IPW: Ancient Egypt By: Cassie Cox, Lisa Toole, and Keisha Wright

Content Standards: Common Core ELA Standards: 6.RI.2: Determine a central idea of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.6.RI.7: I can integrate information from different media or formats to add to my understanding of a topic or issue. 6.W.3b: I can use dialogue, pacing, and description to develop experience, event, and characters in my narrative writing.6.W.7: I can conduct short research projects and use several sources to answer a question.6.SL.1C: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion. South Carolina Social Studies Standard: Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the Huang He (China), and the Indus river valley, including the evolution of written language, the location, government, religion, trade systems, architecture, and forms of social order. South Carolina Science Standard: Explain how the design of simple machines helps to reduce the amount of force required to do work.

Students will read a passage summarizing some of the simple machines used in ancient Egypt. After building some simple machines in the classroom they will theorize what process was used in the construction of the pyramids. They will need to rationalize their theory based on evidence from the passages they read. Ancient Egypt Social Studies: Summarize the major contributions of the Nile River Valley Civilization (Egypt) by conducting Internet research and creating a museum exhibit poster that accurately depicts the contributions of the Nile River Valley civilization. Science English/Language Arts: Take a picture walk through Chapter 3 of the Social Studies text and make predictions about what we will learn. Read an Ancient Egypt Cloze passage using pages in the Social Studies textbook. Record important Egyptian contributions on a given Egypt Chart. Drama: You are a reporter for a local news station. Your partner is an Egyptian from one of the classes in Ancient Egypt. You and your partner will choose an Egyptian from the class system studied in Social Studies and create a dialogue of an interview to be broadcast on the news at 6:00. Once the dialogue has been approved, the pair will act out the interview. Art: Create a diorama that depicts a historically accurate scene from the Nile River Valley civilization of Ancient Egypt to accompany the museum exhibit poster.

Reading Strategies Pre-Reading Strategies: – Students will complete a K-W-L Chart in which they will activate their prior knowledge. – Students will take a picture walk through the text to make predictions about what they are going to read. – Students will look at some examples of simple machines and predict which machines may have been used in the building of the pyramids. Guided Reading Strategies: – Partner read and complete the given Ancient Egypt cloze passage. – Create a Venn diagram to compare/contrast Egypt with Mesopotamia. – Students will complete a graphic organizer about type of simple machines used in Ancient Egypt. Post-Reading Strategies: – Fill out the Ancient Egypt chart with the correct text evidence and evidence from their internet research. – Write a summary explaining the contributions of Ancient Egypt and how Egypt has impacted the world and our personal lives. – Students will build simple machine in small groups and record observations, they will then revisit their ideas about what simple machines may have been used in the building of the pyramids and reflect on their predictions.

Student Sample of Cloze Passage

Ancient Egypt Chart Location/River(s)Government ReligionArchitecture/Engineering Language Inventions Trading SystemLaw/Social Order

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Video about Egyptian Pyramids StreamlineSC: Egyptian Pyramids ct/Science-Ancient-Egypt-Unit ct/Science-Ancient-Egypt-Unit