Garcia, Jeniffer
Block 4
The Process of Mummification: Understanding Egyptian
Customs
General Information
Grade: 6
Lesson Topic: Egyptians Mummies
Time Frame: 60 minutes
EL Level:
Early Advance, Advanced
Subjects:
Social Studies, Language Arts
Materials and Technology:
Materials: Teacher - laptop, projector, pencil, "Mummify Seneb!"
worksheet
Students - computers, pencil, "Mummify Seneb!"
worksheet
Big Idea:
Students have been learning about Ancient Egypt and are currently on
the topic of religion, afterlife, mummification, and it's connection with
social classes. To best help the students visualize the concept of the
mummification process they will do an interactive online activity that
allows them to mummify a human virtually with guided step-by-step
instructions and vocabulary enrichment opportunities.
Alignment with Standards
CA - California K-12 Academic Content Standards
Subject: History & Social Science
Grade: Grade Six
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 nonWestern 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.
Sub-Strand 6.2: Students analyze the geographic, political, economic,
religious, and social structures of the early civilizations of
Mesopotamia, Egypt, and Kush.
Standard 3: Understand the relationship between religion and
the social and political order in Mesopotamia and Egypt.
Subject: Language Arts
Grade: Six
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They
describe and connect the essential ideas, arguments, and
perspectives of the text by using their knowledge of text
structure, organization, and purpose. The selections
in Recommended Literature, Kindergarten Through Grade Twelve
illustrate the quality and complexity of the materials to be read
by students. In addition, by grade eight, students read one
million words annually on their own, including a good
representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature,
magazines, newspapers, online information). In grade six,
students continue to make progress toward this goal.
Structural Features of Informational Materials
2.1 Identify the structural features of popular media (e.g.,
newspapers, magazines, online information) and use the features to
obtain information.
English-Language Development Standards
Listening and Speaking:
Benchmark: Listen attentively to more complex stories and information
on new topics across content areas and identify the main points and
supporting details.
Category: Comprehension
Proficiency Level: Early Advanced
Grades: 6-8
Benchmark: Make oneself understood when speaking by using
consistent standard English grammatical forms, sounds, intonation,
pitch, and modulation but may make random errors.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Early Advance
Grades: 6-8
Benchmark: Participate in and initiate more ex-tended social
conversations with peers and adults on unfamiliar topics by asking and
answering questions and restating and soliciting information.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Early Advance
Grades: 6-8
Benchmark: Recognize appropriate ways of speaking that vary
according to the purpose, audience, and subject matter.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Early Advance
Grades: 6-8
Benchmark: Respond to messages by asking questions, challenging
statements, or offering examples that affirm the message.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Early Advance
Grades: 6-8
Benchmark: Listen attentively to stories and information on topics;
identify the main points and supporting details.
Category: Comprehension
Proficiency Level: Advance
Grades: 6-8
Benchmark: Negotiate and initiate social conversations by questioning,
restating, soliciting information, and paraphrasing the communication
of others.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Advance
Grades: 6-8
Benchmark: Consistently use appropriate ways of speaking and writing
that vary according to the purpose, audience, and subject matter.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Advance
Grades: 6-8
Benchmark: Prepare and deliver presentations and reports in various
content areas, including a purpose, point of view, introduction,
coherent transition, and appropriate conclusions.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Advance
Grades: 6-8
Benchmark: Speak clearly and comprehensibly by using standard
English grammatical forms, sounds, intonation, pitch, and modulation.
Category: Comprehension and Organization and Delivery of Oral
Communication
Proficiency Level: Advance
Grades: 6-8
Reading
Benchmark: Read aloud simple words presented in literature and
subject-matter texts; demonstrate comprehension by using one to two
words or simple-sentence responses.
Category: Vocabulary and Concept Development
Proficiency Level: Early Advance
Grades: 6-8
Objective
Students will virtually mummify a human body and complete a
handout with responses, graphs, and fill-in sections while participating
in the activity. The post-activity requires the students to be able to
write in their own words, step-by-step, instructions in paragraph form
the process of mummification.
Modifications
English Learners - Students will be given a similar but more simplified
worksheet to complete with the activity. For example, instead of filling
in the whole chart themselves, they only have to fill in four of the
twelve spaces and they will have a word bank. They will also sit next
to a fluent English student that can be of possible assistance when
completing this activity.
Special Needs - Circle often to assess progress and provide cues for
success. If computer is a challenge, have them work with a partner
after teacher dedicates some one-on-one with them.
Gifted - Worksheet has a bonus question that student who finish
quickly can work on.
Literacy Skills
• Reading - Students will be reading the directions given throughout
the activity online.
• Writing - Students will write on a worksheet their finding on the
activity and for post activity they will write in their journals.
• Listening - The activity has highlighted term which the children can
click on and have red to them their punctuation and definition.
• Computer skills - Students will work on a computer.
• Speaking skills - Students will be asked to answer question 1 on the
worksheet as a whole class.
