ACDSEH045) provide enough information to be able to write an accurate and meaningful Wikipedia entry for your chosen scene. Weblinks How to make a mummy FOR YOUR INFORMATION Watch a short video on the If you choose, this lesson can involve hands on mummification mummification process processes which will require preparation to ensure the lesson runs smoothly. Other teacher resources Student book answers DIFFERENTIATION Student worksheet answers For less able students: Chapter 8 Flashcard glossary All students will be able to be involved with the mummification process. 8C RICH TASK (pages 246–247) The Great Pyramid at Giza Historical Humanities and Teaching strategies and learning activities Resources knowledge and Social Sciences Comments understanding skills The significant Represent TEACHING STRATEGIES Student book beliefs, values and information and/or Discuss as a class the reason why tomb robbery occurred and Oxford Big Ideas Humanities and practices of the data using how successful it was, even though the various tomb designers of Social Sciences 7 Western ancient society, appropriate formats both the pyramids and of the hidden tombs in the Valley of the Australian Curriculum: Chapter 8 with a particular to suit audience Kings tried to make them difficult to break into. Ancient Egypt (pp. 246–247). emphasis on one of and purpose (e.g. The history toolkit (pp. 162–183) the following areas: tables/graphs, Consider asking a Mathematics teacher to talk to your students will be invaluable throughout the everyday life, visual displays, about the mathematics of the pyramids. You could get a Science course. warfare, or death models, timelines, teacher to look at the physics involved in the movement of the and funerary maps, other graphic massive blocks of stone, from where they were quarried, to the Worksheets customs organisers) section that they lay in on the pyramid. Differentiation worksheets: 8C (ACDSEH033; Ancient Egyptian lifestyles ACDSEH036; Interpret ADDITIONAL ACTIVITIES ACDSEH039; information and/or Great Pyramid at Giza challenge Interactive learning activities ACDSEH042; data to identify key The pyramids ACDSEH045) relationships and/or Have students read the information about the Great Pyramid at trends displayed in Giza in their textbook. Have students undertake a to find Weblinks ‘race’ various formats who can answer the following questions the quickest. Discuss the Mankind and engineering (e.g. change over answers as a class and then have students look at other sources
ACDSEH045) provide enough information to be able to write an accurate and meaningful Wikipedia entry for your chosen scene. FOR YOUR INFORMATION If you choose, this lesson can involve hands on mummification processes which will require preparation to ensure the lesson runs smoothly. DIFFERENTIATION For less able students: All students will be able to be involved with the mummification process. Weblinks How to make a mummy Watch a short video on the mummification process Other teacher resources Student book answers Student worksheet answers Chapter 8 Flashcard glossary 8C RICH TASK (pages 246–247) The Great Pyramid at Giza Historical knowledge and understanding Humanities and Social Sciences skills Teaching strategies and learning activities Resources Comments The significant beliefs, values and practices of the ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033; ACDSEH036; ACDSEH039; ACDSEH042; ACDSEH045) Represent information and/or data using appropriate formats to suit audience and purpose (e.g. tables/graphs, visual displays, models, timelines, maps, other graphic organisers) Interpret information and/or data to identify key relationships and/or trends displayed in various formats (e.g. change over TEACHING STRATEGIES Discuss as a class the reason why tomb robbery occurred and how successful it was, even though the various tomb designers of both the pyramids and of the hidden tombs in the Valley of the Kings tried to make them difficult to break into. Consider asking a Mathematics teacher to talk to your students about the mathematics of the pyramids. You could get a Science teacher to look at the physics involved in the movement of the massive blocks of stone, from where they were quarried, to the section that they lay in on the pyramid. ADDITIONAL ACTIVITIES Great Pyramid at Giza challenge Have students read the information about the Great Pyramid at Giza in their textbook. Have students undertake a ‘race’ to find who can answer the following questions the quickest. Discuss the answers as a class and then have students look at other sources Student book Oxford Big Ideas Humanities and Social Sciences 7 Western Australian Curriculum: Chapter 8 Ancient Egypt (pp. 246–247). The history toolkit (pp. 162–183) will be invaluable throughout the course. Worksheets Differentiation worksheets: 8C Ancient Egyptian lifestyles Interactive learning activities The pyramids Weblinks Mankind and engineering
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