Eternal Egypt

Subject Area: Math, Science, Language Arts, and Social Studies

Grade Level(s): 5-8

Duration of Activity: Twenty to twenty-five, 50-minute lessons for the entire integrated unit. The chicken will take 6-7 weeks to mummify; however, the students will record observations periodically during the mummification process.

Description of Activity:

This is an integrated unit designed for a self-contained classroom or a middle-school class of gifted students who may cover any academic subject area as part of their course work. Teams of teachers can modify the unit by adapting appropriate portions of the unit for use in their subject-area classes. If that is done, care should be taken to arrange the lessons in such a way that the activities will be carried out in a logical and chronological fashion.

This integrated unit will engage students in exploring the history of ancient Egypt through research, creation of Microsoft PowerPoint presentations, mummification of chicken pharaohs, creating tombs for the pharaohs, selecting and creating graphs of statistics about the mummies using Microsoft Works or Microsoft Excel, and writing fictional accounts of the chicken pharaohs’ lives using Microsoft Word or another word-processing program.

Objectives:

• The students will complete a Know, Want to Know, and Learned (KWL) Chart.
• The students will research a self-selected topic from a class-generated list of topics about ancient Egypt and will share their information by producing Microsoft PowerPoint presentations that they will share with their classmates.
• The students will pre-write, write, edit, rewrite, and publish a fictional account of a chicken pharaoh’s life story.
• In small groups, the students will mummify chicken pharaohs by following directions.
• The students will weigh and record weight losses of the chicken pharaohs for a six-to-seven-week period.
• The students will, organize data, select a type of graph, and create that graph using Microsoft Excel or Microsoft Works.
• The students will evaluate their work.

Materials/Equipment:

• Legal-sized paper for KWL chart made using Microsoft Word or another appropriate word processing program
• Books and periodicals about ancient Egypt
• Computer(s) with Internet access
• Computers loaded with Inspiration software (optional), Microsoft Word word-processing software, Microsoft PowerPoint presentation software, and Microsoft Excel or Microsoft Works spreadsheet software, or any other appropriate software package.
• Computer connected to digital projector or large-screen television monitor
• National Geographic video Egypt: Secrets of the Pharaohs, 1997, 60 minutes; or other video about the mummification process
• One chicken (the smaller the better) not previously frozen for each group of 4-6 students
• 3½" computer diskettes or CD-RW for each student
• Balance or electronic scales
• 4 pounds of salt for each chicken (to be used over a 6-7week period)
• 4 pounds of baking soda per chicken
• 3 cups of spices such as cinnamon and nutmeg for each chicken to be mummified
• self-sealing zippered plastic bags (gallon sized), 6 per chicken
• paper towels, 1 roll per chicken
• digital camera to record mummification process
• rubber gloves
• linen or cotton 2" strips (Old sheets are great for this.)
• cardboard boxes (at least 18" x 18"), one for each pharaoh
• plastic or glass jars with lids for canopic jars (Odd shapes are interesting.)
• Crayola Wet Set™ clay or Crayola Model Magic™
• cardboard shoe box for sarcophagus
• markers, colored pencils, acrylic or tempera paint, and/or crayons
• Handout 1: Example List of Ancient Egypt Topics
• Handout 2: Rubric for Microsoft PowerPoint Presentation
• Handout 3: Narrative Writing Rubric
• Handout 4: Chicken Pharaoh Weight Loss Chart for recording weight loss for Excel chart
• Handout 5: Chicken Pharaoh Weight Loss Graph—Checklist and Grade Sheet
• Handout 6: Unit Evaluation

Prerequisites (skills or background needed):

• General background knowledge of life in ancient Egypt
• World Wide Web and reference book research skills
• Basic knowledge of how to conduct World Wide Web searches
• Ability to copy pictures from the World Wide Web and paste them into electronic documents
• Basic knowledge of Microsoft PowerPoint or other presentation software
• Basic knowledge of Microsoft Word or other word-processing software
• Basic knowledge of Microsoft Excel, Microsoft Works, or other graphing software such as Tom Snyder Production’s Graph Master / http://www.tomsnyder.com/products/product.asp?SKU=GRAMAS
• Basic knowledge of balance or electronic scales
• Basic spelling, grammar, and writing skills

Procedure

Note: The Teacher Component activities have been divided by subject area in order to facilitate team-teaching approaches to the lesson. Student Activities have been presented in the order in which they would occur.

Teacher Component: The teacher will

1. introduce the Know, Want to Know, and Learned (KWL) Chart using Microsoft Word or another appropriate word-processing program.
2. demonstrate the Page Setup and column options for word-processing documents while formatting the page as a legal-size document printed in landscape mode and containing three columns labeled "K," "W," and "L."
3. have students list what they know about ancient Egypt in the "K" (Know) column.
4. hold a class discussion about what students know. Ask students to list what they would like to know more about in the "W" (Want to Know) Column. Make a class list of topics as students name what they want to know more about by keying in the student responses as they call them out and display them using the digital projector or a large screen monitor.
5. show the following Web site that lists many topics with links and additional topics.

