We chose Egypt as our theme this week because on November 4, 1922 Howard Carter discovered the entrance to the tomb of Tutankhamen and we thought it would be fun to learn a little more about the country of Egypt both today and long ago!
We splurged a little with our sensory group and bought the Egyptian TOOB from Amazon and really added a lot to our sensory boxes. The fine motor groups worked on their cutting skills and the language group made a yummy Egyptian treat.
We used paper shred as our “papyrus” base for this box. There were a lot of different items representing both ancient and modern Egypt. From our Amazon order there were lots of Egyptian gods figures, busts of pharaohs, and of course—–a sarcophagus with King Tut!
We included “lotus” petals, palm trees, a hippo (they were considered bad omens), and a giraffe (ancient Egyptians used their tails as fly swatters!). In addition to all the ancient Egyptian items we included some modern “kids” and the word HOME—-to a population of approximately 82 million people! Finally there was a little oil holder that Joy’s aunt brought back on her Egyptian vacation—-pretty cool!
Recognize differences between cultures is a social studies access point that can be addressed here.
King Tut wore a pretty amazing blue and gold headdress. We put some shiny beads with those colors in this box and it turned out to be very eye catching. Needless to say, the students had a lot of fun with this box 🙂
There are over 100 pyramids in Egypt and tourists come from all over the world to visit them. In addition to the pyramids and sphinx we included a couple of camels to trek around the desert. Underneath the sand there was a picture of the current Egyptian flag to discover.
If you are doing a unit on Egypt you HAVE to include a mummy box! There were a bunch of gauze strips to wrap around a small doll. In our research we learned that the ancient Egyptians also mummified cats so we included a little plush kitty to mummify.
Pomegranate seeds were a favorite treat for ancient Egyptians and still are for modern ones. We didn’t have any dried pomegranate seeds but we thought these red beans made a pretty good stand in. There were 3 letter “E”s to find, as well as a couple of “scarab” beetles.
Our messy play shaving cream reminded us of marshmallows—-we can thank the ancient Egyptians for that tasty treat! We printed out the hieroglyphic alphabet to let students try imitating some of the letters.
Recognize that pushing and pulling an object makes it move is a science access point.
Hands were rinsed in our Nile River basin complete with a crocodile! We used strawberry scented Valuetime bubble bath in our water because we learned that strawberry juice is a favorite drink for thirsty Egyptian children.
Mango juice is another popular drink found in the refrigerator of Egyptian homes so we finished our group with mango scented lotion. It had a very yummy aroma and our students really enjoyed the scent as we rubbed it on their hands and arms. There were lots of requests for “more”!
Indicate a desire for more of an action or object is a math access point.
FINE MOTOR GROUP
On Tuesday we made an ancient Egyptian headdress. Prior to the group the base was cutout of a yellow paper plates (found at Family Dollar store). We just cut across the bottom and then cut a square piece out of the middle. The top piece was cut from the scrap and glued to the top.
Identify objects by one observable property, such as color is a science access point.
Recognize a change in an object is a science access point.
On Wednesday we made an Egyptian pyramid scene for our art project.
Recognize an object with a 2 dimensional shape is a math access point. Identify objects by one observable property, such as color, is a science access point.
Recognize a movement that reflects a spatial relationship, such as up and down is a math access point.
The math access point recognize common objects with 2 dimensional shapes is again addressed here.
Associate quantities with number names is a math access point.
While researching facts about Egypt, we found that children like to drink strawberry juice and mango juice. Since we LOVE making food, we decided to take a stab at making our own juice.
We used the recipes found here: Let’s Make Strawberry Juice and Mango Juice!
We talked about WHERE we had to put the ingredients since all of them went into the blender. We love repetition!
We counted out cups for the students and then cups for the adults. We had 6 students and 7 adults, so we asked our students to indicate which there were “more” of.
Determine if the quantity in two sets of objects is same or different is a math access point.
Once each student and adult had tried each kind of juice, we voted to see which was preferred MORE.