A Model Unit for Grade 8: The Eye of Egypt · In this model unit for the first term in grade 8, teachers will find planners that outline ... essential questions, and final project(s)

A Model Unit for Grade 8: The Eye of Egypt

Early Societies: Ancient Egypt, Optics

Jennifer Katz

Tools for InsTrUcTIon And rEAdInG AssEssMEnT

TtD_Gr8_Model.indd 1 10/1/13 1:34 PM

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© 2013 by Jennifer Katz

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Contents

Plan for School Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Model Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Theme: The Eye of Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Instructional Planner: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Suggested Materials for the Unit Lessons and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Other Recommended Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Plan for Integrating Social Studies and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Plan for English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Plan for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mathematics Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Assessment Rubric for Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assessment Rubric for Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Assessment Rubric for Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Preparation for MI Activities and Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Introductory Work with Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Brainstorming Activity Ideas for MI Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Inquiry Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Project Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project 1 (Group) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Project 2 (Individual): Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Project 2 (Individual): Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Assessment and Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Activity Cards for MI Work Centres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23



4 Grade 8: The Eye of Egypt

© Portage & Main Press, 2013, A Model Unit for Grade 8: The Eye of Egypt, ISBN: 978-1-55379-416-5

Gra

de 8

Scho

ol Y

ear

Sept

embe

r to

Dec

embe

rTe

rm/U

nit O

neJa

nuar

y to

Mar

chTe

rm/U

nit T

wo

Apr

il to

Jun

eTe

rm/U

nit T

hree

ThEM

ES C

hO

SEn

TO

In

TEG

RATE

DIS

CIPL

InES

The

Eye

of E

gypt

Anc

ient

Arc

hite

ctur

eM

icro

and

Mac

ro S

yste

ms

RATI

On

ALE

An

D

COn

nEC

TIO

nS

Anc

ient

Egy

ptia

ns u

sed

and

deve

lope

d m

any

tech

nolo

gies

and

cul

tura

l tra

ditio

ns

rela

ted

to o

ptic

s. T

hey

used

mirr

ors

to

refle

ct li

ght i

nto

thei

r hom

es. S

undi

als

and

the

pyra

mid

s w

ere

built

in re

latio

n to

the

posi

tion

of th

e su

n th

roug

hout

the

day.

Th

ey u

sed

the

eye

of H

orus

in re

ligio

us

sym

bolis

m a

nd a

ttrib

uted

sig

nific

ance

to

par

ticul

ar c

olou

rs. A

s w

ell,

the

shap

e an

d sp

ace

unit

in m

athe

mat

ics

invo

lves

eq

uatio

ns fo

r pris

ms

and

angl

es –

whi

ch

rela

tes

to re

flect

ion

and

refra

ctio

n of

ligh

t.

Anc

ient

Gre

eks

and

Rom

ans

deve

lope

d a

grea

t dea

l of s

ophi

stica

ted

arch

itect

ural

sy

stem

s co

nnec

ted

to w

ater

. Gre

ek s

ocie

ty

was

kno

wn

for s

hip

build

ing,

and

the

Rom

ans

built

aqu

educ

ts to

brin

g w

ater

to

thei

r citi

es. S

tatis

tics

and

prob

abili

ty

fit w

ell w

ith G

reek

and

Rom

an p

ract

ices

of

cen

sus

taki

ng, g

ambl

ing

gam

es,

and

taxe

s.

Cel

ls ar

e in

them

selv

es s

yste

ms,

and

also

th

ey a

re p

arts

of la

rger

sys

tem

s. S

ocie

ties,

to

o, a

re s

yste

ms,

mad

e up

of i

ndiv

idua

l pi

eces

livi

ng a

nd w

orki

ng in

con

nect

ion

to e

ach

othe

r. M

oder

n so

ciet

y ha

s le

arne

d a

grea

t dea

l abo

ut c

ells,

and

is u

sing

ce

llula

r tec

hnol

ogy.

SOCI

AL

STU

DIE

SEa

rly S

ocie

ties:

Anc

ient

Egy

ptA

ncie

nt G

reec

e an

d Ro

me

Tran

sitio

n to

and

Sh

apin

g th

e M

oder

n W

orld

Soci

etie

s Pa

st an

d Pr

esen

t all

year

SCIE

nCE

Opt

ics

Flui

ds/W

ater

Sys

tem

sCe

lls a

nd S

yste

ms

Skill

s, K

now

ledg

e, V

alue

s –

App

licat

ions

all

year

MAT

hEM

ATIC

SSh

ape

and

Spac

eSt

atis

tics

and

Prob

abili

tyM

easu

rem

ent

Num

ber c

once

pts

and

num

eric

al o

pera

tions

all

year

PhYS

ICA

L A

nD

h

EALT

h E

DU

CATI

On

Mov

emen

tH

ealth

y Lif

esty

le

Safe

ty/F

itnes

s M

anag

emen

t

Pers

onal

and

soc

ial m

anag

emen

t all

year

LAn

GU

AG

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

FIn

E A

RTS

ACT

IvIT

IES

Inte

grat

ed a

ll ye

ar

Plan

for

Scho

ol Y

ear



Grade 8: The Eye of Egypt 5


Introduction to Model UnitThe publications included in the series Tools for Instruction and Reading Assessment support the three-block model of universal design for learning, presented in my book Teaching to Diversity (TtD). For each grade from 1–12, this series offers two tools:

1. A Model Unit in two parts: (i) the instructional manual for one integrated thematic unit of the school year plan; (ii) a full set of activities drawing on the concept of multiple intelligences (MI). Note: Part ii is not available for grades 11 and 12.