   Kid Info: Ancient Egypt Reference Resources
   http://www.kidinfo.com/World_History/AncientEgypt.htm

6. print out, photocopy, and give each student a list of topics the students want to learn about as Handout 1: Example List of Ancient Egypt Topics.
7. on the next day, have students select a topic to research being sure to include the topics of King Tutankhamen, hieroglyphics, the Great Pyramid, and Egyptian gods and goddesses as suggestions.
8. remind students to cite any material or resource that they use from the World Wide Web and to follow the "fair use" guidelines. The Concise Guide to Copyright can be used to reinforce these concepts.
9. allow three to four days of class research of the suggested topics using books, periodicals, and the World Wide Web.
10. require students keep an electronic listing or bibliography of references using Microsoft Word or another word-processing program. This can be set up as a template on each student computer. Using a table format will assist the students in remembering each item of bibliographic information that they need to record as they visit a Web site. Doing this will help teach students to cite electronic sources. The teacher should advise the students to copy and paste information such as the URL for accuracy.
11. review how to use Microsoft PowerPoint software. PowerPoint in the Classroom found at http://www.geocities.com/~webwinds/classes/powerpt.htm can be used to do this.

    Note: Other presentation or multimedia software products such as HyperStudio can also be used.

12. give each student Handout 2: Rubric for Microsoft PowerPoint Presentation to use as a guide and assessment for the class presentation.
13. have students prepare Microsoft PowerPoint or Hyper Studio presentations to present to the class.
14. allow 3-4 class periods for presentation preparation.
15. conference with each student both during the preparation of the presentations and when the products are ready to present.
16. have students present their findings to the entire class using a computer and projector or large-screen television monitor.

Language Arts:

1. tell the students that they are going to actually mummify a chicken pharaoh and will first write the life story of the pharaoh. The story will include details of the pharaoh’s childhood, his/her life as a pharaoh, and the manner in which he/she died. Since the chickens will be headless, students should include how he or she lost his or her head in death.
2. show The Writing Process PowerPoint presentation found at http://www.spa3.k12.sc.us/writingprocess/index.htm and discuss the writing process.
3. have each student create a story web or outline using Inspiration software, the basic shapes in Microsoft Word or Microsoft PowerPoint, or a piece of paper.
4. ask students to compose their story using Microsoft Word or another word-processing program. Distribute Handout 3: Narrative Writing Rubric for the students to use as a guide in preparing their stories.
5. direct the students to save the stories on diskettes or to the computer hard drive. Require students to edit each other’s stories in digital format, looking for grammar and spelling errors. Student editors can use a contrasting color of text to note their suggestions and comments. Encourage students to make suggestions to improve the stories that they edit.
6. have peer editors type a reader response to the writer, save it to the disk, and return it to the writer of the story.
7. have students correct their stories and print final copies in addition to their grammatical notations.
8. ask students to share their completed stories with the entire class and paste them to the outside of the pharaoh’s tomb.
9. assess the stories using Handout 3: Narrative Writing Rubric

Science:

