify
various types of architecture in Egypt.
3.
Given the PowerPoint on ancient Egypt architecture, the student will be able to explain the purposes of the different
types of architecture in Egypt and how they have contributed to modern times.
Instructional Procedures:
1.
Define architecture.
2.
Define ancient and modern.
3.
Present PowerPoint to define architecutre, ancient, and modern.
4.
When reviewing ancient vs. modern, ask students to do a thumbs up or thumbs down whether they believe if it is
ancient or modern.
5.
In PowerPoint, show various pictures Egyptian architecture: temples, tombs, statues, the Sphinx
6.
Virtual tours/pictures of pyramids and the Sphinx
Materials:
PowerPoint on ancient vs. modern, architecutre pictures
Virtual tours of pyramids
Friday, March 6
Grade level: 2
Subject: Social Studies – Egypt (Architecture)
Time: 2:00 – 2:45
SOLs:
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.
Objectives:
1.
Given the discussion and PowerPoint on ancient Egypitan architecture, the
his/her own model of pyramid.
Instructional Procedures:
1.
Review definition of architecture
2.
Review purposes of pyramids and how they have contributed to modern times.
3.
Tell students they will be creating their own pyramid today.
4.
Give students sugar cubes spray painted gold.
5.
Give students pieces of cardboard to place their pyramids.
6.
Using the model already created, students will create their own pyramids.
7.
Write name on piece of cardboard.
Materials:
Sugar cubes
Gold spray paint
Pieces of cardboard
Already created model
Glue
student will be able to create
Monday, March 9
Grade level: 2
Subject: Social Studies – Ancient Egypt (architecture continued)
Time: 2:00 – 2:45
SOLS:
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.
Objectives:
1. Given the PowerPoint and discussions on architecture, the students will be able to identify ancient architecture and
modern architecture.
2. Given the PowerPoint on pyramids, the students will be able to identify the purposes for pyramids and understand
what a pharaoh is.
Instructional Procedures:
 Review the PowerPoint from last Thursday. Identify ancient and modern architecture. Identify the different types of
architecture in ancient Egypt.
 Additional slides have been added to the PowerPoint. Discuss how pyramids can be found in modern architecture.
Explain how is this is a contribution from the Egyptians (define contribution). Show additional places we can find
money today (back of the $1 bill).
 Show pictures from National Geographic book on Pyramids. (15 mintues)
 Activity: The students will create their own pyramids using sugar cubes and I will spray paint them gold. (30
minutes)
Materials:
 Sugar cubes
 Glue
 Gold spray paint
 PowerPoint
Assessment:
I will be looking for attentiveness and participation. In order to gain a better idea of what the students are remembering, I
will use popsicle sticks to call on students so I am not calling on the same students all the time and everyone gets a turn.
Accommodations:
No students have IEPs or 504s. However, a few students are receiving RTI and will need assistance is being motivated.
Pay attention to those students. One student will need to walk around a lot, allow her to get water, sharpen her pencil, etc.
to get her moving.
Differentiations:
All students will be able to participate in this activity.
Tuesday, March 10
Grade level: 2
Subject: Social Studies – Ancient Egypt (Pharaohs)
Time: 2:00 – 2:45
SOLS:
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.
Objectives:
1) Given the previous discussions on pharaohs and the read aloud on King Tutankhamen, the students will be able to
describe a pharaoh and its role shown through their statue of a pharaoh drawing.
Instructional Procedures:
 Pick back up on the conversation about pharoahs from Thursday. The students started creating a pharaoh
(themselves) and they will finish that activity today.
 Review what pharaohs are and what their role was in Egypt. Review where they were buried and what they buried
with them.
 Next, talk specifically about a particular pharaoh: King Tutankhamu
 Read aloud the story Tutankhamen’s Gift by Robert Sabuda
 After the read aloud, the students will finish their pharaoh drawings
Materials:
 Example of the pharaoh drawing
 PowerPoint to review pictures of pharaohs
 Tutankhamen’s Gift
Assessment:
I will be looking for attentiveness and participation. In order to gain a better idea of what the students are remembering, I
will use popsicle sticks to call on students so I am not calling on the same students all the time and everyone gets a turn.
Accommodations:
No students have IEPs or 504s. However, a few students are receiving RTI and will need assistance is being motivated.
Pay attention to those students. One student will need to walk around a lot, allow her to get water, sharpen her pencil, etc.
to get her moving.
Differentiations:
All students will be able to participate in this activity.
Wednesday, March 11
Grade level: 2
Subject: Social Studies – Egypt (Climate, Land, and Plant life)
Time: 2:00 – 2:45
SOLs:
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.
2.4
The student will develop map skills by
a) locating China and Egypt on world maps;
b) comparing the climate, land, and plant life of these regions;
c) describing how people in these regions adapt to their environment.