Vocabulary
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•
•
•
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mummification
embalm
canopic jars
Qebehsenuef
Duamutef
Imsety
natron
resin
amulets
sarcophagus
Classroom Management Details
Teacher and computer lab instructor will walk around the room
observing that the students are at the proper site and on task the
whole time.
* Worksheets will be passed out by the teacher and computer lab
assistant until just before they are ready to begin. (Attached at the
end)
Room Arrangement
Computer lab equipped with computers for each student and a smart
board connected to a computer for teacher's use.
All
be
be
do
computers will be turned on when the students arrive. Internet will
up with the website where the activity is but the monitor screen will
off. It will be turned on by the students until they are instructed to
so.
EL Preview:
English Language learners will be given a preview to the terminology
they will encounter in completing this activity - CALP. Time is set
aside before activity where the rest of the student have independent
work to complete. Preview is supported by presenting the students
with the website they will be using where the teacher runs through the
activity emphasizing the terms and how they can hear it aloud
themselves and find definitions within the activity by clicking on words.
Teacher: "Students, later today we will be completing an activity
where we virtually mummify a body but before we do that I want to
give you some of the vocabulary you will encounter and show you how
to run through the program. Here you see Anubis. Do any of you
remember why he was important? Think back to the chapter we read
yesterday in out textbooks. (Taping into prior knowledge - BICS)
Student 1: raises hand and answers. "He is a god that decides if
someone goes to the Afterlife."
Teacher: "How did he decide that?"
Student 2: "He weighted the heart with the feather of truth."
Teacher: "That's right"
Student 3: "Oh! And he is half human and half jackal!"
Teacher: You are all right. Here as you see he will be guiding us
through mummifying Seneb. Now let's see, here it says: "Anibus, god
of embalming". Embalming students means the process of preparing a
body to be buried. Ok, let's repeat that"
Students chime in: "Embalming: the process of preparing a body to be
buried"
Teacher: "Tell your partner next to you and take turns" Students
repeat to each other.
Teacher: "Mummification is the process by which this was achieved.
How was embalming achieved in Egypt students?"
Students: "Through mummification!"
Teacher: "Yes! Now here Anubis will give us instructions for us to
follow as he goes through the various steps to embalm the body."
-Teacher follows along with the instruction given as students are
actively participating. This gives the students a grasp of what they will
be doing themselves but at the teacher's pace with emphasize on the
terms and connections to their previous readings.
Teacher: "Here we have some containers of some sort. I wonder what
these were used for..."
Student: answers with hand raised. "Oh, I know! That's were they put
the organs of the person."
Teacher: "You're right. But there was one they didn't removed. Do you
remember which one?"
Students: "The heart!"
Teacher: "They did not remove the heart from the body. You are
correct. Talk to your partner and recall back why they didn't remove
the heart"
Students are talking to each other. Teacher brings them back calling
on one student to share.
Student: "We said that they didn't take the heart out because the
Egyptians believed that the person still needed it in the afterlife."
Teacher: "Good, we read a bit about that yesterday. Now, student's
we have four containers here. These are called Canopic Jars. The word
here is in color and underlined. If we click on it it will give us the
definition and read it to us." Teacher clicks and after audio repeats
what was said, "Canopic jars: Four jars used to store the liver,
stomach, lungs and intestines of the mummy. In later times the jars
were made in the form of the four gods who protected these organs."
Let's repeat that together.
All: "Canopic jars: Four jars used to store...."
Teacher: Take turns telling your partner.
Students give definition to each other.
Teacher: "Welcome back!"
Students: "It's great to be back!"
Teacher: "So there are four canopic jars used to store the liver,
stomach, lungs, and intestines but note that each corresponded to a
particular jar. They couldn't just put the organs in any jar; they
placed it with the one with which the god's head would guard and
protect them."
Continue...
Focus/Motivation (Open)
To introduce the activity students will watch the following clip:
http://www.harcourtschool.com/articles/video_updates/egypt_mummy
/broadband.html
Students will see a 54 second CNN video clip (on the smart board) on
when archaeologists found a sealed sarcophagus, or stone coffin, in
Egypt. Researchers think the tomb belongs to Neni Sout Wizart, a boss
of pyramid workers (Giza Pyramids), who lived in the fourth dynasty
reign of Khufu. This limestone sarcophagus was found with its lid intact
and they believe it was buried around 4,600 years ago.
Think-Pair-Share/Taping Prior Knowledge (BICS):
Teacher: "Was it common for tombs to be found intact? Take a few
seconds to think back to our chapter reading from yesterday and then
share with your neighbor whether it was or not?"
Students take turns sharing what they think.
Teacher: "Welcome back!"
Students: "It's great to be back!"
Teacher: (selecting from name cards at random calls on first student)
"What did you share with your partner?"
Student: "Well, we talked about how back then they placed jewelry
and expensive belongings next to the mummies so then there would
be robbers that stole from the tombs."
