A Drop in the Bucket – Ancient Egyptian

Author Mimi Milliken Grade Level 6 Duration 3 class periods

National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA GEOGRAPHY Element 5: Environment Reading Human-environment and Society Integration of Knowledge and interactions are essential 14. How human actions Ideas aspects of human life in all modify the physical 6.RI.7 Integrate information societies. environment presented in different media or 6.G2.1 Compare diverse ways 15. How physical systems formats (e.g., visually, people or groups of people have affect human systems quantitatively) as well as in impacted, modified, or adapted to 16. The changes that words to develop a coherent the environment of the Eastern occur in the meaning, use, understanding of a topic or Hemisphere. distribution, and issue. Examining human population importance of resources Writing and movement helps Production and Distribution of individuals understand past, NEXT GENERATION OF Writing present, and future conditions SCIENCE STANDARDS 6.W.4 Produce clear and on Earth’s surface. NEXT GENERATION coherent writing in which the 6.G3.1 Analyze how cultural and OF SCIENCE development, organization, and environmental characteristics STANDARDS style are appropriate to task, affect the distribution and MS-ETS1-2. Evaluate purpose, and audience. movement of people, goods, and competing design ideas. solutions using a SCIENCE 6.G3.2 Analyze the influence of systematic process to Life Science location, use of natural resources, determine how well they 6.L2U1.14 Construct a model catastrophic environmental meet the criteria and that shows the cycling of matter events, and technological constraints of the problem. and flow of energy in developments on human MS-ETS1-3. Analyze data ecosystems. settlement and migration. from tests to determine HISTORY similarities and differences MATHEMATICS The development of among several design Ratios of Proportional civilizations, societies, cultures, solutions to identify the Relationships and innovations have best characteristics of 6.RP.A.1. Understand the influenced history and continue each that can be concept of a ratio as comparing to impact the modern world. combined into a new two quantities multiplicatively or 6.H1.1 Compare the solution to better meet the joining/composing the two development and characteristics criteria for success. quantities in a way that of historical cultures and preserves a multiplicative civilizations from different global relationship. Use ratio language regions within designated time to describe a ratio relationship periods. between two quantities.

SIOP Elements

A Drop in the Bucket – Ancient Egyptian Irrigation Preparation Scaffolding Grouping Option Adapting content Modeling Whole class Linking to background Guided practice Small groups Linking to past learning Independent practice Partners Strategies used Comprehensible input Independent

Integrating Processes Application Assessment Reading Hands on Individual Writing Meaningful Group Speaking Linked to objectives Written Listening Promotes engagement Oral

Arizona English Language Proficiency Standards Grade 6 Basic Listening and Reading Standard 1 By the end of each language proficiency level, an English learner can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing. B-1: determine the central idea or theme and explain how they are supported by using some text evidence. B-2: recount specific details and information in a variety of texts. Speaking and Writing Standard 3 By the end of each language proficiency level, an English learner can speak and write about grade appropriate complex literary and informational texts and topics. B-3 compose informational text that includes details to develop a topic while using appropriate conventions. B-5: use examples of precise language and domain-specific vocabulary within informative texts. Listening, Speaking, Reading, and Writing Standard 6 By the end of each language proficiency level, an English learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. B-1: participate in discussions about familiar topics and texts. B-2: participate in written exchanges about familiar topics and texts. B-5: contribute relevant information and evidence to collaborative oral and written discussions. Standard 7 By the end of each language proficiency level, an English learner can conduct research and evaluate and communicate findings to answer questions or solve problems. B-2: paraphrase observations/information notes with labeled illustrations, diagrams, or other graphics, as appropriate.

Overview In this lesson, students will learn that human ingenuity enabled the ancient Egyptian culture to and math concepts were utilized in survive and to achieve wealth and power. The use of ancient civilizations. Man learned to harness and to irrigation and the use of the lever in the invention of begin directing the forces of nature. Man also the shadoof (shaduf) were integral to managing the created inventions to facilitate the use of available annual flooding of the Nile River. Students will resources for agricultural needs, sustenance, and connect this knowledge with the principles of the growth of culture. engineering. This lesson has adaptations for English Language Learners (ELLs). Purpose Key Vocabulary

