Designer(s): Emily Potts
Title: Mummy Time!!
Subject: Anthropology and History
Topic: Ancient Egypt
Grade(s): 6th
Show-Me Standards
Knowledge Standards:
Communication Arts 6: Participating in formal and informal presentations and discussions of issues
and ideas
Social Studies 6: Relationships of the individual and groups to institutions and cultural traditions
Fine Arts 5: Visual and performing arts in historical and cultural contexts
Performance Goals:
1.9 Identify, analyze and compare the institutions, traditions and art forms of past and present
societies
2.3 Exchange information, questions and ideas while recognizing the perspectives of others
2.5 Perform or produce works in the fine and practical arts
4.3 Analyze the duties and responsibilities of individuals in societies
Grade Level Expectations (GLEs)
Communication Arts
Listening and Speaking 1. Develop and apply effective listening skills and strategies A. Listen b. for
information, c. for directions, d. to identify tone, mood and emotion of verbal and nonverbal
communication 2. Develop and apply effective speaking skills and strategies for various audiences
and purposes A. In discussions and presentations a. present ideas in a logical sequence, b. identify
and apply appropriate speaking techniques such as volume control, pace and eye contact B. Give
clear and concise three- and four-step oral directions to complete a task
Social Studies
Missouri, United States and World History. 3b. Knowledge of continuity and change in the history of
the World. A. Culture of early river valley civilizations. Examine river civilizations including: a.
Ancient Egypt in North Africa (pyramids and mathematics)
Relationships of Individuals and Groups to Institutions and Traditions. 6. Knowledge of
relationships of the individual and groups to institutions and cultural traditions. I. Changing ideas,
concepts, and traditions. Describe how ideas, concepts and traditions have changed over time
Fine Arts
Historical and Cultural Contexts 1. Compare and contrast artworks from different historical time
periods and/or cultures. A. Historical Period or Culture. Identify works of art from:
Greece/Rome/Egypt /Pre-Columbian Americas (e.g. Aztec, Inca, Maya)
Enduring Understanding(s)
The student will need to understand higher statuses were treated better in death.
The student will need to understand who a Pharaoh is.
Vocabulary:
 Mummy
 Afterlife
 Pharaoh
 Funeral procession
 Mummification
 Gods
 Anubis
Thoth
Osiris
The Book of the Dead
Ra
Ba
Ka
Akh
Offerings
Tomb
Embalming bath
Embalmers
Linen bandages
Amulets
Essential Question
 Who all was allowed to be mummified?
 How does one get mummified?
 Where were mummies placed?
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Lesson Objective(s)
Students will be able to:
 Mummify an object
 Understand the process of mummification
 Know how mummies were placed in tombs
 Understand the funeral procession of a Pharaoh
Criteria for Success
Formative Assessment:
.The teacher will have the students communicate in pairs what they believed happened when a
Pharaoh died. Then, the teacher will perform a think-pair-share activity with the whole class.
Summative Assessment:
The teacher will have the students complete a mummy worksheet and a quiz. For the quiz the
teacher will hand out colored construction paper and the students must glue the process of
mummification onto the paper in the correct order.
Resources and Technology
 Mummies Worksheet
 Long balloons
 Scissors
 Wallpaper paste
 Newspaper cut into strips
 Small bowl Black tempera paint
 Paint brushes
 Colored construction paper
 Mummification worksheet
 Mummies quiz strips
 Sarcophagus worksheet
 White construction paper
 Scissors
 Crayons or markers
 Staples
 King Tut Mask worksheet and pattern
 Cardboard or poster board
 Glue blue and yellow tempera paint
 Brushes
 Book of the Dead worksheet
 Mummification Description worksheet
 SMARTBOARD
 http://safeshare.tv/w/boNzYBIczO Mummification Video
Management
This should be a five day, sixty minute class period lesson
 Day 1: Let students communicate in pairs about what happened to the Pharaoh when they
died. Pyramids book should be looked at for funeral procession, mummification, and
afterlife. Show video on mummification.
 Day 2: Complete activity of mummifying a balloon. Then, create a sarcophagus.
 Day 3: Create death masks (King Tut’s) then have students complete mummy fill in the
blank work sheet together.