Teacher: "Why did they bury with them valuables?"
Student 2: (called upon raising their hand) "Because they wanted
them to take it with them to the Afterlife."
Development (Body)
1. Teacher: "Today you will have the opportunity to mummify a
mummy virtually using the computers in front of you."
2. Teacher will model how to use the website on the smart board.
Things to point out:
Following the instructions given on top.
How to drag the tools with your curser.
Clicking on terms in red and underlined - Program will
give pronunciation and definition.
3. Ask for questions or clarification.
4. Pass out worksheet and explained that it is to be filled out as they
are going through the slides.
5. Ask five children at random to answer in their own words the first
answer (BICS). This should be review from a previous lesson. Take
what they are saying and in own words answer it on a worksheet
under the ELMO. Children are asked to fill it in as well in their own
sheet.
6. Prompt the students to turn on their monitors. The following site
will be opened up for them:
http://oi.uchicago.edu/OI/MUS/ED/mummy.html
7. Monitor by walking around that they are on task and have them
raise their hand to have teacher come to them when they need
something.
Closure (Close)
As the children are finishing the activity they are asked to write in their
journals in paragraph(s) the process of mummification - CALP.
(Integration: Social Studies and Language Arts)
Assessment
Students will be assessed through the completion of their worksheet
and observations made by the teacher. Worksheet will be graded on
being complete and accurate with 80% of answers. Those who fall
short of this will be given the opportunity to work on the activity a
second time to correct their mistakes during independent work time in
the classroom.
Rubric:
Social Studies Sub-Strand 6.2:
Students analyze the
geographic, political,
economic, religious,
and social structures
of the early
civilizations of
Mesopotamia, Egypt,
and Kush.
Standard 3:
English Language
Learner
Gifted Student
My English Language
learners benefited
from having me
preview the
terminology prior to
the lesson. It not only
gave them
opportunities to hear
the correct
pronunciation of
words but also
The program allows
from more in depth
interactions as one
student can just go
through the steps
while other can find
them selves clicking
through the features
and this is great for
my gifted student.
Understand the
relationship between
religion and the social
and political order in
Mesopotamia and
Egypt.
allowed them to see
how the program was
organized so that they
can maximize the
features from it, such
as the audio reading
and definitions.
Language Arts 2.1 Identify the
structural features of
popular media (e.g.,
newspapers,
magazines, online
information) and use
the features to obtain
information.
As more emphasize is
made on the content,
my ELs have a
modified version of
the handout to
complete. The
purpose for this is to
organize it more for
them so they can
interact more freely
with the activity. I
expect for the
paragraph activity not
to be too long but
with all the steps
mentioned in order as
they have the
handout as an aid to
write it. Completion
and mentioning of all
steps to
mummification are
considered for
grading.
This student will
complete the handout
and the bonus
question is not
considered an option.
I want to tap into
their critical thinking
skills and this will
allow for that. They
paragraph should be
more elaborated and
details are expected
from this child when I
read their response.
Name:
Date:
Mummify Seneb!
Why did the Egyptians feel they needed to preserve their bodies? Steps of embalming a body: 1. Remove the __________ using a metal hook through the __________. 2. Remove the __________ __________ and put them in __________ __________. They must go in the appropriate jars that represent the four sons of __________. Fill in the following table: God
Head Shape
Looks After Which Intestine:
Why is the heart not removed? 3. You drain all the __________ from the body.
4. Pack the body inside and out with _________. What is this used for?
5. After _______ days you remove the natron from inside the body and that piled on top
of the body.
6. Stuff the body with ___________.
7. Cover the body with ________, a yellowish or transparent substance made of plants
that preserves and hardens the skin.
8. Wrap the body in __________. Add ______, good luck charms, on top of the body
and then wrap the body a second layer.
9. Place the mask on the mummy and it's done!
Bonus: Name the amulets and what each was used for. Name:
Date:
Mummify Seneb!
The Egyptians feel they needed to preserve their bodies because...
Steps of embalming a body:
1. Remove the __________ using a metal hook through the __________.
2. Remove the __________ __________ and put them in __________ __________.
They must go in the appropriate jars that represent the four sons of __________.
Complete the following table:
Key - Falcon
Stomach
Human
Lungs
God
Head Shape
Qebehsenuef
Duamutef
Intestines
Jackal - Wild Dog
Imsety
Hapy
Looks After Which Organs:
Liver
Baboon
The heart is not removed because it was believed to be the center of __________,
_________, and __________.
3. You drain all the __________ from the body.
4. Pack the body inside and out with _________. This is a salt used to absorb moisture.
5. After _______ days you remove the natron from inside the body and that piled on top
of the body.
6. Stuff the body with ___________.
7. Cover the body with ________, a yellowish or transparent substance made of plants
that preserves and hardens the skin.
8. Wrap the body in __________. Add ______, good luck charms, on top of the body
and then wrap the body a second layer.
9. Place the mask on the mummy and it's done!