1. show National Geographic video Egypt: Secrets of the Pharaohs and ask the students to list sequentially on notebook paper the materials needed and the steps in the mummification process as they watch the video.
2. with input from the students, outline these sequential procedures and list materials needed for the mummification of a chicken. Record the students’ thoughts using word-processing software and a large-screen monitor or projection device.
3. tell students that they will document the changing chicken mummy by making digital photos during the mummification process.
4. have students thoroughly wash and dry a chicken that was not previously frozen being sure to dry inside the body cavity and under the wings and legs.
5. have students estimate the weight of the chicken pharaoh by holding it and recording their estimates.
6. ask students which unit of measurement should be used to weigh the chicken.
7. have students weigh and record the chickens’ weights in ounces as well as the date for each weight recording in Microsoft Excel tables and on Handout 4: Chicken Pharaoh Weight Loss Chart. This will require the students to convert the pounds to ounces. The chickens may also be weighed in grams. This is an opportunity for students to practice their conversion skills. Encourage students to convert from the English to metric system or vice versa. Conversion Web sites are listed in the URLs component of this lesson plan.
8. have students mix a one-pound box of salt with one cup of baking soda and one-half cup of spices.
9. point out that the baking soda and salt mixture has much the same chemical qualities as natron, which is found in the deserts of Egypt.
10. have students stuff the body cavity of the chicken with the salt mixture and place it in a zippered bag with the legs upward so that the salt mixture remains inside the chicken. Use the remaining salt mixture to cover the chicken pharaoh.
11. have students place the zippered bag inside another zippered bag to prevent leakage.
12. have students place chickens in a warm, dry area for 7-10 days. This activity can be carried out in the classroom because there will be no foul odor.
13. have students open bags after 7-10 days and pour off the clear liquid while wearing rubber/plastic gloves.
14. ask students where the liquid came from.
15. have students empty the salt mixture from the body cavity and use paper towels to thoroughly clean the salt out of the chicken and off its skin.
16. have students record the date and the weight of the chicken pharaoh in the Microsoft Excel chart and on Handout 4: Chicken Pharaoh Weight Loss Chart.
17. have students mix salt, baking soda, and spice mixture in the same proportions as listed above and refill the body cavity, place in a clean zippered bag, and cover with the remaining salt mixture.
18. ask students to place chicken in warm, dry area for 7-10 more days.
19. remind students to repeat salt removal, weight and date record, and place more of the salt mixture inside and over the chicken. Place in another plastic bag for 2 weeks.
20. tell students to repeat this process two more times, for a total of five weights recorded. Allow the chicken to remain in the salt mixture for a period of two to three weeks each time. Remind students that the scientific process of data collection, recording, manipulating, and reporting is made easier and more accurate using technology by importing or linking to any chart created in Excel to a PowerPoint document or to a Word document. This is capability is called OLE (object linking and embedding).
21. using gloves have students thoroughly remove salt and clean mummified chicken with paper towels.
22. demonstrate to students how to wrap the chicken pharaoh with two-inch wide strips of cotton or linen fabric adding student-designed amulets and/or hieroglyphics to the bandages. Old sheets work well for this activity. Have students wrap in all directions until three or four thicknesses of fabric are achieved.
23. have students design a canopic jar for the chicken’s liver, heart, and gizzard. Crayola Model Magic or Crayola Wet Set may be used to cover the bottles instead of the clay, which must be baked. Instructions for using the Crayola products are on the boxes. Directions and description are at this Web site:

    DIA: Ancient Egypt Lesson Plans: Art: Make Your Own Canopic Jars
    http://www.dia.org/education/egypt-teachers/art/ruddy/activity.htm

24. tell students to place pharaohs in the tombs which are prepared while the mummification process takes place.

Social Studies/Art

1. have students design a burial chamber for their pharaoh from large (at least 18" x 18") cardboard boxes open on one side after the student presentations about King Tutankhamen, hieroglyphics, the Great Pyramid, and Egyptian gods and goddesses. Let the open side of the box be the front of the tomb.
2. assign different tasks to members of each group of 4-6 students.
   • ask one student to write hieroglyphics on the wall of the tomb.
   • have one student design the funerary mask.
   • ask one student to design the sarcophagus.
   • have another student draw gods and goddesses for the wall of the tomb.
   • ask another student sculpt a statue to the pharaoh using clay.
   • have other students design items that the pharaoh might need in the afterlife such as food, transportation, and leisure-time activities. As a suggestion, the teacher can ask the students to make a list of ten items that they would request for their burial chamber. Students should use clay or mixed media to create their objects.
3. place the canopic jars from the above mummification science lesson in each pharaoh’s tomb.
4. add the "Chicken Pharaoh Life Stories" to each of the sides of the cardboard box.

Math:

1. explain that the purpose of a graph is to show the overall pattern of what has happened.
2. ask if students can name four types of graphs (circle, bar, line, and pictoral) and explain the differences. Give time for students to respond.
3. define the four types of graphs and discuss the best uses for each type of graph.
4. draw a right angle on the board to represent the X and Y axes of a graph.
5. show students where the title should go, explaining that a title represents what the graph is about.
6. explain that except for circle graphs, all graphs have an x-axis and a y-axis. The x-axis tells what is being graphed, and the y-axis tells the values.
7. review different types of graphs with students. Show circle, bar, line, and pictorial graphs cut from the newspaper and/or magazines or use the examples at this Web site:

   Tables and Graphs Main Page
   http://www.mcwdn.org/Graphs/TabGraphMain.html

8. have students take the online quiz at the above Web site if computers are available for each student. Students may take the quiz as a class while the teacher navigates the Web site, using a digital projector or large-screen television monitor to project the site for the class to view.
9. review the information to be shown on the graph that will show the decreasing weight of the chicken pharaohs using Handout 5: Chicken Pharaoh Weight Loss Graph—Checklist and Grade Sheet.
10. ask students which type of graph would be best for representing the date and the weight of the chicken pharaohs.
11. guide students to see that the date and the weight of the chicken can easily be represented by the x- and y-axes on a bar or line graph or bar graph.
12. have students arrange the data in a chart and copy this chart on a piece of paper to be used when creating their electronic graphs.
13. use Handout 5: Chicken Pharaoh Weight Loss Graph—Checklist and Grade Sheet to explain the criteria checklist, which will be used to check their graphs. Students will be able to check their own graph using the checklist. Remind students that the graphs should have a title, be labeled with words that are spelled correctly, be neat, contain accurate data, and have the x and y-axes labeled correctly.
14. check data sheets created by the students for accuracy. If the data sheets are correct, tell students that they are now ready to graph using the computer.
15. review graph design with Microsoft Excel or Microsoft Works software using Graphing with Excel / http://www.ncsu.edu/labwrite/res/gt/gt-menu.html

    or review the tutorial for visual learners at

    Module: Introduction to Spreadsheets Microsoft Excel 2000 Tutorial / http://www.vuse.vanderbilt.edu:8888/es130/lectures/lecture7/xlintro.html