A Drop in the Bucket—Ancient Egyptian Irrigation irrigation: man-made way to water land to grow The student will be able to: crops shadoof: a used to lift water for irrigation 1. Identify how the ancient Egyptians used purposes irrigation. lever: a bar used to raise an object by pushing down 2. Describe how a lever (shadoof) was used to on the other end take advantage of the flooding of the Nile to fulcrum: a support about which a lever turns develop irrigation systems. counterweight: a weight that balances another 3. Determine a central idea of an image and text. weight 4. Integrate information from a PowerPoint on the load: weight supported by the lever history of irrigation to demonstrate understanding of irrigation in ancient . Materials 5. Collaborate within a group. 6. Solve ratio problems. 7. Use engineering principles to create a shadoof. • Computer/internet/projector • Vocabulary Cards • Log Sheet (8 per student) Procedures • Timer Teacher Background Information can be found at: • PowerPoint Presentation and Answer Key http://en.wikipedia.org/wiki/Shadoof • Any items available to demonstrate classes of http://en.wikibooks.org/wiki/Wikijunior:How_Things_Work/ Lever lever http://www.answers.com/topic/lever Class 1 – balance scale, crowbar, scissors http://en.wikipedia.org/wiki/Ancient_Egyptian_agriculture# Class 2 – wheelbarrow, metal nutcracker, bottle Basin_Irrigation opener, door hinge http://www.nasa.gov/audience/foreducators/plantgrowth/re Class 3 – golf club, tennis racket, baseball bat, broom ference/Eng_Design_5-12.html • Social Studies Assessment and Answer Key http://enchantedlearning.com/physics/machines/Lev • Picture of a Shadoof Labeled ers.shtml • Ed Martin Video (9.03 min) https://www.youtube.com/watch?v=HxCTJuPls5U SESSION ONE &feature=youtu.be • Plan Sheet for a Shadoof Engage: • For each group, a Shadoof Building Materials 1. Ask the students if they know how a bucket Bag containing: changed the culture of Ancient Egypt. Discuss o Tubular cardboard clothes hanger possible answers. (Preparation: Linking to past attachments-- (Most dry cleaners will learning) donate.) 2. Project the Vocabulary Cards and explain the o Four bathroom-sized paper cups vocabulary that this lesson will use. Post o Paper clips Vocabulary Cards on the Word Wall. o Metal brads Explore: o Roll of pennies 3. Show students the first 10 slides in PowerPoint o Four 12” pieces of string presentation on irrigation in Egypt. Don’t discuss o Sandwich bag that zips up any of the concepts of the two presentations. • Each group will also need: Explain: o Scotch tape 4. Distribute the packet of log sheets to the o Markers students. Tell students they will see the o Scissors PowerPoint presentation again on o Ruler and engineering in ancient Egypt. (Application: • Science and Engineering Rubric Linked to objectives) • Show Ratios, Proportions, and the Wright 5. When the slide comes on, students will copy the Brothers. (3.50 min) number and title of the slide on their log sheet. https://www.youtube.com/watch?v=70xLo9jR81M Students will have 2 minutes to study each image • Shadoof and Ratio Problems and Answer Key and caption from PowerPoint. (Integrating • Shadoof Math Assessment and Answer Key Processes: Reading) • Vocabulary Test and Answer Key Elaborate: 6. Students will draw a quick depiction and write a sentence about each slide. (Integrating Objectives Processes: Writing)