 Day 4: Discuss the afterlife and what the Egyptians believed happened to Pharaoh’s died.
Look inside the tomb of a Pharaoh and the objects and amulets they had with them. Can
look at Pyramids book. Complete Book of the Dead worksheet together
 Day 5: Have students complete quiz where they put the process of mummification in order
Learner Diversity
Teacher will need to assess his/her own student’s needs and adjust accordingly. Adjustments
should be made for the students who are below grade level and visually impaired students should
be partnered with another student.
Significant Tasks
This lesson should be completed in five, one hour class periods
1. Day 1: The teacher should allow students to collaborate in pairs on what they believed
happened to a Pharaoh when they died. Next, the students should perform a think-pairshare activity. Then, the teacher and the students will read the section on the funeral
procession of a pharaoh and the mummification process from the Pyramids book. Also, pass
out the worksheet describing the mummification process. Finally, the teacher will end the
first day with a mummification video.
2. Day 2: The teacher should have the students complete the Mummification of a balloon
activity. This activity is located on the worksheet Mummies. Get out the materials and
complete this activity as a class. Then, as a class create individual sarcophaguses which are
located on the sarcophagus worksheet. Clean up after the activities are completed.
3. Day 3: The teacher and the students are to create replicas of King Tut’s death mask. The
students will use the materials labeled in the resources section. Then, allow the students to
complete the mummy fill in the blank worksheet.
4. Day 4: The teacher is to have an Egyptian afterlife discussion with the students. There are to
again read the afterlife section in the Pyramids book. The teacher and the students are to
discuss the Gods located in that section (Osiris, Anubis, Thoth, and Ra) and the different
souls they believed they had (Ba, Ka, and Akh). Finally, they should discuss the weighing of
the heart ceremony they believe happens that is from the Book of the Dead. Next, the
students and teacher are to complete the Book of the Dead worksheet in pairs.
5. Day 5: The students are to complete any unfinished work from this lesson. Then, the
students are to take their mummy quiz. This quiz is on the worksheet where the students
must cut strips out and place them in the correct order. They should do this by gluing the
strips in the proper order on a large piece of colored construction paper. This is an
individual assessment.
Remediations
 If students cannot make any of the projects then pull pictures up on the computer
 If students do not grasp the mummification process pull them aside in small groups to discuss it
further while other students continue working.
Extensions
 If students finish early have them write in their journals their favorite activity so far.
 Also, if they finish early have students practice writing the mummification process without
looking at the steps.
Reflection/Self-Reflection
Teacher will reflect throughout and at the end of the lesson to see if objectives were met. Teacher
will make sure:
 the subject matter was appropriate for the grade level and student abilities
 the class stayed on task
 the material was challenging enough to keep them interested
 notes were made identifying the strengths and weaknesses throughout the lesson
 lesson was adapted for next time
Mummification
The Ancient Egyptians believed that after a person died their souls would be examined by
Anubis to see whether or not they would pass to the afterlife. To prepare them for this, they
would mummify the bodies of the dead pharaohs.
First the body was washed in the waters of the ________. They were then shaved and bought to
be embalmed. The brain was the first organ to be removed from the body. A _______ was used
to do this by going through the nose and breaking the brain down. The body was then turned
over and the brain came out of the nose.
Next, four main organs were removed. These were the liver, the ___________, the stomach and
the ________________. The only organ that remained in the body was the ____________. This
is because they believed that the soul would need this to get into paradise. The organs that had
been removed were placed in four ____________ ____________. These had the heads of the
four sons of the god __________; Duamutef had the head of a jackal and protected the
__________, Imsety was in human form and protected the liver. Hapy had the head of a baboon
and protected the _________, and Qebehsenuef had the head of a hawk and protected the
_______________.
To preserve the fluids in the body from decay the Egyptians would put the body in __________
for _______ days. After this, the body had become a lot thinner and darker. The body was then
washed and the cavities were stuffed with _________.
