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Ancient Egyptian Irrigation

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Ancient Egyptian Irrigation A Drop in the Bucket – Ancient Egyptian Irrigation 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 Engineering 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 machine 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 Egypt. 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 technology 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
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