16. using the decreasing weights and dates of the weights, have students design a line or bar graph showing the pharaoh’s weight loss using Microsoft Excel or Microsoft Works.
17. ask students to orally and visually present his or her graph to the class and review the observations and conclusions he or she drew from the information and his or her reflections on the lesson.
18. review the four types of graphs and have students write a definition of each type.
19. discuss each type of graph and ask the following questions:
    • When did the pharaoh lose the most weight?
    • Which pharaoh lost the most weight?
    • Which pharaoh lost the least weight?
    • What pattern of weight loss do you see in the decreasing weight of each pharaoh?
    • What other assumptions and observations can you make from the graphs?
    • What other graphs might we create concerning the pharaohs?
    • How could we combine the weight losses of all the pharaohs in one graph?
20. have students complete the "L" (Learned) section of original KWL Chart and compile a composite list of new knowledge gained by the students using Microsoft Word or another appropriate word-processing program
21. ask students to take the online quizzes over graphs found at Tables and Graphs Main Page / http://www.mcwdn.org/Graphs/TabGraphMain.html
22. ask students to complete an evaluation of the entire unit on ancient Egypt using Handout 6: Unit Evaluation.

Student Activities: The students will

1. complete a Know, Want to Know and Learned (KWL) Chart.
2. research a self-selected topic about ancient Egypt.
3. create an electronic bibliography of resources used in research from the Microsoft Word table.
4. plan, create, and present a Microsoft PowerPoint presentation using his or her research. Handout 2: Rubric for Microsoft PowerPoint Presentation should be used as a guide in preparing the presentation.
5. pre-write, write, edit, and rewrite a fictional account of the life story of the chicken pharaoh using a computer and word-processing software. Handout 3: Narrative Writing Rubric should be used as a guide in writing this fictional account.
6. edit and write a reader’s response to the writing of a peer.
7. follow the steps to mummify a chicken pharaoh. Weight loss during mummification should be recorded on Handout 4: Chicken Pharaoh Weight Loss Chart.
8. weigh and record the weight loss of chicken pharaohs over a 6-7 week period and record data in an Excel chart. Handout 5: Chicken Pharaoh Weight Loss Graph should be used as a guide in preparing the final version of the graph.
9. design and create a decorated tomb for the chicken pharaoh. Items to be included in the tomb are:
   • names and other words written in Egyptian hieroglyphics. This can be done at Guardian's Egypt—Your Name In Hieroglyphs! / http://childparenting.about.com/gi/dynamic/offsite.htm?
     site=http%3A%2F%2Fwww.guardians.net%2Fegypt%2Fhieronom.htm
   • canopic jar
   • a funerary mask
   • a sarcophagus
   • gods and goddesses drawn on the walls of the tomb
   • sculpted statues of the chicken pharaoh
   • items from clay for pharaohs’ tombs
10. name, explain, and define four types of graphs.
11. take an online quiz about graphs.
12. select type of graph, organize data, and design a graph using Microsoft Works or Excel.
13. complete an evaluation of the integrated unit using Handout 6: Unit Evaluation.

Accommodations:

• Students who do not have the necessary computer skills or those who lack confidence in using technology may be paired with a peer.
• If wireless laptops and/or a computer lab are not available, students may go to another teacher’s room to use computers for creation of the Microsoft PowerPoint presentations, writing activities, and graphing activities using Microsoft Excel.
• If a sufficient number of computers are not available, teachers should pair the students to work in groups of two or three for the research and creation of the Microsoft PowerPoint presentations.
• Students with disabilities that do not allow them to use their hands for typing, measuring, etc., should be carefully paired with a peer mentor or teacher’s assistant. Teachers may want to review the handout "Using Office XP’s Accessibility Features" for use with students with disabilities.
• Although there is no foul odor associated with the mummifying of the chicken pharaohs, every student touching the chicken during the process should wear rubber/plastic gloves, as there are bacteria and fungi present during the process. Students should wash hands thoroughly after handling the chicken pharaoh.

