Do you see what I see?
Emily Domeyer, Sharon Snyder, Susie Vondran
http://www.gusd120.k12.il.us/middle/
What is an Interdisciplinary Unit?
Social Studies
Science/Math
English
Literature
Interdisciplinary Instruction
 Applying knowledge, principles, and values to more
than one academic discipline simultaneously
 Thematic unit: framework with goals/outcomes that
specify what students are expected to learn
Curriculum Integration
 At Galena Middle School we have integrated the
curriculum of Math, Science, Social studies, English
and Literature for our Ancient Egyptian CrossCurricular Unit
Applications of Learning
 Solving Problems
 Recognize and investigate problems; formulate and
propose solutions supported by reason and evidence
 Communicating
 Express and interpret information and ideas
 Using Technology
 Use appropriate instruments, electronic equipment,
computers and networks to access information, process
ideas and communicate results
Applications of Learning (cont..)
 Working on Teams
 Learn and contribute productivity as individuals and as
members of groups
 Making Connections
 Recognize and apply connections of important
information and ideas within and among learning areas
Ancient Egypt:
The Social Studies Point of View
Over-arching Goals
The students will:
 understand the geographical and historical setting of the
Ancient Egyptian civilization.
 explore the important aspects of Ancient Egyptian daily
life.
 be able to identify important religious traditions and
understand the concept of polytheism in Ancient Egypt.
 apply the mathematical and scientific advancements of
Ancient Egypt to modern life.
 be able to identify and understand the major historical
events and figures of Ancient Egypt.
Ancient Egypt:
The Social Studies Point of View
Activities and Projects
 Social Class Calendar
 Each class makes a calendar of 12 months
 Students will draw a picture and write a sentence that accurately depicts
specified aspects of a social class’s daily life.
 Hieroglyphics Treasure Map
 Read a treasure map written in hieroglyphics to lead to the buried
mummified chickens!
 Mummification Process
 Study the mummification process and make a list of things to bring to
the afterlife
 Cartouches
 Make Egyptian cartouches to wear at the Egypt Fair
Ancient Egypt:
The Social Studies Point of View
Expeditionary Learning
 Galena Public Library
 Research topics for Egypt Fair display and research paper
 Putnam Museum and IMAX theater
 View Mystery of the Nile at the IMAX theater
 See real Egyptian mummies
 Participate in a museum scavenger hunt
 Learn how scientists today determine information about Egypt Mummies
Culminating Activity
 Egypt Fair
 Each student makes a display about an Ancient Egypt topic
 Make life-size stuffed mummies to decorate the commons
 Each student dresses up like an Egyptian
 Invite other classes, parents ,and community members to see the displays
Ancient Egypt:
The Science Point of View:
Measurement
 Ancient Egyptians kept track of time by developing
clocks and calendars.
 They used water clocks and sundials.
 They looked to the stars to help them measure time
and direction.
 They invented a 365-day calendar.
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Measurement Projects
Making a Sundial
Making a Water Clock
 http://www1.eere.energy.gov/kids/roofu
s/printable_version/sundial.html
 http://heawww.harvard.edu/ECT/the_book/Chap3
/Chapter3.htm
 http://media.skyandtelescope.com/docu
ments/sundial_n+.pdf
 http://www.pbs.org/weta/roughscience/
discover/waterquality.html#clock
Ancient Egypt:
The Science Point of View:
Mummification/Medicine
 The Egyptians learned a lot about human anatomy from
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embalming and mummifying their dead.
They developed knowledge about common ailments and
diseases through autopsies.
Scribes recorded a list of more than 200 illnesses.
Some Egyptian doctors were specialists and performed
surgeries, setting broken bones and using anesthetics.
They also practiced reconstructive surgery.
Mummification Projects
 Video: Reading Rainbow
Mummies Made in Egypt, based
on the book of the same name by
Aliki.
 Mummifying apple slices
 Mummifying a chicken
Ancient Egypt:
The Math Point of View
 Learn about parts of a pyramid
 Shapes in a pyramid
4 Triangles
 Square
Base
Apex
Height
Side length
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 Calculate surface area of a pyramid
 Area of a square = length x width
 Area of a triangle = ½bh
 Surface Area of a Pyramid = (Area of square) + 4(Area of triangle)
Ancient Egypt:
The Math Point of View
 Measuring
 Measure amounts for mummifying chickens and apples
 Using Egyptian Number Symbols
 Practice Math the Egyptian Way!