The process was then nearly complete. Next the body would have ____________ applied and the
wig would be put in its correct position. The body was then treated with _______ then
_________. Oils of myrrh, juniper, and crushed thyme were used to _____________ the body.
Resin was used to seal the body. A golden ________ with a wedjat eye was placed over the
wound where the organs had been removed to protect it. The chief priests then waved
___________ to purify the air before the body was wrapped in linen. The embalmer then placed
special charms between the linen to protect the body. Finally the __________ ________ was
placed upon the head, and the body was placed in the casket. The pharaoh’s _________
___________ __________ ___________ was also placed inside the casket.
The Egyptians believed that the body was reunited with the _________ in the underworld to
form a ____________. It then entered paradise.
ORDER THE TEXT, CUT OUT AND STICK IN YOUR BOOKS
 After the body has been wrapped in linen, place the mummy mask
over the face area.
 Next insert a hook through the nose and remove the brain.
Fill the skull with sawdust or resin.
 First wash the body with natron salt and water and take it into a
mud bricked building called a wabet.
 When the organs are dried, wrap them in linen and place in 4
canopic jars.
 After the 40 days, remove the natron and seal the cuts with wax or
resin.
HOW TO MAKE A MUMMY AS THE ANCIENT EGYPTIANS DID
 Then make a cut on the left side and remove all internal body organs
except the heart. Put in natron salt to dry.
 Wash the body once again with palm wine and cover with natron salt. Leave it to dry for 40 days.
 Now pack the body with straw or dried grass.
 Finally, place the mummy in a sarcophagus and move to the pyramid.
 Now cover the whole body in resin and wrap it in linen fabric.
Items needed:
Natron salt,
Resin,
Palm wine and water,
Straw or dried grass,
Linen bandages,
Cutting tool,
Hook,
Sarcophagus
Mummification
1) Exactly two days after dying, the pharaoh was taken to an embalming tent to be mummified.
The embalming tent was usually found close to the River Nile.
2) The pharaoh was washed using water from the River Nile. The water was collected in clay
bowls. Then the pharaoh was dried.
3) A slit was cut down the left side of the body so that the internal organs could be removed. The
liver, lungs, intestines, stomach and kidneys were taken out and put into canopic jars. The
canopic jars had the head of the son of the sky god Horus. The canopic jars were Hapi,
Duamutef, Qebehsenuet and Imsety. These organs were thought to be unimportant for the
Afterlife.
4) The heart was left in the body because it was needed in the judgment when Anubis weighed
the heart against a feather. The feather was the symbol of truth.
5) The brains were removed using a bronze hook. The top of the nose was broken and a bronze
hook was pushed up into the skull. The brain was pulled out through the nostrils.
6) The inside of the body was washed out with herbs and spices to make it smell nice. The
outside of the body was also wiped with spices.
7) The inside of the body was stuffed with linen and herbs and spices so that it would smell nice
and so that the body kept its shape.
8) The slit was closed up with resin (a type of glue).
9) Two holes were cut in the head by the ears and it was stuffed with clay so that the head would
keep its shape. Peppercorns were stuffed up the nose.
10) The body was soaked in natron for 70 days. The pharaoh lay on a table which was angled at
about 50 degrees. Natron was a type of salt and all the fats and muscles were dissolved and
trickled into a bucket at the bottom of the table. This left the bone and dried skin on the dead
body.
11) While the body was being soaked in natron, two death masks were made. One was for the
family and one was to put on the dead body's face. The death mask was usually made of wood
and painted gold because wood was rare in Egypt.
12) Linen was wrapped round the dead body starting with the toes and fingers first. Amulets,
jewels and scrolls were also wrapped in the linen bandages as lucky charms.
13) The sarcophagus was also made and decorated. Often a pharaoh had a nest of sarcophagi. It
was usually made of wood and painted different colors.
14) The Opening of the Mouth ceremony was performed. A priest dressed as Anubis held the
mummy up and a second priest (who acted as the dead person's son) touched the mummy's
mouth with an adze. This would give ba, which was the breath and would give the mummy all its
senses in the Afterlife.
15) The mummified person was placed in the sarcophagus wearing the death mask.
16) There was a funeral where the mummified person was taken up the causeway to his/her
tomb.
17) The mummified person was put in the burial chamber with all his/her belongings like pets,
furniture, food, clothes, jewelry and ornaments as these were needed for the Afterlife. Sacrificed
slaves were also put in the tomb and shabtis (mummy shaped figures).
18) The tomb was sealed with a stone slab.