Extension Activities:

• Find the mean, median, and mode using the graphs of the weight loss of the chicken pharaohs.
• Change each weight loss measure into a fraction and a decimal.
• Figure the percentage of body weight loss and make a circle graph.
• Build a scale model of the Great Pyramid.
• Create a scatter plot graph of all the weight losses of all the chicken pharaohs.
• Find the area and perimeter of triangles.
• Explore the kinds of triangles: acute, scalene, and equilateral.
• Explore pyramids as platonic solids.
• Change ounces to grams online at this Web site:

  Conversion Page
  http://brewery.org/cm3/recs/convert.html

• Write Egyptian hieroglyphics with fonts that are free for educational purposes at this Web site:

  Nerferchichi’s Tomb Fonts
  http://www.neferchichi.com/fonts.html
  Download fonts; install through my computer, control panel, and fonts file. Fonts will then work with all Microsoft programs.

• Make a timeline of important dates in ancient Egyptian history using Tom Snyder Production’s TimeLiner 5.0. Free demo at http://www.tomsnyder.com/products/product.asp?SKU=TIMV50
• Read The Egypt Game.
• Play the computer strategy game Mancala, which has been found carved in stone at pharaohs’ tombs. A free demo is located at the following Web sites:

  Mancala Web v2.0
  http://imagiware.com/mancala/

  Free Downloads Center (Download Mancala free)
  http://www.freedownloadscenter.com/Games/Board_Games/Mancala.html

  Mankala
  http://www.elf.org/mankala/Mankala.html

• Play Senet and other games of ancient Egypt at this Web site:

  Rediscover Ancient Egypt
  http://www.egypt-tehuti.org/

• Complete the following Web quest:

  King Tut: Was It Murder?
  http://www.pekin.net/pekin108/wash/webquest/#Introduction

• Answer the Pyramids of Egypt math brainteaser and create their own Egyptian math problem at this Web site:

  Syvum
  http://www.syvum.com/cgi/online/serve.cgi/teasers/pyramid1.tdf

• Complete the Ancient Egypt Web quest at this Web site:

  Ancient Egypt Webquest
  http://www.iwebquest.com/egypt/ancientegypt.htm

• Purchase barley flour at a health food store and follow recipe to bake barley bread. Serve with butter and fig preserves.
• Complete Visual Discrimination activity at this Web site:

  Three D Pictures
  http://www.neferchichi.com/3d.html

• E-Mail a friend in Hieroglyphics
  http://www.nationalgeographic.com/egypt/imax/postcard.html

Integration:

• Math
• Science
• Language Arts
• Social Studies (History)
• Art
• Technology

Assessments:

1. KWL Chart
2. Handout 2: Rubric for Microsoft PowerPoint Presentation
3. Handout 3: Narrative Writing rubric
4. Online quizzes located at

   Tables and Graphs Main Page http://www.mcwdn.org/Graphs/TabGraphMain.html

5. Handout 5: Chicken Pharaoh Weight Loss Graph—Checklist and Grade Sheet
6. Completed Microsoft Excel chart and Handout 4: Chicken Pharaoh Weight Loss Chart
7. Handout 6: Unit Evaluation

