Minecraft Egyptian Pyramid
Minecraft Egyptian Pyramid Lesson Plan Creator
Gerard Wauldron, wauldrong@bcreek.org in the Edupaths Summer 2019 Minecraft Course
CC BY NC 4.0
Project Description
As part of the 7th-Grade Social Studies curriculum students will incorporate Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M) into unit various lessons. This lesson will specifically address the Ancient Egyptian unit in alignment with the class curriculum textbook: Discovering Our Past “A History of the World, Early Ages” McGraw-Hill Networks and various curricular standards. Students interest and excitement towards Egyptian history will be increased by the possibilities and opportunities offered by Minecraft Education Edition (M:EE). Students will conduct extended research of the mighty and mysterious pyramids and learn how and why people have built such magnificent structures. This project is designed to help 7th-grade students complete the following:
Learning Objectives/Performance Expectations:
- Create a visual display in Minecraft Education Edition of one of the Great Pyramids of Giza
- Collaborate in groups of 3 to 4 students and build their own pyramid.
- Research Ancient Egyptian civilization, it's culture, beliefs, and building of various structures in relationship to religion.
- Research historical Egyptian ruins to find ideas on construction techniques, positioning of blocks, building materials, size and spaces within the pyramids.
- Learn about Geography understanding of the planning and management needed for terraforming and construction of the project and lasting effects on human society.
- Utilize mathematics and geometry to help design the pyramid and surrounding site by calculating area and volume of the pyramid, blocks, worksite, and surrounding areas.
- Incorporate NPC’s, and information posters, boards, or signs as needed.
- Students will journal all progress of building by taking photos at various stages of progress and creating a report in the Minecraft book and quill. Note the various jobs that have been completed by each collaborating group member. A final pdf report will be generated and turned in when complete
- Present completed project and research to the class audience.
Guiding Ideas
Essential Questions:
- What did Ancient Egyptian culture primarily believe in relation to life, religion, the afterlife and the purpose of the pyramids?
- What are the Egyptian pyramids and how and why were they built?
- What construction techniques were used and what limited resources and tools affected the building of the structures?
Summative Assessment:
Student groups will create their great pyramid in Minecraft Education Edition and present final project upon completion using the following criteria:
- The great pyramid must be constructed in the desert seed world.
- The great pyramid must be accurate based on details (size, geolocation, chambers, etc.) obtained through research during this project.
- Incorporation of all various chambers, passages, and shafts in a great pyramid (hint: incorporate 11 areas)
- The student must include Non-player characters (NPCs) information posters, boards, or signs as needed to convey the information obtained during the research project.
- The student must then record themselves navigating through Minecraft Education Edition and interacting with the NPCs, reading the information obtained during the research, and explaining how the student created the great pyramid from the desert seed world.
- The final presentation of the project played for the class. A brief question and answer session with classmates. Any group final comments about learning, findings, or Minecraft tips or tricks.
Standards Alignment (CCSS/NGSS/MITECS):
Social Studies:
7.W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires.
7.W3.1.9 Describe the significance of legal codes, belief systems, written languages, and communications in the development of large regional empires.
7.G1.2.2 Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a geographic problem or issue.
7.G1.2.3 Use, interpret and create maps and graphs representing places and regions in the era being studied.
7.G5.1.1 Describe examples of how humans modify the environment in the era being studied.
7.G5.1.2 Explain how different technologies were used in the era being studied.
Math & Geometry
7.G.A Draw, construct, and describe geometrical figures and describe the relationships between them.
7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.A.2 Draw (freehand, with a ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
7.G.B Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
ELA
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.7.3.A
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.7.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.7.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
CCSS.ELA-LITERACY.W.7.3.E
Provide a conclusion that follows from and reflects on the narrated experiences or events.
CCSS.ELA-LITERACY.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.7.9.A
Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
MITECS Technology Integration
This project integrates Michigan Integrated Technology Competencies for Students (MITECS) in the following ways:
Empowered Learner - Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
(Example: Students will work and construct virtually in M:EE to complete lessons, show comprehension, create and manipulate content, and show mastery of content learned)
Digital Citizen - Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
(Example: Students will work together in groups for the purpose of completing a common goal, always maintaining respect and cooperation while working in a positive online environment )
Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
(Example: Students will utilize information from class unit along with a variety of digital online resources to construct in M:EE a great pyramid, artifacts, and appropriate geo landscape demonstrating knowledge construction and mastery learning)
Computational Thinker - Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
(Example: Students through design, building, and problem-solving will demonstrate strategies for constructing in M:EE. Students will also incorporate math by figuring size, area, and volume to determine the overall scale of the pyramid)
Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
(Example: Students will use M:EE and a variety of formats to communicate within and around the great pyramid project to display facts, information, and instructions to assist in conveying the overall project narrative.) (This lesson will also allow for a creative writing activity. Students can incorporate ELA practices by writing a short narrative historical fiction story.)
Global Collaborator - Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
(Example: Students will work cooperatively in groups using M:EE to complete lessons, show comprehension, and mastery of content)(locally and globally(when available))
Lesson Plan Sequence (Use of Materials)
Prior to beginning Minecraft: Education Edition and this project, Students will have mostly completed the unit on Ancient Egypt and finished formative assessments over Ancient Egyptain civilization, geography its culture, beliefs, and building of various structures in relationship to religion.
In addition, students should have at least two class periods PRIOR to become accustomed to the navigation and crafting inside Minecraft: Education Edition. This time would also include distribution of account information, account creation, login and solving any potential tech issues for all students in M:EE and Microsoft. Finally, students will have 2 periods to present to the class, viewing 4-5 groups a day. Totals days allotted may be adjusted as needed.
