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Ancient Egypt Mini Museum

The purpose of this mini museum is to help students gain an understanding of Ancient
Egypt. Through the integration of multiple content areas, students will explore many aspects of
Ancient Egypt including geography and the importance of the Nile River, hieroglyphics and the
Rosetta Stone, pyramids and pharaohs, and the mummification process and burial rituals. The
Ancient Egyptians have provided the basis for many things still used today and have helped
influence future innovations. Through the use of this mini museum, students will be able to:

identify and decode hieroglyphics
explain the importance of the great pyramids
explain Egyptian burial customs
understand the contributions Ancient Egypt have made to our society
compare and contrast Egyptian daily life with their own

Each activity in the mini museum will serve to accommodate students different strengths so
students can learn to the best of their ability. Some activities may also provide students with a
challenge so that they may build up their weaknesses. The differentiated material is designed to
ensure that all students needs are met.

Included in the Ancient Egypt Mini Museum:
3 Differentiated Activities on the Geography of Ancient Egypt
3 Differentiated Activities on Ancient Egyptian Hieroglyphics
3 Differentiated Activities on the Pyramids of Egypt
3 Differentiated Activities on the Mummification Process
3 Differentiated Activities on Egyptian Inventions
2 Formative Assessments
1 Ancient Egypt Unit Test and Answer Key
1 Ancient Egyptian Final Research Project and Grading Rubric

Supplementary Resources to be used with the Mini Museum:
Books: Pyramids by Claude Delafosse
Ancient Egypt by Robert Nicholson
Map: Map of Ancient Egypt retrieved from
Video Clip: How to Make a Mummy presented by the History Channel at
Article: 10 Amazing Ancient Egyptian Inventions by Attleberry and Kiger

Comment [G1]: 7. Planning
Although not written as objectives, these five items
identify what I want the students to know and
understand upon completion of the activities.
Comment [G2]: 3. Diverse Learners
Each learning goal has three associated activities
that are differentiated by ability but essentially
cover the exact same content. I feel as though these
examples of differentiation are much better than
those from my previous lesson plans.
Geography of Ancient Egypt
Assignment #1: Given a completed map of Ancient Egypt, students will color in the bodies of
water, desert regions, and regions with vegetation. Use attached worksheet number 1.

Assignment #2: Students will color in a semi-completed map of Ancient Egypt. Students will
fill in any information missing from their map, such as names of bodies of water and regions of
Egypt. Use attached worksheet number 2.

Assignment #3: Given a blank map of Ancient Egypt, students will be asked to fill in missing
information, such as names of bodies of water, regions of Egypt, and the location of pyramids.
Students may then color their completed worksheet to reflect the areas of water, desert, and
vegetation. Use attached worksheet number 3.

Comment [G3]: 3. Diverse Learners
The first assignment is meant to target lower level
students or any student with a disability/injury that
may hinder them from writing.
Comment [G4]: 3. Diverse Learners
The map with missing information is meant to
target my on-level students.
Comment [G5]: 3. Diverse Learners
The blank map is available for advanced students.
The aim is to challenge students slightly beyond
their current ability to increase their understanding
of the content
Worksheet No.3
Name: ______________________ Section: ___________ Date: ___________
Geography of Ancient Egypt

Worksheet No.2
Name: ______________________ Section: ___________ Date: ___________
Geography of Ancient Egypt


Valley of the Kings Thebes
Worksheet No.1
Name: ______________________ Section: ___________ Date: ___________
Geography of Ancient Egypt

Mediterranean Sea
Red Sea
Nile River
Valley of the Kings
Egyptian Hieroglyphics
Assignment #1: Using the hieroglyphic/English alphabet, have students write their first and last
name in hieroglyphics. This can be done creatively with crayons and makers.

Assignment #2: Given a worksheet with words and phrases in hieroglyphics, students will use
their hieroglyphic/English alphabet to decode the words and phrases. Worksheet attached.
Assignment #3: With the aid of the hieroglyphic/English alphabet, students will write a short
sentence about ancient Egypt in hieroglyphics. They will then exchange their sentence with
another student and decode their peers hieroglyphic sentence.

The sentence reads: Most Egyptians could not read or write in hieroglyphics.