URLs: In alphabetical order

• All About Mummies
  http://www.neferchichi.com/mummies.html
• Ancient Egypt Research Topics
  http://www.newton.mec.edu/bigelow/classroom/mortimer/mortimerhome.htm
• Ancient Egypt Teacher Resource File
  http://falcon.jmu.edu/~ramseyil/egypt.htm#TOP
• Ancient Egypt Timeline
  http://www.ancientegypt.co.uk/time/home.html
• Directory of Ancient Egypt Topics - Wikipedia, the free encyclopedia
  http://en.wikipedia.org/wiki/Directory_of_Ancient_Egypt_Topics
• Egypt Unit Studies @ ArabesQ
  http://www.arabesq.com/educate/egypt.html
• Ancient Egypt Webquest, Find Information about Ancient Egypt
  http://www.iwebquest.com/egypt/ancientegypt.htm
• Ancient Egypt: A Sixth Grade Curriculum (Contains links to gods and goddesses, pharaohs, hieroglyphics, and mummies.)
  http://www.angelfire.com/wi/egypt/
• British Museum: Ancient Egypt
  http://www.ancientegypt.co.uk/
• DIA: Ancient Egypt Lesson Plans: Art: Make Your Own Canopic Jars
  http://www.dia.org/education/egypt-teachers/art/ruddy/activity.htm
• Life in Ancient Egypt: Life in Ancient Egypt
  http://www.carnegiemnh.org/exhibits/egypt/guide.htm
• Conversion Page
  http://brewery.org/cm3/recs/convert.html
• Egypt Antiquities Information from Tour Egypt
  http://www.touregypt.net/egyptantiquities/
• Egypt Interactive
  http://www.amarna.com/eir/
• Egyptian Mummies (links to many topics)
  http://www.mummytombs.com/main.egyptian.htm
• Egyptian Mummies
  http://www.si.edu/resource/faq/nmnh/mummies.htm
• Egyptian Sites (a wealth of links designated by topics: a good place to go for those that have trouble deciding on a topic)
  http://oswego.org/staff/cchamber/resources/egypt.cfm
• Egyptian Women
  http://cuip.uchicago.edu/~yrichards/women.html
• Rediscover Ancient Egypt
  http://www.egypt-tehuti.org/
• Food
  http://nefertiti.iwebland.com/timelines/topics/food.htm
• Guardian's Egypt - Your Name In Hieroglyphs!
  http://childparenting.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.guardians.net%2Fegypt%2Fhieronom.htm
• Guardians Egypt
  http://www.guardians.net/egypt/egypt.htm
• Hieroglyphs
  http://www.mfa.org/egypt/explore_ancient_egypt/hiero_writing1.html
• History Topics: Ancient Egypt Mathematics
  http://www-groups.dcs.st-andrews.ac.uk/~history/Indexes/Egyptians.html
• Internet Ancient Egypt Sourcebook
  http://www.fordham.edu/halsall/ancient/asbook04.html
• King Tut
  http://www.nationalgeographic.com/egypt/
• NPR: Performance Today -- King Tut's Trumpet
  http://www.npr.org/programs/pt/features/2003/jun/trumpet.html
• Civilization.ca - Mysteries of Egypt
  http://www.civilization.ca/civil/egypt/egypt_e.html
• Free Downloads Center (select Mancala)
  http://www.freedownloadscenter.com/Games/Board_Games/Mancala.html
• Mancala Web v2.0
  http://imagiware.com/mancala/
• Mankala
  http://www.elf.org/mankala/Mankala.html
• Graphing with Excel Tutorial
  http://www.ncsu.edu/labwrite/res/gt/gt-menu.html
• Module: Introduction to Spreadsheets Microsoft Excel 2000 Tutorial
  http://www.vuse.vanderbilt.edu:8888/es130/lectures/lecture7/xlintro.html
• Ms. Hos-McGrane's Grade 6 Social Studies Class: Welcome to our Ancient Egyptian Project Pages (contains links to many topics)
  http://www.internet-at-work.com/hos_mcgrane/egypt/egyptintro.html
• Mummy
  http://www.nationalgeographic.com/ngkids/9906/mummies/mummy_making.html
• Mysteries of Egypt @ nationalgeographic.com
  http://www.nationalgeographic.com/egypt/imax/postcard.html
• The Writing Process
  http://www.spa3.k12.sc.us/writingprocess/index.htm
• Neferchichi's Tomb: EGYPTIAN 3D PICTURES
  http://www.neferchichi.com/3d.html
• Nerferchichi’s Tomb: Fonts
  http://www.neferchichi.com/fonts.html
• Pharaohs
  http://www.nationalgeographic.com/ngm/0104/feature2/index.html
• Pharaohs
  http://www.neferchichi.com/pharaohs.html
• PowerPoint Resources
  http://www.geocities.com/~webwinds/classes/powerpt.htm
• Pronunciation of Egyptian Language
  http://www.friesian.com/egypt.htm
• Pyramids
  http://www.pbs.org/wgbh/nova/pyramid/
• Reference Resources: Ancient Egypt
  http://www.kidinfo.com/World_History/AncientEgypt.htm
• Rosetta Stone
  http://www.clemusart.com/archive/pharaoh/rosetta/
• Ship and Boats of Ancient Egypt (Contains information about the Nile and travel)
  http://nefertiti.iwebland.com/timelines/topics/navigation.htm
• Surfing the Net with Kids: Ancient Egypt
  http://www.surfnetkids.com/egypt.htm
• Syvum: Puzzles & Brain Teasers : Pyramids of Egypt
  http://www.syvum.com/cgi/online/serve.cgi/teasers/pyramid1.tdf
• Tables & Graphs Main Page
  http://www.mcwdn.org/Graphs/TabGraphMain.html
• Theban Mapping Project
  http://www.thebanmappingproject.com/
• Tom Snyder Productions: Our Products [Look for Graph Master]
  http://www.tomsnyder.com/products/product.asp?SKU=GRAMAS
• Web Quest King Tutankhamun: Was It Murder?
  http://www.pekin.net/pekin108/wash/webquest/#Introduction

Curriculum Frameworks

Mississippi:

Fifth Grade Math:

2. Develop concepts and the process of measuring related to units of measure. (P, D, M, G, N)
   2. Determine appropriate units for measurement of mass, length, distance, volume, and time in the standard (English and metric) systems.
   3. Use appropriate tools to measure area, perimeter, circumference, radius, and diameter in the standard (English and metric) systems.
   4. Convert units within a given measurement system.
   5. Estimate measurements of various objects.
   6. Solve multi-step problems using suitable measurements.
   7. Incorporate appropriate technology and manipulatives to explore measurement.
3. Collect, read, organize, and interpret data and explore probability. (P, D, M, G, N)
   2. Draw and label bar, line, circle graphs, and pictographs.
   3. Gather, organize, and analyze data to create tables, charts, and graphs.
   4. Incorporate appropriate technology and manipulatives to explore data collection, organization, and interpretation.

