Kindergartners entered into the Ancient Civilization theme unit with a wealth of prior information about Egypt! Children spoke of their parent's travels, expressed reading about the gods Ka and Ba at home, and of course were very knowledgeable about the pyramids!
"In pyramids, there is gold that was put into museums"
"There is a hole inside pyramids...a dead end full of bricks with a hole in it "
"In pyramids, there is gold that was put into museums"
"There is a hole inside pyramids...a dead end full of bricks with a hole in it "
"There are torches in pyramids"
After a bit of reading, we listed what we wanted to learn more about.
"Why did mummy preparers place the 'eye of osiris' patch on incisions?"
"Why was the heart the only organ left inside of the mummified body originally"?
"What is the Rosetta Stone?'
What are" artifacts" and "papyrus"?
We also discussed the three things that could render a mummification process unsuccessful-air, moisture, and bacteria. Learning about ancient civilizations gives children a sense of history and our place in it; how the lifestyles, habits, and practices of others may be similar or very different than our own; and that "ancient" is longer than the lifespan of their teacher!
Creativity
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| Our own shabti carved from grated, dyed, and remolded bars of soap! |
Social Emotional Development
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| Treasure Hunters work together on a board game to acquire a prized possession! |
Problem Solving
Q: How do we erect a wooden pyramid structure?
A: "Reading" instructions is an excellent example of making reading useful to a Kindergartner. They are motivated to read when it is important to them and gives benefits! Also, studying diagrams and visual aids assist in developing a sense of different perspectives and an awareness of spatial relationships of one object to another.
Kindergartners are also leaning how to play Mancala. It is a board game of strategy similar to backgammon and may have originated in Ethiopia . It dates back to the time of the Egyptians.
Language Arts/Social Studies
Our book choices added yet another genre-"Non- Fiction" to our growing list from last month! We discussed how non-fiction, informational, or reference books contained "factual" information vs. stories that were made up, imagined, or "fictional." One book, You Wouldn't Want to be a Pyramid Builder: A hazardous Job You'd Rather Not Have by Jacqueline Morley contained information about the life of the "pyramid builder." We learned that not all pyramid builders were slaves but actually hired workers; that they used tools similar to the ones we use today; and that some workers labored in the quarry digging up the best rocks while others hauled these rocks up steep ramps using a tool (similar to a sled) called a "sledge."
Gross Motor
Kindergartners were able to use their newly acquired pyramid building knowledge and physical strength to do some weight bearing of their own. They decided that they wanted their log pile inside of the playground and began using various techniques to haul the tree parts inside the fence. Pushing, pulling, kicking, dragging, rolling, and carrying of logs over 3 recess periods ensued. They even used a shower curtain tarp (with a little inspiration) as a "sledge"! Once inside the gate, Kindergartners cleverly arranged the logs vertically to create a "fairy path" then a" safety zone" for tag.
Math
One of our Math activities began with listening to a book called Mummy Math: An Adventure in Geometry by Cindy Neuschwander that used geometric solids as guides to follow a map of through a pyramid structure. We then reviewed three dimensional solid shapes discussed in previous weeks. We also learned about the amount of "faces" of these 3 dimensional solids in comparison to 2 dimensional shapes. We discussed in greater detail the pyramid shape then creating our own pyramid diagrams.
We
also
used rulers
to attempt to draft
the strongest layout for
placing bricks on our pyramid drafts.
We concluded that designing a grid pattern that
staggered brick formations generally made for stronger structures.
Another Math activity challenged Kindergartners to assemble a 3 dimensional pyramid using a 2 dimensional pattern. This required more time, thought, and "out of the box thinking" then our previously constructed cone and cube structures. Kindergartners beamed when they found out that all of their activities involved using a form of Math called "Geometry."
Science
We compared the roles of a Paleontologist to an Archaeologist with one Kindergartner commenting, "They are both 'ologies' !" We also talked about how some items we now deem as treasures and place in museums were probably just considered useful tools and utensils long ago. We will be traveling to the Kelsey Museum of Archaeology on Friday to observe some of these tools treasures, and artifacts.
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| Our docent, Jean, gave an outstanding and informative tour of the Kelsey Museum of Archaeology. Our tour included seeing a sarcophagus, shabti figures, pottery, glassware and other household items, and even a mummy of a child. Above is a model of a wrapped mannequin. We also observed a replica of the Rosetta stone, a piece of actual papyrus, and an ancient writing desk. |
Writing
Kindergartners assumed the role of Archaeologists and attempted to decipher ancient writings. We made predictions from a list of written characters and afterward discovered that these symbols were actually our alphabet written in hieroglyphics. We discussed how hieroglyphics was a way of writing with symbols, groups of symbols and pictures to communicate a thought or idea. During our writing activity, we used our new knowledge to attempt to translate our own names. We learned that hieroglyphic words were written phonetically and some letters such as L did not exist in the Egyptian alphabet. We also discovered that writing in hieroglyphics is very similar to Kindergarten emergent spelling patterns- write/spell what you hear! We also observed photographs of the Rosetta Stone and observed that of the 3 languages represented the hieroglyphs occupy the top third of the tablet and was translated by the bottom 1/3 written in Greek!