Comment [G6]: 3. Diverse Learners
The first assignment is meant for lower level
students. However, all students are invited to
creatively write their own name based on their
Comment [G7]: 3. Diverse Learners
The second assignment is for on-level students in
which they are asked to interpret already prepared
Comment [G8]: 3. Diverse Learners
The third assignment is for advanced students or
on-level students who have completed their other
assignment on time. Students who are especially
interested in the content are also welcome to try
this assignment.
Name: _______________________ Section: ______________ Date: ______________
Decoding Hieroglyphics
Directions: Using your hieroglyphic/ English alphabet, decode the following messages. Write
your answers in English either next to or beneath the hieroglyphics.






The Pyramids of Egypt
Assignment #1: Students will be directed to a website that they may use to complete their
pyramid worksheet. The answers can be found directly in the text. The websites URL is:

Assignment #2: Students will be given a list of websites that may aid them in completing their
pyramid worksheet. Students will be required to search the websites to find the answers on their
own. The following websites will be provided:

Assignment #3: Students will be given access to a computer with internet capabilities to
complete their pyramid worksheet. However, students will be asked to use their research skills to
find the information on their own. Students will be asked to write down the websites they used
on the bottom or back of their worksheet.

Comment [G9]: 6. Communication and
I have decided to utilize technology in the classroom
by having students navigate a website to find the
answers to a worksheet.
Comment [G10]: 6. Communication and
Students will use multiple websites to find the
answers to a provided worksheet.
Comment [G11]: Again, all three assignments
are designed for varying ability. These assignments
are not as conducive to using based on interest. The
limit of web resources helps students search for
answers directly in the text. The removal of selected
resources challenges students to navigate the web
independently for the correct information.
The Pyramids of Egypt Worksheet
Directions: This worksheet is to be completed with the help of online resources.
1. Why did the ancient Egyptians build pyramids?

2. What kind of items could be found inside the pyramids?

3. Why did the ancient Egyptians make the inside chambers of the pyramids like a maze?

4. How were they able to build the pyramids?

5. What side of the Nile River were the pyramids built on?

6. What is the name of the most famous pyramid?

7. Who was the most famous pyramid built for?

8. How big is the Great Pyramid of Giza?

Ancient Egypt Mummification Process
Students will watch a two-minute video from the History Channel entitled How to Make a
Mummy. Using the video clip, students will answer questions given on accompanying
worksheets. The video clip can be found at:

Assignment #1: Students will complete accompanying worksheet number 1 in small groups
upon the completion of the video. Teacher will join group discussion and aid students in
answering the questions. The video clip may be replayed for the group.

Assignment #2: Upon completion of the video clip, students will be asked to answer the
questions on the accompanying worksheet number 1. Students will work individually to answer
the questions, and then review their answers in small group discussion.

Assignment #3: After watching the video clip on the mummification process, students will
answer the questions on worksheet number 1 individually. Students review their answers in a
small group. In their group, students will discuss and complete worksheet number 2.

Comment [G12]: 6. Communication and
The use of a supplementary video in the classroom
helps students better envision the content better
than a purely verbal description.
Comment [G13]: 3. Diverse Learners
The third activity is designed for advanced students
that I would expect to complete their work early.
Worksheet No. 1
Name: ____________________________ Section: _____________ Date: __________
How to Make a Mummy Video Worksheet
Directions: Answer the following questions after watching the video clip on the mummification
1. Egyptians believed that in order for your soul to live on, it need to:

2. The mummification process was carried out by:

3. In the video, what was the first process of mummification?

4. How did they remove the brain from the body? What sorts of tools were used?

5. Which four internal organs did the Egyptians remove from the abdomen area?

6. Why was the heart left in the body?

7. What did the woman in the video say you can compare mummies to?

Worksheet No. 2
Name: __________________________ Section: ____________ Date: ___________
Mummification Process Worksheet
Directions: The video clip did not cover all steps to the mummification process. Consider the
steps we discussed in class and put the steps of the mummification process in the correct order.
Have each group member pick a different step to explain to the class.

______ The body was filled with sawdust and linen.

______ An incision was made to the left side of the abdomen and the internal
organs were removed. Only the heart remained.

______ The body was left in the desert for 40 days.

______ The body was wrapped in strands of linen and covered in a sheet called a

______ The body was dried by covering it with natron.

______ The body was placed in a stone coffin called a sarcophagus.

______ The dead body was washed and purified.

Ancient Egyptians Inventions
Students will be given an article on the 10 Amazing Ancient Egyptian Inventions that
demonstrates how advanced the Ancient Egyptian civilization was. The article will be read aloud
as a class. The countdown of the top ten inventions includes items that we still use today, with
only minor modifications. The article can be accessed at:

Assignment #1: Using the article, student will reevaluate the Ancient Egyptians inventions and
rank them by their significance to the individual student. Have students note their changes.