Sixth Grade Math:

4. Use and explore the concepts of measurement. (P, D, M, G, N)
   2. Identify appropriate units for measuring length, weight, volume, and temperature in the standard (English and metric) systems.
   3. Use appropriate mathematical tools for determining length, weight, volume, and temperature in the standard (English and metric) systems.
   4. Use estimation to solve problems in the standard (English and metric) systems.
   5. Convert units within a measurement system.
5. Use probability and collect, organize, interpret, and display types of data using -manipulatives, paper and pencil, calculators and/or computers. (P, D, M, G, N)
   1. Read and construct line, bar, and pictographs.

Seventh Grade Math:

3. Use units of measurement with standard systems. (P, D, M, G, N)
   1. Convert within a standard measurement system (English and metric).
4. Collect, organize, and summarize data and use simple probability. (P, D, M, G, N)
   1. Interpret and construct histograms, line, and bar graphs.

Eighth Grade Math:

5. Convert and use standard units (English and metric) of measurement.(P, D, M, G, N)
   4. Select appropriate units of measurement for real-life problems.
7. Interpret, organize, and make predictions about a variety of data using concepts of probability and statistics. (P, D, M, G, N)

Fifth Grade Science:

8. Identify properties and changes of matter (E, P)
   2. Explore, observe, discuss, and record physical changes using everyday substances.
   4. Demonstrate the ability to use simple measuring devices using metric and English units.

Sixth Grade Science:

8. Investigate structure, properties, and changes of matter. (E, P)
   2. Record and interpret physical and chemical changes using everyday substances.
   4. Demonstrate the ability to use simple measuring devices using metric and English units.

Fifth Grade Language Arts:

1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)
   1. Accomplish a writing process through planning, drafting, revising, editing, publishing, and self-reflecting on written communications such as story lines, business letters, biographical sketches, reports from researched materials, friendly letters, social notes, creative writings, etc. for different audiences and purposes. (Each teacher will determine the appropriate number of products to be taken through a writing process).
2. Speak coherently and listen effectively to exchange ideas and opinions for a variety of purposes and audiences. (S, L)
   1. Use standard English in discussion and in group and independent presentations, etc.
   2. Develop an awareness of voice quality, articulation, body language, and stage presence.
   4. Begin to self-evaluate proficiency in presentation skills.
3. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)
   1. Identify the purpose of and audience for a project or task.
   2. Use reading as a source of ideas and information for a project or task.
   3. Follow logical sequence/multi-step directions to complete a product.
   4. Demonstrate increased proficiency, complexity, and independence in completing a product.
4. Read, listen to, and view multimedia sources to select and use information. (R, W, S, L, V)
   1. Locate and use table of contents, key words, electronic card catalog, glossary, atlas, encyclopedia, and other sources to gather information.
   2. Compose a variety of oral, visual, and written presentations from information gathered.
   3. Distinguish fact from opinion.
   4. Read and interpret information from charts, graphs, maps, tables, schedules, and timelines.

Sixth Grade Language Arts

1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)
   1. Accomplish a writing process through planning, drafting, revising, editing, publishing, and self-reflection on written communications such as creative writing.
2. Speak coherently and listen effectively to exchange ideas and opinions for a variety of purposes and audiences. (S, L)
   2. Practice voice quality, articulation, body language, and stage presence.
   3. Use Standard English with increasing proficiency in discussions and group and independent presentations.
   4. Continue to self-evaluate proficiency in presentation skills.
3. Complete projects and tasks in an organized and coherent manner. (R,W,S, L, V)
   1. Identify the purpose of and audience for a project or task.
   2. Use reading as source of ideas and information for a project or task.
   3. Follow logical sequence/multi-step directions to complete a product.
4. Read, listen to, and view multimedia sources to select and use information. (R,W,S,L, V)
   2. Compose a variety of oral, visual, and written presentations from information gathered.

Seventh Grade Language Arts

1. Communicate for a variety of purposed through different forms of writing using process of reading, writing, listening, and viewing for an expanding audience. (R,W,L,V)
   1. Accomplish a writing process through planning, drafting, revising, editing, publishing and self-reflecting on written communications such as paragraphs, essays, research papers, creative, writing, etc. for different audiences and purposes with minimal guidance.
2. Speak coherently and listen effectively to exchange ideas and opinions for a variety of purposes and audiences, (S, L)
   1. Show increased proficiency in self-evaluation and begin peer evaluation of presentation skills such as voice, quality, articulation, body language, and stage presence.
   3. Use standard English in oral presentations with increasing proficiency and complexity.
3. Complete projects and tasks in an organized and coherent manner. (R,W,S, L, V)
   1. Identify the purpose of an audience for a project or task.
   2. Use reading as a source of ideas and information for a project or task.
   3. Follow logical sequence/multi-step directions to complete a product.
4. Read, listen to, and view multimedia sources to select and use information. (R, W,S,L,V)
   2. Compose a variety of oral, visual, and written presentations from information gathered.