A Drop in the Bucket—Ancient Egyptian Irrigation 7. Do Number 1 as a sample together. Get SESSION TWO feedback on what they can reasonably draw and write in two minutes. (Scaffolding: Engage: Comprehensible input) Set timer so each slide 1. Ask, “What are the advantages of using a will be shown for 2 minutes, then go to the next shadoof?” (Grouping Option: Whole class) slide. (Scaffolding: Independent practice) 2. Review the principles of the shadoof. Ask, 8. Upon completion of all 10 slides, go back and “What class of lever is the shadoff?.” (class one) show each slide for 10 seconds so they can (Preparation: Linking to background) complete unfinished log sheets. (Preparation: 3. Draw a diagram of a shadoof on the board. Strategies used) (Refer to slide # 11 from Session One.) 9. The next five slides will be done in conjunction 4. Write these words on the whiteboard: fulcrum, with the teacher demonstration on the three kinds lever, load, and counterweight. (Integrating of levers. It is important that teacher is Processes: Reading) Show the Picture of a conversant with Teacher Background and Notes Shadoof Labeled. Call on students to come up above. On three separate 4 x 6 cards, print to the whiteboard and draw a shadoof and label “FULCRUM,” “LOAD,” and “EFFORT.” the parts. (Grouping Option: Independent) 10. Students should complete log sheet after each of 5. Ask students to match the correct shadoof part the following slides. to the correct vocabulary word. (Grouping o Show slide 11 on how a lever works. Option: Independent) Show the students that the effort is 'you.' 6. Tell them the advantage of using the shadoof. o Show slide 12 on class one lever. Have (Because of the lever and the counterweight, a students come up and identify the person can lift more weight with a shadoof than fulcrum, the load (resistance), and the without it.) effort (you) on a pair of scissors or a Explore: crowbar. Have 3 students hold a card by 7. Explain, “Today, we're going to meet an the proper part of your examples. Do this irrigation engineer. Listen carefully for how for each class of lever. engineers do their work.” Show video of Dr. Ed o Show slide 13 on class 2 lever – Do the Martin. (9.03 min) Discuss what he says about same procedure as the above slide with basin irrigation, how irrigation has changed wheelbarrow, metal nutcracker, bottle since ancient times, how productive the soil is in opener, or door hinge. Arizona, and what does it take to be an o Show slide 14 on class 3 lever – Same engineer. http://youtu.be/HxCTJuPls5U procedure as above with broom, baseball (Application: Meaningful) bat, tweezers, golf club, or tennis racket. Explain: o Have students remember “FLE123” to 8. In the YouTube video, Dr. Martin encouraged remember the class of lever and draw it students to think like engineers. on the board. 9. Now is their chance! Tell students they are going F (fulcrum) in the middle – class 1 lever to design and build their own shadoofs in groups L (load) in the middle – class 2 lever of four. (Application: Linked to objectives) E (effort) in the middle – class 3 lever (Application: Hands on) o Show slide 15 on the shadoof and 10. Project the last slide of the PowerPoint on the discuss with class. screen so students can refer to it during o Show slide 16 and discuss: work = force construction. The specifications are: x distance (Scaffolding: Modeling) o The shadoof must be free-standing. Evaluate: o The long end of the lever needs to be at least twice as long as the short end. 11. Give students 5 minutes to study and review o The lever must be stiff enough to pivot their Log Sheets with a partner to clarify what at the fulcrum. they do not understand. (Grouping Option: o Use the same materials (pennies) for Partners) the counterweight and the load. Notice 12. Give students the Social Studies Assessment. that the amounts will be different if the Collect assessment and Log Sheets. lever is balanced. 13. Grade Log Sheets with the PowerPoint o They must label the parts of their Presentation Answer Key. (Assessment: creative model. (Integrating Written) Processes: Reading) 14. Show YouTube video Shadoof 123. o They must come together to discuss, create, listen, and ask questions.