Assignment #2: After reading the article, students will list the three Ancient Egyptian inventions
they believe are the most significant in their lives today. After each invention, students will give
a one- sentence explanation as to why they feel the invention is significant.

Assignment #3: Upon completion of the article, students will reflect on which Ancient Egyptian
invention they felt had the most impact on their lives. Students will write a short paragraph
explaining which invention had an impact on them and why. Students are encouraged to be
creative and may present the information in a humorous way so long as they answer justify their

Comment [G14]: 3. Diverse Learners
The three assignments are examples of
differentiation by ability.
Comment [G15]: 3. Diverse Learners
The third assignment may be presented to students
who express interest in the content or in writing.
Formative Assessments
Formative assessments may be administered at any point during the teaching of the
Ancient Egypt Mini Museum. The results of the formative assessment may indicate that the
teacher needs revisit a subject, is right on target, or should advance to a new subject. Included in
the mini museum are two formative assessments, but teachers may decide to use more or
different formative assessments throughout the unit.

Formative Assessment #1: Pyramid Foldable
At the beginning of the mini museum students will create a Pyramid Foldable out of
construction paper. The foldable serve as a replica of the pyramids of Egypt. On each side on the
pyramid, students will be asked to write or draw one thing they know about Ancient Egypt. This
formative assessment will serve to gauge students prior knowledge on the subject of Ancient
Egypt. By assessing what students may already know, the teacher will be able to determine if
there is a portion of the unit that they may be able to cover briefly or skip all together. The
pyramid foldable will be revisited and added to throughout the lesson.

Formative Assessment #2: Ready to Move On
The second formative assessment to be used with the mini museum is an informal peer
assessment. The teacher assigns four helpers to each corner of the room. Students are asked to
find one of the helpers and verbally explain the steps of the mummification process. Once the
students have done this, they will receive the article for the next topic (Egyptian Inventions) from
the helper. If the student gives the incorrect answer, the helper can provide the correct
information and then provide the article. After the student receives the article, they will return to
their seats. This formative assessment allows students to move around the room and experience a
little social interaction, helpers have an opportunity to coach or teach their peers, and the teacher
can check for understanding by monitoring the interactions taking place in the corners of the

Comment [G16]: 8. Assessment
Two informal formative assessments are provided
to ensure that students educational needs are being
met. Teaching strategies may be revised to
accommodate for misunderstanding.
Comment [G17]: 7. Planning
The foldable formative assessment is designed to
assess prior knowledge to help better plan for
instruction throughout the unit.
Comment [G18]: 8. Assessment
In this informal formative assessment students
interact with their peers and discuss the processes
together. The teacher is able to observe the
interactions and provide additional help.
Name: ___________________________ Section: __________ Date: ______________

Ancient Egypt Unit Test

Directions: Match each item to the correct statement below. (1 pt each)
A. Afterlife B. Artisan C. Rosetta Stone D. Delta E. Papyrus
F. Regent G. Pharaoh H. Silt I. Mummy J. Pyramid

1. _____ Triangle-shaped area at the mouth of a river
2. _____ Rich, fertile soil deposited by the flooding of a river
3. _____ Skilled worker
4. _____ Someone who rulers for a child
5. _____ Well preserved body for burial
6. _____ Type of paper made out of reed like plants
7. _____ Powerful Egyptian ruler
8. _____ Artifact that helped historians interpret and understand hieroglyphics
9. _____ Triangular-shaped buildings that often held the bodies of Egyptian rulers
10. ____ Life or existence that some people believe exists after death

Directions: Circle the letter of the correct answer. (2 pt each)

11. How did the Nile River benefit Egyptians?
A. Provided natural irrigation, fresh water, and fertilization
B. Helped Egyptians sail to other nations to trade
C. Flooded other nations fields
D. Provided Egyptians with salt water to preserve fish

12. The earliest communities in the Nile River Valley first developed in:
A. The Delta of Lower Egypt
B. The Jordan River Valley
C. The deserts of Upper Egypt
D. Between the Tigris and Euphrates rivers

Comment [G19]: 8. Assessment
This formal assessment measures student
understanding and that all educational goals are
met. The unit test uses multiple forms of
questioning (multiple choice, matching, fill in, short
answer) to gauge student understanding.
13. Which part of Egypt was known for its fertile soil?
A. Red Lands
B. Black Lands
C. Upper Egypt
D. Lower Egypt