Eighth Grade Language Arts

1. Communicate for a variety of purposes through different forms of writing using process of reading, writing, listening, and viewing for an expanding audience.(R,W.L,V)
   1. Accomplish writing process through planning, drafting, revising, editing, publishing, and self-reflection on written communications such as various short papers for different audiences and purposes with increasing independence.
2. Speak coherently and listen effectively to exchange ideas and opinions for a variety of purposes and audiences. (S, L)
   1. Show increased proficiency in self and peer evaluation of presentations skills such as voice quality, articulation, body language, and stage presence.
   3. Use Standard English with increased proficiency and complexity in oral presentations.
3. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)
   1. Identify the purpose of and audience for a project or task.
   2. Use reading as a source of ideas and information for a project or task.
   3. Follow logical sequence/multi-step directions to complete a project.
   4. Demonstrate increased proficiency, complexity, and independence in completing a product.
4. Read, listen to, and view multimedia sources to select and use information. (R, W, S, L, V)
   2. Compose a variety of oral, visual, and written presentations from information gathered through multimedia sources.

Seventh Grade Social Studies:

1. Examine characteristics and development of various societies in the Eastern Hemisphere prior to 1750. (H)
   1. Investigate the history of the following: Asia, Africa, Europe, Australia, and Islands of the Pacific (e.g., early man, Greeks, Romans, etc.).
   2. Analyze various Eastern cultures: Asia, Africa, Europe, Australia, and the Islands of the Pacific (e.g., religion, language, customs, contributions, etc.).
2. Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, political cartoons, charts, graphs, a compass, technology, etc.). (H, G, E)

National Educational Technology Standards (NETS):

3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuses. (2)
4. Use content-specific tools, software, and simulations to support learning and research. (3, 5)
5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)

TerraNova:

Math

10 Measurement (Level 10-21/22)
Demonstrate an understanding of measurement systems, units, and tools by describing, calculating, or estimating size, location, and time; by using the concepts of perimeter, area, volume, capacity, weight, and mass; and by identifying appropriate degrees of accuracy.
Solve problems involving principles of measurement, rate, and scale.

Use manipulatives to explore shapes, area, and perimeter; and to model and represent measurement problems.

Describe measurement processes, compare techniques, estimate, and communicate estimation strategies.

17 Problem Solving and Reasoning (Level 11-21/22)
Select and apply problem-solving strategies, identify necessary information, use patterns and relationships to evaluate situations, apply inductive and deductive reasoning and spatial and proportional reasoning, and solve a variety of non-routine, real-world problems.

Formulate problems, evaluate mathematical arguments, evaluate and generalize solutions, and justify answers and solution strategies.

18 Communication (Level 11-21/22*)
Relate daily vocabulary to mathematical terminology; and relate models, diagrams, and pictures to mathematical ideas.

Model problem situations and describe and evaluate mathematical ideas and situations graphically or in writing.

Reading/Language Arts

07 Sentence Structure (Level 11-21/22)
Demonstrate an understanding of conventions for writing complete and effective sentences, including treatment of subject and verb, punctuation, and capitalization.

Demonstrate an understanding of conciseness and clarity of meaning in combining two sentences.

08 Writing Strategies (Level 11-21/22)
Demonstrate knowledge of information sources, outlines, and other pre-writing techniques.

Demonstrate an understanding of the use of topic sentences, concluding sentences, connective and transitional words and phrases, supporting statements, sequencing ideas, and relevant information in writing expository prose.

09 Editing Skills (Level 11-21/22)
Identify the appropriate use of capitalization, punctuation, nouns, pronouns, verbs, adjectives, and adverbs in existing text.

Demonstrate knowledge of writing conventions and sentence structure through identifying and connecting errors in existing text and in text written by the student.

Science

19 Science Inquiry (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts of science inquiry.
Demonstrate the ability to perform science inquiry.

Through text, diagrams, and drawings, provide explanations of investigations, analyze investigations, and communicate results.

Social Studies

26 Geographic Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of the world’s people, places, and environments, and their interactions over time.

Construct answers, use geographic tools, and create solutions or products using inquiry skills and knowledge related to geographic perspectives.

27 Historical and Cultural Perspectives (Level 11-21/22)
Demonstrate an understanding of concepts and process skills related to the study of time, continuity, and societal change throughout history.

Demonstrate an understanding of concepts and process skills related to the study of the contributions, influences, and interactions of various cultures.

Construct answers and create solutions or products using inquiry skills and knowledge related to historical and cultural perspectives.

Link and Feedback to Author(s):

Jackie F. Parker, Tupelo Middle School, Tupelo, MS
jacfpark@network-one.com