Walk Like An Egyptian, AUTHORS: Camille Caulkins, Bobbi Kloven, and Vickie Maio, GRADE LEVEL: 6, Students will sit in the shape of an obelisk. Music, "Walk Like an Egyptian" will be playing in the background. At the same time a teacher will be dressed as Cleopatra or a Pharaoh and will "Walk Like an Egyptian" using appropriate body movements. Students will be asked why they are sitting that way and ideas will be put on a chart and what the teacher is simulating. A "sarcophagus" will be opened and "artifacts" will be removed one by one. Students will give their ideas, thoughts and opinions about how each item relates to Ancient Egypt.

LU TITLE: Walk Like An Egyptian (revised)
AUTHORS: Camille Caulkins, Bobbi Kloven, and Vickie Maio
GRADE LEVEL: 6^th Grade

SCHOOL ADDRESS:Our Lady of Lourdes
11 Barton Ave.
Utica, NY 13502

SCHOOL PHONE: 315-732-4374

SUBJECT AREA: Social Studies

CONTENT KNOWLEDGE

DECLARATIVE

Students will know and understand how a leader can affect the socio-economic systems and religious beliefs of their countries.
Students will know and understand the scientific processes and religious principles for mummification in Ancient Egypt.
Students will know the way in which human activities are constrained by the physical environment (e.g. effects of weather, climate and land forms on agriculture, recreational activities, availability of water, expansion of settlement).

PROCEDURAL

Students will use the Internet to gain information on an appropriate topic or subject
Students will create an outline from their notes and research
Students will write a report based on their outline
Students will present an oral report to their classmates
Students will present visual project at learning fair

ESSENTIAL QUESTIONS

How do the natural resources of a geographical region affect the day to day life of the people?
How is the technology that developed during Ancient times evident during our modern technology?
How does a leader of a country impact the socio-economic aspect of a culture?

INITIATING ACTIVITY
Students will sit in the shape of an obelisk. Music, "Walk Like an Egyptian" will be playing in the background. At the same time a teacher will be dressed as Cleopatra or a Pharaoh and will "Walk Like an Egyptian" using appropriate body movements. Students will be asked why they are sitting that way and ideas will be put on a chart and what the teacher is simulating. A "sarcophagus" will be opened and "artifacts" will be removed one by one. Students will give their ideas, thoughts and opinions about how each item relates to Ancient Egypt. All of their comments will be written on a chart about what they know and what they think they know. No clues will be given or leading questions asked by the instructor. (This chart will be referred to at the end of the unit as a "KWL" which will be done in the computer lab at the end of the unit.)

*Students will be instructed that there are "no right or wrong" answers at this time.

Artifacts will include: canoptic jar, jewelry, clothes, pictures, maps, sand, hieroglyphics, mummy, papyrus, hemp and geometric shapes.
Artifacts will be displayed in the classroom for further observations in the classroom.

CONNECTION TO LEARNING STANDARDS

CONTENT AREA: Social Studies

LEVEL: Grade 6

MST - This research project incorporated the use of software programs (Nile Passage to Egypt, Secrets of the Pyramids, Children's Encyclopedia, Encarta 98, World Book, 1998 Grolier Encyclopedia, Imagination Express Destination: Pyramids, and Archibald), and the process of accessing the Internet for information on the topics.

ELA - This research project incorporated the use of language skills, both written and oral. The specific writing skills were; note taking, summarizing, organization, paragraph writing, editing, and mechanics of grammar. The emphasis of the oral skills was on; organization, correct grammar, knowledge of their topic and their presentation.

SS - this research project incorporated the study of Egypt through many areas by the understanding of historical events, and the development of past civilizations in relation to the effect on mankind. This included religion, social customs, architecture, politics, economics, climate, and the geography of the land.

BENCHMARKS: MST: Standard 2 Information Systems: Information technology is used to retrieve, process and communicate information and as a tool to enhance learning. Students use a variety of equipment and software packages to enter, process, display, and communicate information in different forms (e.g. text, tables, pictures, and sound) Students gather information from printed media and community resources (e.g. Newspaper or magazine index at the local library). *Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use. Students know different uses for information systems in a variety of places (e.g. home, school, business).

BENCHMARKS: Standard 3: Geography: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

BENCHMARKS: Standard 2: World History: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event of issue from a variety of perspectives. Students know the social and economic characteristics that distinguish different people view the same event of issue from a variety of perspectives. Students know the social and economic characteristics that distinguish different cultures and civilizations, such as customs, traditions, child-rearing practices, ways of making a living. Education and socialization practices, gender roles, foods and religious and spiritual beliefs.