 Add, Subtract, Multiply and Divide with Egyptian number symbols
Ancient Egypt:
The English Point of View
English / Language Arts state goals
 1) Read with understanding and fluency
Apply word analysis and vocabulary skills for comprehension
 Apply reading strategies to improve understanding & fluency
Comprehend a broad range of reading materials

2) Read and understand literature representative of
various societies, eras and ideas
Understand how literary elements and techniques are used to
convey meaning
Read and interpret a variety of literary works
3) Write to communicate for a variety of purposes
 Use correct grammar, spelling, punctuation, capitalization
and structure
 Compose well-organized and coherent writing for specific
purposes and audiences.
 Communicate ideas in writing to accomplish a variety of
purposes
4) Listen and speak effectively in a variety of situations
• Listen effectively in formal and informal situations
 Speak effectively using language appropriate to the situation
and audience
 5) Use the language arts to acquire, assess and
communicate information
 Locate, organize, and use information from various sources to
answer questions, solve problems and communicate ideas
 Analyze and evaluate information acquired from various sources
 Apply acquired information, concepts and ideas to communicate in a
variety of formats.
Ancient Egypt:
The English Point of View
Research Information Gathering
 Students come to English with their assigned topic
based on the Social Studies curriculum
 Week long team teaching to accumulate information -
the district librarian and myself
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Use the middle school library resources
Use online resources
 Visit to the Galena Public Library
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Presentation from the public library librarian
Presentation from a retired writing consultant
Use resources at the public library
Ancient Egypt:
The English Point of View
Research writing
 Use laptop lab to write rough draft
 Peer editing with other students researching the same topic
 Student led writing conferences with English and Social Studies
teachers
 Revise and Edit as needed
 Illustrate and print a final draft
 Oral presentations to the class
 Display at the Egypt Fair – students are prepared to answer
questions from parents, community members and other
grades attending
Ancient Egypt:
The Spelling Point of View
 We do not use a spelling book.
 Students are given a word list each Monday.
 We choose 10 words from the novel we are reading.
 We also choose 3 science, 3 social studies, 2 English,
and 2 math words each week.
 We have a list of activities for the students to use in
working with the words.
Daily
Assignments in
Spelling
Monday: Definitions for
Literature words
Tuesday: 10 sentences
Wednesday: High Five
assignment
Thursday: High Five
assignment
Friday: Spelling and
Vocabulary test
High Five Assignment Choices
 A. Spell Down
 Choose 5 words and make a spell down with each word like the example below, all of
the words must connect with the original word.
 B. Spell Mail
 Illustrate and write a postcard. You must use 10 spelling words in the message or on
the address of the postcard.
 C. Alphabetical
 Write out all of the words in alphabetical order. Then write all of them in backwards
alphabetical order. (A to Z, then Z to A)
 D. Syllable Spelling
 Using a dictionary, break down all of the words by syllables.
 Example: 0-pen
High Five Assignment Choices
 E. Story Spelling
 Write and illustrate a story using at least 10 of the spelling words.
 F. Fantasy Spelling
 Write a fairy tale or a myth using at least 10 words from your list in their correct
context. May be kind of silly!
 G. Spelling Ad
 Write and illustrate an advertisement for a newspaper or magazine using 10 spelling
words.
 H. Guide Words
 Use the dictionary to list the guide words given for 10 spelling words. On your paper
write the spelling word and then the two guide words below it.
 I. Similes and Metaphors
 Write comparisons using similes or metaphors for 5 spelling words.
Ancient Egypt:
The Literature Point of View
 Three of the four (Special Education, low and middle readers)
academically grouped students in the Sixth Grade use
The Egypt Game as a whole class novel. Each student
has a copy of the book.
 Focus is on the Illinois State standards
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Plot and summary analysis
Major themes
Story and other literary elements
Figurative Language
 The fourth group, the G.A.T.E. group, does The Egypt
Game as a read aloud. This takes place the first 15
minutes each day, depending on the length of the
chapters read.
 Students listen and write questions as the instructor reads.
 The next day we begin with the questions from the day before.
 Each student also chooses a novel, with Ancient Egypt
as the theme, in their personal reading “zone” (as
established by the “STAR” test and their lexile score from MAP testing).
 Students keep “Novel Notes” as they read
 Students “Flag & Tag” as they read.
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Once a week groups meet to discuss plot and summary analysis,
major themes, story and other literary elements, and
figurative language
Flag It & Tag It Symbols
 WOW WOW word
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?
Don’t know what this word means.
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Write what you think it means by using context clues.
Personal connection.
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Explain why you like it
How is this word connected to your life?
Important word to know!
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Explain why you think it is important.
 F L Figurative Language
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Record the phrase; identify the type of figurative language. i.e.
idiom, metaphor, simile