Living like an Egyptian

Teacher: Whitney Pascoe

Grade Level: 3rd Grade

Content Area: Social Studies

Introduction to the Unit

Unit Description: Through this six- week unit plan, students will use the study of ancient Egypt as it compares to
Michigan to learn about the impact of waterways on civilizations, Egyptian lives, cardinal directions, primary vs.
secondary sources, syllables, and how illustrations contribute to text. Lessons will be adapted based on student
interest and growth per their K-W-L chart. Students will further develop their literacy skills through the use of a
variety of literacy activities, such as quick writes, vocabulary walls, learning logs, read alongs, silent reading,
diagrams, and illustrations. Students will be assessed using a -//+ system on written work, participation, and oral
contributions.

Unit Rationale: This unit on ancient Egypt was designed to coincide with various Michigan social studies and
language arts standards, as well as coincide with the students interests. Preceding this unit, students have been
using different types of texts to learn about various geographical, cultural, and historical aspects of Michigan.
Following this unit, students will continue to study Michigan geography, history, and government as it compares to
other cultures of student interest including ancient Egypt. Studying other countries past and present allows students
to grow as global citizens. It provides them with a better understanding of how their own country and state works by
contrasting and comparing it to others.

Standards and Goals of the Unit

Standards:
GLCEs:
3 E1.0.3 Analyze how Michigans location and natural resources influenced its economic development
3 H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
3 G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant places in
the immediate environment.
3 E3.0.1 Identify products produced in other countries and consumed by people in Michigan.
S.IP.03.14 Manipulate simple tools that aid observation and data collection (for example: hand lens, balance, ruler,
meter stick, measuring cup, thermometer, spring scale, stop watch/timer).

S.IP.03.15 Make accurate measurements with appropriate units (centimeters, meters, Celsius, grams, seconds,
minutes) for the measurement tool.
S.IP.03.16 Construct simple charts and graphs from data and observations.
S.IA.03.14 Develop research strategies and skills for information gathering and problem solving.
M.UN.03.01 Know and use common units of measurements in length, weight, and time.
G.GS.03.06 Identify, describe, build, and classify familiar three-dimensional solids, e.g., cube, rectangular prism,
sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).

CCSSs:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including
grade 3 here.)
CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 2-3 text complexity band independently and proficiently.

Unit Goals:
The LWBAT identify differences and similarities of their lives to ancient Egyptian children.
The LWBAT understand how location near a waterway effects civilizations.

 The LWBAT distinguish between primary and secondary sources and how they are used.
The LBWAT identify syllables in two syllable words and their names.
The LWBAT explain how specific aspect of illustrations contribute to the text in Pharaohs Egypt

Assessment(s):

Activity Key: Read Aloud, Learning Logs, Vocabulary, Technology, Silent Reading

Week/Standar
ds
(GLCE &
CCSS)
Week 1
CCSS.ELALITERACY.RL.3
.1

Week 2
CCSS.ELALITERACY.RL.3
.1
3.E1.0.3
CCSS.ELALITERACY.RL.3
.10
S.IP.03.14
S.IP.03.15
M.UN.03.01
G.GS.03.06

Lesson
Summary
Introduction
to Egyptian
Life as
compared to
modern day
Michigan.

Learn about
how The
Great Pyramid
of Giza was
build and how
to build a
pyramid out
of paper using
math
concepts and
rulers.

Materials
(be specific)

Objectives

Activities

The LWBAT
identify
differences
and
similarities of
their lives to
ancient
Egyptian
children.
Find out what
students
know and
what they
want to know
about ancient
Egypt using a
K-W-L Chart.

Read Aloud
Pyramids
pages 10-17
Learning
Log: Create
a Venn
Diagram
comparing
childrens
lives in
present day
Michigan to
ancient
Egypt
Make K-W-L
chart
Vocabulary
(Word Wall)

Pyramids By

The LWBAT

KWL
Read Aloud

Pyramids of

write a basic
explanation
of how The
Great
Pyramid of
Giza was built
by referring
to one of the
three
different
texts we
read.
The LWBAT
use a ruler
and
appropriate
units to
accurately
make a three
dimensional
pyramid.

Pages. 14-15
Mrs. Frizzles
Adventure
Pages 20-21
The
Egyptian
News
Build
pyramids
out of paper
bags using
rulers and
following
directions
Discuss:
Why did
they choose
the shape of
a Pyramid?
How do you
compare its

Charlotte
Vermont.
Poster paper
Markers
Learning
Logs
Vocabulary
Word Wall

Ancient
Egypt By
Christopher
Forest
The
Egyptian
News by
Scott
Steedman
Mrs. Frizzles
Adventure
Ancient
Egypt by
Joanne Cole
Learning
Logs
Note Cards
Markers
Paper bags
Scotch Tape
Rulers

Assessment
K-W-L Chart:
assess what
they learned
by what they
wrote.
Venn
Diagram:
Evaluate
accuracy of
using the
diagram.
Each student
should have
at least three
activities
(picture or
text will be
accepted)
from the text.
Evaluate
students
based on
their
responses in
their learning
logs and
completion of
their
pyramids.