Ancient Egypt Bulletin


The bulletin board will be used at the end of the unit to review and reinforce subject matter content based on the theme of Ancient Egypt. The students will be using the bulletin as in interactive board where they can participate and complete assignments at their own pace. There are four content-based activities that they will be required to take part in prior to the completion of this unit.

Science - Mummy Experiment:

Mummy Expirement - Science

Mummy Experiment Directions:

Have you ever wondered why every time you eat salty foods, you get thirsty? Or why fresh vegetables tend to shrivel up when you sprinkle salt on them? The answer is simple. Salt is a desiccant - it helps remove water from things, including human bodies. Which is why the Ancient Egyptians used salts when they were mummifying bodies.
In this experiment, you can test different salt compounds and to find out which makes the best mummified apple.
2 fresh appleslarge box of table saltlarge box of Epsom saltslarge box of baking sodaknifeeight 12-oz disposable plastic cupsmeasuring cuplarge mixing bowlpenmasking tapesensitive balance or food scale (optional)paper and pencil
Slice the two apples into quarters so that you have eight slices similar in size. Place a piece of tape on each cup and write the words "starting weight." Select one slice, weigh it, and record the weight on the outside of cup 1. Follow the same procedure with the other seven apple slices until each cup has been labeled with the appropriate starting weight. If you don't have a scale, try to cut all the apple pieces to the same size.
Put 1/2 cup of baking soda into cup 1, making sure to completely cover the apple. Write the words "baking soda only" on the outside label.
Fill cup 2 with 1/2 cup Epsom salts and label.
Fill cup 3 with 1/2 cup table salt and label.
Fill cup 4 with 50:50 mix of Epsom and table salt then label.
Fill cup 5 with 50:50 mix of table salt and baking soda and label.
Fill cup 6 with 50:50 mix of baking soda and Epsom salts and label.
Fill cup 7 with a mixture of 1/3 baking soda, 1/3 Epsom salts, and 1/3 table salt and label.
At this point, seven cups should have an apple piece and 1/2 cup of salt mixture. Cup 8 should have just a piece of apple as control for the experiment.
Place the cups on a shelf out of direct sunlight and let them sit for seven days.
After a week has gone by, take out each apple slice, brush off as much salt as possible, and reweigh. (Do not rinse the apple off because that will rehydrate it.).
Compare the starting and ending weights of each slice and calculate the percentage of weight which is moisture lost for each by dividing the difference in weight by the starting weight.
If you don't have a weigh scale, put the apple pieces in order of size (make sure to keep track of which piece was in which cup!
  1. Which salt would seem to work best at making an apple mummy?
  2. Would you have achieved the same results if you used a whole, un-peeled apple? Try it and find out.
  3. What was the point of leaving one of the apple slices in a cup without any salt at all?
  4. Where did the moisture in the slices go? How could you confirm this?
Salts and special drying solutions played important roles in preserving mummies, but they also served another purpose. Before refrigerators and freezers, people had to preserve food by pickling, drying, salting, and smoking. Visit a local food store and see how many foods you can find that have been preserved the same way as mummies. Try your hand at drying different fruits. How do the textures and tastes compare?

Mummy Experiment Standards:

CA- California K-12 Academic Content Standards
Subject : Science

Grade : Grade Six

Area : Investigation and Experimentation

Sub-Strand 7: Scientific progress is made by asking meaningful questions and conducting careful investigations. As a ...

Standard a: Develop a hypothesis.

Standard b: Select and use appropriate tools and technology (including calculators, computers, balances, spring ...

Standard c: Construct appropriate graphs from data and develop qualitative statements about the relationships ...

Standard d: Communicate the steps and results from an investigation in written reports and oral presentations.

Standard e: Recognize whether evidence is consistent with a proposed explanation.

Standard h: Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, ...

Art - The Great Pyramid:

The Great Pyramid - Art

The Great Pyramid Standards:

CA- California K-12 Academic Content Standards
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Subject : History & Social Science
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Grade : Grade Six
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Area : World History and Geography: Ancient Civilizations
Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
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Sub-Strand 6.2: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
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Math - Egyptian Hieroglyph Word Problems:


Egyptian Word Problem Directions:

Egyptian Word Problem Math Standards:
CA- California K-12 Academic Content Standards
Subject : Mathematics

Grade : Grade Six

Area : Mathematical Reasoning

Sub-Strand 1.0: Students make decisions about how to approach problems:

Standard 1.1: Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, ...

Standard 1.2: Formulate and justify mathematical conjectures based on a general description of the mathematical ...

Sub-Strand 2.0: Students use strategies, skills, and concepts in finding solutions:

Standard 2.1: Use estimation to verify the reasonableness of calculated results.

Standard 2.2: Apply strategies and results from simpler problems to more complex problems.

Standard 2.3: Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and ...

Standard 2.4: Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, ...

Language Arts- Egypt Travel Brochure Tri-fold:


Travel Brochure Directions:

Travel Agent Brochure to Egypt
You are a travel agent. Your job is to persuade a family to take this year’s vacation to Egypt. They are thinking about Egypt already, but you must give them more reasons to go to Egypt than any other destination they may be considering. You must create a brochure to give them that will help make their mind up. Your Brochure must be neat, creative, persuasive, and include as much information about Egypt as possible that would make this family want to go there!
Points given 1-5 ( 4 being complete but 5 going above and beyond the directions)
Has an inviting opening picture of anything representing Egyptian Culture

Gives the reader important information about Egypt __
Including size, population, currency, languages spoken, and
anything else important to know when taking a trip to Egypt)
Illustrations and descriptions of at least 3 important sites to see on the trip __
At least 3 well written comments from people who have taken the trip to __
help persuade others to take it too!
Is neat, colorful, and interestingly persuasive __
Total __

Travel Brochure Standards:

1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.1.2 Create multiple-paragraph expository compositions:
a. Engage the interest of the reader and state a clear purpose.
b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader.
-c. Conclude with a detailed summary linked to the purpose of the composition.