A Drop in the Bucket—Ancient Egyptian Irrigation o Each group will have a scribe. o Number of boys to girls 11. Group students. (Grouping Option: Small Explore: groups) 2. Show a picture of a dog (or any animal.) How Elaborate: many legs? How many ears? Eyes? Tails? 12. Distribute group bags containing cardboard (Preparation: Adapting content) Show a clothes hanger rods, paper cups, paper clips, picture of another animal and ask similar metal brads, rolls of pennies, and four 12” questions. pieces of string. Provide each group with Explain: scotch tape, markers, rulers, and scissors. 3. Explain to students that a ratio is a relationship 13. Pass out Plan Sheet for Shadoof. Explain that between 2 quantities. Look back at the survey before they build, they must complete a plan information for a simple ratio. (15 boys and 15 sheet. (Preparation: Strategies used) On the girls would be 1:1) (20 long sleeves to 10 short plan sheet, the group must decide how they are sleeves would be 2:1) Write this information as going to build their shadoof. All group members a ratio. Then draw a T chart on the board. should participate. The scribe should record the Label columns heads and tails. group responses to the questions on the plan 4. Tell students to think back to the animal sheet. (Allow 10 minutes). pictures. In some cases, the ratio of legs to 14. Start all groups together in the building phase tails is 4 to 1. It is expressed as 4:1 Draw and give them 15 minutes to complete their another T chart and ask about 3 dogs. Would shadoof out of the materials available. Have the ratio be the same? Explain that 12 legs them record on their plan sheet how many would represent 3 tails, but the 4:1 ratio is the pennies it takes to lift the load bucket to same. balance the shadoof with three different loads. Elaborate: (Application: Promotes engagement) 5. Tell students that ratios are used daily by Evaluate: people during work and play. Show Ratios, 15. Students will go on a shadoof museum walk. Proportions, and the Wright Brothers. (3.50 Each group will look at every shadoof and min) (Preparation: Strategies used) observe the following factors: (Scaffolding: https://www.youtube.com/watch?v=70xLo9jR81 Guided Practice) M o Did the shadoof work? Evaluate: o Did the shadoof balance the load and 6. Pose this problem on the board. The well under the counterweight? the bucket of the shadoof can distribute 2 o Was the shadoof properly labeled? quarts of water per second. How much water o Were materials used wisely? can the well distribute in sixty seconds? o How would they improve their shadoff 2 quarts = ?____ based on the museum walk? 1 second 60 seconds 16. Students then return to their groups and Cross multiply 2 (quarts) x 60 (seconds) = 120 discuss how they might change their design. quarts. The ratio of quarts to seconds is 2:1. (Integrating Processes: Speaking) Whether there are 2 quarts or 120 quarts, the 17. Each group chooses a person to share ratio is still 2:1. proposed changes with the class. 7. Distribute the Shadoof and Ratio Problems. 18. At end of session, collect Plan Sheet for a Have students work in pairs to complete the Shadoof. (Assessment: Group) Have groups worksheet. (Grouping Option: Partners) gather the pennies and put in sandwich bag. 8. Go over the answers and help those who made Scribe returns the pennies to the teacher. mistakes. Give students the Shadoof Math Assessment. (Assessment: Individual) SESSION THREE Assessment Engage: 1. Take a survey of your students. (Grouping ELA and Social Sciences Option: Whole class) Write the following The Log Sheets can be graded using a checkmark quantities and record them on the board. system. A checkmark is given if they understand the o Number of students who rode the bus to image portrayed, not for artistic skills. A checkmark school today, compared to those who is given if they write a sentence explaining the main did not idea or topic of the caption. There are 32 o Number of people wearing long sleeves to short sleeves

A Drop in the Bucket—Ancient Egyptian Irrigation checkmarks possible. Mastery will be considered a real-life examples of levers used in building score of 80% or higher. Egyptian pyramids. 4. Check out irrigation timeline Social Sciences http://www.irrigationmuseum.org/exhibit2.aspx The Social Studies Assessment can be graded. 5. Check out shadoof irrigation (1.20 min) Mastery will be considered a score of 80% or higher. https://www.youtube.com/watch?v=ZEXE5eEaQ Ac Science 6. Have students make ratio cartoons. Google ratio The planning and testing of the shadoof can be cartoons for examples. measured using the Science and Engineering Rubric. Mastery will be considered a score of 80% or Sources higher. http://www.bookrags.com/research/water-pump-woi/ Mathematics http://www.catchpenny.org/mmbuild.html The Shadoof Math Assessment and the Shadoof http://www.riseofthewest.net/thinkers/wittfoger105.ht and Ratio Problems assessment can be graded. m Mastery will be considered a score of 80% or higher. http://www.waterhistory.org/histories/nile/t1.html http://www.irrigationmuseum.org/exhibit2.aspx ELA https://www.youtube.com/watch?v=70xLo9jR81M Acquisition of vocabulary can be measured. Students will score 80% or higher on the Vocabulary EiE “What is Engineering?” HighTech U Teacher Test. Academy: Critical Thinking: Engineering Design Challenge Extensions Dr. Edward C. Martin, Ph.D. 1. Compare and contrast ancient Egyptian University of Arizona – Cooperative Extension, irrigation with modern irrigation used in the Maricopa, AZ, Professor/Irrigation Specialist, Ag and United States. Bio-systems Engineering, College of Agriculture and 2. Research the six simple . Life Sciences http://www.mikids.com/Smachines.htm 3. Using Mike Molyneaux' website, http://www.catchpenny.org/mmbuild.html, Create