................. Pyramids... ... ....................................

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Egypt History

If you are interested in learning more about Egyptian Pyramids check out this link.

Lesson Title
Egyptian Pyramid Puzzle
Objectives:
Students will work as a team
Students will recognize triangles as the base shapes for a pyramid.
Students will recognize the number four as being significant when associated with pyramids.
Students will relate shapes according to colors.

Central Questions:
1. Does anyone know what a pyramid is? (A large structure built as a tomb for Egyptian Pharaohs)
2. How many sides does a pyramid have? (4)
3. What is the 2 dimensional shape on each side of a pyramid? (Triangle)

References:
Isaacson, P.M. (1993). A short walk around the pyramid and through the world of art. New York: Alfred. A. Knopf, Inc.

Preparation:
1. Collect images of the pyramids of Giza and reference books with pyramid images.
2. Cut four, large tan cardboard triangles to make a pyramid. (To be used in reference to guide central questions)
3. World Globe
4. Four sets of "four pieced" pyramid puzzles. {This is the greatest task but it is the focus of the lesson.
Creating each puzzle is in a one-time thing because the puzzles can be reused for future lessons. Measurements and color coding suggestions have been including to create the pyramids puzzles.

See the bottom of this web page for the pattern.
Note: Students can exchange their knowledge of pyramids by viewing the PBS and Nova video "This Old Pyramid" but it is not essential.
Procedures:
1. Present the topic "Pyramids" to the class using the tan cardboard pyramid and asking central questions.
2. Use the world globe to inform the class where the Egyptian Pyramids are located.
3. Inform the class about separating into groups to assemble a pyramid puzzle.
4. Line up the class boy, girl order.
5. Ask the students to count off 1, 2, 3 and 4. (repeating 1-4)
6. Students gather into groups by numbers.(ex. all the 1's )
7. Pass out the puzzle pieces (4 pieces to at team)
~ Ensure they are the correct 4 pieces if each puzzle is color coded
8. Students work together to assemble the puzzle.  After a group completes the puzzle ask this question:
"How is this pyramid different from the tan pyramid used in the introduction?"
Answer: The puzzle is only a 3 sided pyramid.
9. Students may repeat putting the puzzle together if time allows.
10. Return the puzzles.
Assessment:
1. Throughout Q and A find out what the students knew before the discussion and what they know after putting the puzzle together.
2. Ensure the groups are working as a team.
3. Review the central questions.
###### The 6 steps of building a pyramid.
Having found the center of the base,
the stones are laid in the form of a square,
working from the center outwards.

The workmen lay blocks of poorer local limestone.
These are called core blocks because they lie at the
center of the pyramid.

Better  quality limestone is used when the shape of the
first square needs correcting. Blocks of Tura limestone
are used. These are called internal casing blocks.

Alternate borders of core blocks and internal casing
blocks are laid round the first square. Every time the
internal casing blocks are used the square is measure,
to ensure that it remains a perfect square. Only two
borders of the internal casing blocks are shown here:
the number varies in different pyramids.

The second to the last row of stones to be laid is made
up of packing block, again if local limestone.
They must fit together closely and form the outside of
a perfect square.

The final row of stones laid are called casing blocks
Made of best quality Tura limestone.
The last check is made to see that a square has
been perfectly maintained.

This pattern is to scale.

Lasted updated March 23, 2000 by Think Quest team J001590