BENCHMARKS: Language Arts: Standard 4 Listening and Speaking: Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders and cultures, to adapt presentations to different audiences, and to reflect on how to talk varies in different audiences, and to reflect on how to talk varies in different situations. Students listen to classmates and adults attentively (e.g., do not interrupt, face the speaker, ask appropriate questions, paraphrase to confirm understanding, give feedback). Student identify the use of nonverbal cues used in conversation.

BLUEPRINT FOR PERFORMANCE TASK VIGNETTE

Title of task: Ancient Egypt

Recommended Grade Level(s): 6

Curriculum areas: SS, ELA, MST

Approximate time frame: 6 weeks

Developed by/Adapted from: Caulkins, Kloven, Maio

Resources/materials: Trade books, CD, Internet, Library Media Center, Oral Presentation

LEARNER OUTCOMES/CONTENT STANDARDS/BENCHMARKS

SS #2-Student will demonstrate an understanding of the legacy and history of Ancient Egypt.	ELA #4-Students will read, write, listen and speak for social interaction on Egyptian topics.	MST #2-Students will show an understanding of how to use computer programs and the Internet for research purposes.
SS #3-Students will understand the relationship between the geography of a country and its effect on the socio-economics of the population.

Description of the task using a prompt format (FAT-P = form, audience, topic, purpose)

Student will choose from a list of topics relating to Ancient Egypt to research. Student will construct a visual model, write a report, and culminate the activity with an oral presentation at the schools' learning fair. Student will demonstrate knowledge of their topic by ability to accurately respond to questions asked by teachers, classmates, and others attending the fair.

Student products/performances

Graphic display of topic chosen	Oral presentation of topic	Research paper of topic

Criteria for evaluating student products/performances

RUBRICS

Key Questions: Research, Essay, Presentation

What are the key elements, traits, or dimensions that will be evaluated? Are the identified elements of equal importance or will they be weighed differently?

Proficiency	4 Always/Consistently	3 Usually/Most of the Time	2 Sometimes/Somewhat	1 Seldom/Very Inconsistency
Topic/Thesis Appropriate for assignment
Format Has introduction/thesis, body of information, conclusion
Is appropriate length
Organization/Content- Has clearly presented main ideas
Uses rich detail to support main ideas
Has chosen relevant issues
Focus is clear throughout

Research Evidence of research provided: notes/note cards
Uses independent outside class resources
Variety of sources used
Required number of sources
Appropriate citations given
Citation and bibliography format correct

Language Mechanics- Language use appropriate
Free of mechanical errors
Readable/understandable
Visualize- Maps, charts, diagrams, etc. used where called for to enhance and support presentation
Visualize have necessary titles, keys, labels
Oral Presentation- Speaker is audible

Speaker shows interest and enthusiasm
Speaker uses eye contact with members of audience
Audience is engaged
Student as Worker- Worked independently or with his/her group well without a great deal of assistance

Computer Technology Rubric

Proficiency	3 Capable of independent work	2 Some Assistance	1 Needs full assistance
Using Software/Internet programs- Can load CD and access Internet on the computer
Word processing- Can use notes, outline to type, retrieve, store, print on computer
Computer Skills/Techniques- Can use proper keyboard skills to spell-check and to operate special functions on the computer

HAVE YOU CONSIDERED THESE YET?

Learn to Learn Skills: Students need to learn how to access the Internet and retrieve information to learn about their topic.

Assessment Modifications: The actual unit time should be extended by a minimum of three weeks if the classes are combined for oral presentations.

Unit Schedule/Time Plan: Six Weeks

Written Overview: A six week lesson plan on Egyptian culture, religion, geography and history accompanied by written, oral and visual presentations.

Classroom Resources:

Internet Sites -

3datlas.com
photolib.noaa.gov
lib.noaa.gov
informationplease.com
expediamaps.com
mobat.org
ajkids.com
yahooligans.com
amazon.com
google.com

CD's - 1. Nile Passage to Egypt

2. Destination: Pyramids

The Road to Ancient Egypt
Secrets of The Pyramids

Books- 1. Egypt-Gift of the Nile

Mummy-Eyewitness Books
Pyramid-Eyewitness Books
The Egyptians-By Ruth Thomson
Tutenkhamen's Measures-By Robert Ford