Objectives:
1) Given the PowerPoint discussion, read aloud, and map skills of Egypt, the students will be able to identify Egypt’s
climate, plant life, and land.
Instructional Procedures:
1) Review landmarks on the map: Nile River, Sahara Desert, Sinai Desert, Cairo, Red Sea, Mediterranean Sea
2) Present PowerPoint to aid in the discussion of Egypt’s climate, plant life, land, and adaptations.
a. Climate – hot and dry, only two seasons; very hot summers and very cold winters (Ask: is that similar or
different to Virginia?)
b. Plant life – farming around the Nile; the Nile floods making the soil along the banks very rich; farming is a huge
part of their economy
c. Land – mostly desert besides the bank of the Nile
d. Adaptations – Ask students: Where do you think most people live in Egypt? (the banks of the Nile); the
Egyptians adapted to their land in Egypt by living near fertile soil and irrigating the land
3) Read aloud: We’re Sailing Down the Nile: A Journey Through Egypt by Laurie Krebs and Anne Wilson and Bill and
Pete Go Down the Nile by Tomie dePaola (Read Bill and Pete first and Sailing second if there is time)
4) ACTIVITY?
Materials:
 PowerPoint
 We’re Sailing Down the Nile: A Journey Through Egypt by Laurie Krebs and Anne Wilson
 Bill and Pete Go Down the Nile by Tomie dePaola
Assessment:
I will be looking for attentiveness and participation. In order to gain a better idea of what the students are remembering, I
will use popsicle sticks to call on students so I am not calling on the same students all the time and everyone gets a turn.
Accommodations:
No students have IEPs or 504s. However, a few students are receiving RTI and will need assistance is being motivated.
Pay attention to those students. One student will need to walk around a lot, allow her to get water, sharpen her pencil, etc.
to get her moving.
Differentiations:
All students will be able to participate in this activity.
Thursday, March 12
Grade level: 2
Subject: Social Studies – Egypt (Inventions)
Time: 2:00 – 2:45
SOLs:
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.
Objectives:
1) Given the discussion on contributions and inventions, the students will be able to describe the Egyptian 365-day
calendar and compare it modern calendars.
Instructional Procedures:
1) Discuss what a contribution and an invention is with the students.
2) Ask the students if they can think of example of each.
3) Using pictures on a PowerPoint, discuss some of the Egyptian inventions.
4) Concentrate on the Egyptian 365-day calendar. Discuss how it was created, why, how it was used, and how it has
contributed to modern day calendars.
5) The students will be given a template of an ancient Egyptian calendar. One side of construction paper they will
color in and glue the Egyptian calendar template and on the reverse side the students will glue a modern day
calendar of March.
Materials:
 PowerPoint
 Blank Egyptian calendar
 Blank calendar of March
 Construction paper
Assessment:
I will be looking for attentiveness and participation. In order to gain a better idea of what the students are remembering, I
will use popsicle sticks to call on students so I am not calling on the same students all the time and everyone gets a turn.
Accommodations:
No students have IEPs or 504s. However, a few students are receiving RTI and will need assistance is being motivated.
Pay attention to those students. One student will need to walk around a lot, allow her to get water, sharpen her pencil, etc.
to get her moving.
Differentiations:
All students will be able to participate in this activity.
Friday, March 13
Grade level: 2
Subject: Social Studies – Egypt (Inventions)
Time: 2:00 – 2:45
SOLs:
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.
Objectives:
1) Given the discussion on inventions, the students will be able to identify additional Egyptian inventions such as
papyrus paper, black ink, sails, pyramids, calendar, and the clock.
2) Given the discussion on the various Egyptian inventions, the students will be able to identify modern inventions and
discuss how Egyptian inventions have contributed to modern day inventions.
Instructional Procedures:
 Review from Thursday the importance of the calendar. Ask students if they can remember any additional
inventions the Egyptians have contributed.
 Present a brief PowerPoint on pictures of Egyptian inventions.
 Show a brief video from United Streaming or another video if available on inventions.
 Pass around the sample of papyrus paper for students to see what it is.
 The students will create their own papyrus paper today to show one of the inventions of the Egyptians. This
paper will be saved and used when learning about hieroglyphics (the students will write in hieroglyphics on this
papyrus paper)
 Create Egyptian clock?
Materials:
 Sample papyrus paper
 Materials to make papyrus paper
 PowerPoint
 Video
Assessment:
I will be looking for attentiveness and participation. In order to gain a better idea of what the students are remembering, I
will use popsicle sticks to call on students so I am not calling on the same students all the time and everyone gets a turn.
Accommodations:
No students have IEPs or 504s. However, a few students are receiving RTI and will need assistance is being motivated.
Pay attention to those students. One student will need to walk around a lot, allow her to get water, sharpen her pencil, etc.
to get her moving.
Differentiations:
All students will be able to participate in this activity.