14. Most Egyptians belonged to what social class?
A. Artisan
B. Merchants
C. Nobles and Kings
D. Workers and Farmers

15. What was an Egyptian pharaoh was considered to be?
A. Merchant
B. God
C. Scribe
D. Artisan

16. In ancient Egypt, a very important religious practice was to:
A. Worship the pharaohs children
B. Travel to the west bank of the Nile each night
C. Worship one god
D. Prepare the dead for the afterlife

17. Ancient Egyptians held ___________ beliefs:
A. Polytheistic
B. Monotheistic
C. Naturalistic
D. Unrealistic

18. How did the ancient Egyptians demonstrate their belief in life after death?
A. They believed in only one God
B. They became famous warriors
C. They preserved the bodies of the dead
D. They did not think the bodies of the dead should be preserved

19. When a pharaoh died in Egypt, what did the priests do with the body?
A. Sacrifice it
B. Embalm it
C. Burn it
D. Bury it

20. What was a sarcophagus?
A. Hole in the ground
B. Temple guard
C. Special dinner served only to the pharaoh
D. Large stone coffin

21. What would NOT be buried along with the pharaohs sarcophagus?
A. Clothes, gold, and jewelry
B. Pets
C. Priests
D. Slaves

22. What written languages were found on the Rosetta Stone?
A. Greek
B. Hieroglyphics
C. Demotic
D. All of the above

23-29. Directions: Place each part of the process of mummification in the correct order using the
numbers 1-7. (1 pt each)

_______ Body covered and stuffed with natron
_______ Cloth wrapped over whole body and a picture of Osiris was painted on top
_______ Dead body washed and rinsed
_______ Body placed inside one coffin and then that coffin was placed inside a sarcophagus
_______ Body placed in the desert for 40 days
_______ Slit cut into left side of the body and internal organs removed
_______ Body wrapped with linen

30. What are some inventions that ancient Egyptian are credited with that we still use today?
Give at least three (3) examples, their relevance, and how they have evolved over time. (4 pts)


Ancient Egypt Unit Test Answer Key
1. D
2. H
3. B
4. F
5. I
6. E
7. G
8. C
9. J
10. A

Multiple Choice:
11. A
12. A
13. D
14. D
15. B
16. D
17. A
18. C
19. B
20. D
21. C
22. D

23. 3
24. 6
25. 1
26. 7
27. 4
28. 2
29. 5

Short Answer:
30. Answers may include: Paper (papyrus) and pen, makeup (kohl eyes, nail polish), written
language (hieroglyphics), breath mints, door locks, bowling, shaves and haircuts, plow, calendar,
and toothpaste

Ancient Egypt Research Project


1. Select a topic relating to Ancient Egypt that interests you the most:

Gods and Goddesses
Egyptian Writing and Art
Another topic of interest discussed with and approved by teacher

2. Explore the subject using books, websites, and articles.

3. Read, keep a record of your sources, and take notes on the information

4. Write a draft of your research report and the information you wish to include.

5. Publish your information in the form of a:

children's book
magazine article
Power Point presentation

Comment [G20]: 8. Assessment
I decided to use a project as a second formal
assessment of student understanding of content.
Comment [G21]: 3. Diverse Learners
Students can pick a topic based on their interest.
Comment [G22]: 3. Diverse Learners
Students can present the information in a variety of
ways that best suit their interest and ability.
Ancient Egypt Research Project Rubric

Poor = 1 Point Fair = 2
Good = 3 Points Excellent = 4

Content of the
provides only
Content of
project is
relevant but
not detailed.
Content of the
project is relevant
and details have
been added.
Content of the
project is
developed in
detail, and relevant
to the project.

Conventions Many spelling,
syntax, and/or
number of
syntax, and/or
Few syntax,
spelling, and/or
grammatical errors.
Clear, concise,
well written
content with no
syntax, spelling,
and/or grammatical

No evidence of
text or graphics
Minimal use
of text and
graphic design
tools and
More extensive use
of text and graphic
design tools and
Advanced design
tools and
techniques are
used often and
effectively for both
text and graphics.

Layout, and
Project lacks
and interest to
the viewer.
balance and
Content is not
interesting or
Project reflects
some balance and
Content is
effective in
capturing the
viewer's interest.
Project is well
organized, visually
appealing, and
very effective in
capturing the
viewer's interest.

Total Score: ____/16
Comment [G23]: 8. Assessment
The rubric makes a rather subjective assignment
objective by providing students with the exact
information that I will be looking for and grading.