2. A Reading Assessment Program Guide, also in two parts: (i) the guide with templates and grade-specific rubrics; (ii) four levelled Reading Passages to use for assessment throughout the school year.

In chapter 4 of Teaching to Diversity, I described the rationale for planning thematic units for a full academic year. I also included an overview of “how-to” procedures. In this book, I include a working plan for the school year (see chart, opposite page). The plan integrates major themes from Manitoba’s curricula into manageable units of study that correspond to three terms in one school year.

In this model unit for the first term in grade 8, teachers will find planners that outline the essential understandings, essential questions, and final project(s) for the unit. The rubrics included are based on Bloom’s taxonomy; that is, the criteria in the rubrics show a progression of conceptual thinking from rote, basic understanding to synthesized, higher-order analysis.

Be aware that the language of Bloom is unique to cognitive thought, and is developmental. For instance, identify or recognize means the teacher has provided examples, and students can “pick the right one,” or reiterate a fact taught earlier, such as “Aboriginal peoples were the first people in Canada.” Describe means students can provide supporting detail. Explain, assess, and analyze require a student to provide multiple perspectives; that is, the pros and cons, or both sides, of an argument. Finally, evaluate means students, after considering both pros and cons or differing perspectives, form an opinion; that is, they place a value on the analysis. For young children, this might simply mean explaining likes and dislikes, or being able to say, “Sometimes…, but sometimes….” For example, grade-one students may tell us how their families’ cultures have aspects the students like and enjoy because they are their favourite ___. These same students may tell us aspects that make them feel ___. These students are meeting the criterion for “Evaluates how his or her family’s culture influences who he or she is.”

The material shows how I integrate the social studies and science topics while bringing them into other disciplines—mathematics, physical education and health, language arts, and fine arts—particularly through the lens of the multiple intelligences (MI). Differentiated activities based on MI approaches, as sketched out in the brainstormed ideas on page 17, are chosen to inspire diverse students and accommodate their individual learning styles. The MI activity cards that flesh out the topics for such centre-based activities follow the list on page 23.

As implied by the title, A Model Unit for Grade 8, I encourage teachers not only to adapt my ideas and materials as needed for their own class but also apply what they learn from working with their own students to their planning, whether individually or collaboratively, for the second and third terms.

TtD: pp. 74–85



6 Grade 8: The Eye of Egypt


Throughout this model unit, you will see the acronym TtD with page numbers from Teaching to Diversity. Refer to these pages to find fuller explanations, descriptions, or examples of strategies and procedures.



Grade 8: The Eye of Egypt 23


Activity Cards for MI Work Centres

Beyond the Pyramids

Creating Problems

Colours of My Life

vision Quest

Comparing and Contrasting

how to Build a Pyramid

Egyptian Tessellation

hieroglyphics

Gender Roles

Eye Ball

Be a Composer

Soundproofing

Interpersonal Connections

Equality?

Global vision

Government and the People

3-D Mapping

Agricultural Technology




VERB

AL-

LIN

Gu

ISTI

CCo

mpa

ring

and

Cont

rast

ing

Wit

h yo

ur g

roup

, dis

cuss

wha

t yo

u kn

ow a

bout

Anc

ient

Egy

ptia

n

gove

rnm

ent,

econ

omic

s, a

nd s

cien

ce. N

ow c

onsi

der

wha

t yo

u kn

ow

abou

t C

anad

ian

gove

rnm

ent,

econ

omic

s, a

nd s

cien

ce.

How

are

the

y si

mila

r? H

ow a

re t

hey

diff

eren

t?

Wri

te a

n ar

ticl

e fo

r N

atio

nal G

eogr

aphi

c ab

out

your

idea

s.




VISu

AL-

SPAT

IAL

Egyp

tian

Tess

ella

tion

A t

esse

llati

on is

a r

epea

ting

pat

tern

of

shap

es o

r im

ages

tha

t fit

tog

ethe

r.

Cre

ate

a te

ssel

lati

on, u

sing

Egy

ptia

n im

ages

.



A Model Unit for Grade 8: The Eye of Egypt · In this model unit for the first term in grade 8, teachers will find planners that outline ... essential questions, and final project(s)

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