This project lesson will be divided over the course of 2 weeks of classroom application. Students will have at least 10 class periods (56 min each) to complete. Students may continue to work, refine, & mine outside school.
DAY 1 - Introduction, Overview, Student expectations, and rules of collaboration are presented. Review of criteria to be incorporated into the project. Lesson materials, digital resources, assignments related to the project, will be posted online (Google Classroom) for students to complete and use for research.
DAY 2 - Using the provided resources and materials, a) BEGIN and COMPLETE the research questions and answers. b) BEGIN: Students will find, using an internet search, and archaeological map of pyramids to draw and label the various chambers, passages, and shafts found within the Great Pyramid (hint 11)
DAY 3 - COMPLETE: Students will find, using an internet search, and archaeological map of pyramids to draw and label the various chambers, passages, and shafts found within the Great Pyramid (hint: 11 areas) BEGIN in Minecraft: Students begin plotting a geographical location and layout placement. The pyramid should be near to water resources as in Ancient Egypt. The base of the great pyramid is approximately 240 square meters. To scale down for Minecraft the general rule will follow: 1 cube is equal to 1 square meter. Students will need to choose a large enough area to not destroy mountains, rivers or other buildings.
DAY 4 & 5 - Once students have measured and marked the designated area, students will fill in the base solid from the bottom up before removing material for the various chambers, passages, and shafts required for this project, AFTER they have built and filled the entire pyramid. Ask the following questions to the students to reinforce concepts learned and check for the transference of knowledge: Some questions could be bell ringers, exit tickets, or short formative assessment items.
- What type of materials where used in creating the great pyramid?
- How big where the average blocks used to build the pyramid?
- How much did they way?
- How long is 240 meters converted to feet?
- Many football fields does that length equal to?
- How many football fields would fit into 240 square meters?
DAY 6 - 8 - Group work time. Start each class with reviewing the project and student expectations. Have students give daily Minecraft technique tips and tricks. Address any teacher or student questions or concerns. Highly encourage all student Minecraft Master Builders to assist students, without completing other students work.
Review student group progress; giving suggestions and guiding students.
- Students should be removing material for the various chambers, passages, and shafts required for this project.
- Incorporate NPC’s, and information posters, boards, or signs as needed to give narratives, description and/or directions.
- Remind students to journal all progress of building by taking photos at various stages of progress and creating a report in the Minecraft book and quill. Note the various jobs that have been completed by each collaborating group member.
DAY 9 - Students groups should be completing pyramids incorporating all requirements as indicated in the lesson.
- Students should script, practice and begin to create final recorded presentation of the project.
- Students should have all progress of building documented and journaled through taking photos at various stages of progress and creating a report in the Minecraft book and quill. Note the various jobs that have been completed by each collaborating group member.
DAY 10 - THE END IS HERE!
- Students create a final report in the Minecraft book and quill. The final report will be generated and saved as a pdf and turned in to Google Classroom assignment post when complete.
- Students complete final recorded presentation of projects. Students will turn in final recorded presentation to a seperate Google Classroom assignment post when complete.
- All components of this project meet requirements
Final Project Summative Assessment:
The final presentation of the project played for the class. A brief question and answer session with classmates. Any group final comments about learning, findings, or Minecraft tips or tricks.
A rubric will be completed to evaluate student final project and presentation
Deeper Learning Opportunities
Mathematical:
Find the perimeter and area of the pyramid created. What is the dimensions of your pyramid, its surface area and volume? The length of each block is equal to one meter.
How tall is the pyramid in real life? Compared to the Minecraft construction what is the difference? Explain your answer and show evidence:
Worksheet Resources:
- Create your own Surface Area of Square Pyramid at Math-Aids.com
- Create your own Volume of a Pyramid at Math-Aids.com
Creative Writing:
Historical Fiction: Create a short story from the perspective of someone (pharaoh, slave, or merchant) from ancient Egyptian society about the pyramids. Your story can be an adventure, an account of a day and life of a person, mystery, love story, humorous or scary. Keep all content appropriate. Use the Minecraft story mountain to help guide you.
Requirements for the story:
- 3 paragraphs minimum
- Should be written in STORY format from the point-of-view of a pharaoh, slave, or merchant
- Information about the construction of pyramid (size, shape, labor needed for building, etc.)
- What is inside of the pyramid
- Reason why the pyramid was built
Minecraft Extras
- Make and place Egyptian Minecraft artifacts to make the chambers look authentic.
- Add sliding blocks to open and seal chambers and passages.
- Add torches to light the way.
Creative Minecraft Opportunities:
If students have addressed all the requirements of the lesson, give students the opportunity to create a second nearby pyramid. Students can create their own modern adaption, creating and placing their own chambers, passages, and shafts. This could be their own Pyramid Palace Mansion with all the amenities they can dream of! Advanced Minecraft creators can really showcase their creativity and design talents. There is no limit to the imagination in M:EE!
Struggling Learner Accommodations:
Struggling learners can be accommodated by modifying and simplifying lessons to the level of the learner. This project can reflect many different abilities of group members and a great opportunity for cooperative learning, working together, teaching compassion, empathy, tolerance, and teamwork. Various jobs can be assigned to group members. All cases will need to be addressed on an individual basis to differentiate instruction, learning, and outcomes. A struggling learner may have strengths in the virtual world, unlocking undiscovered potential, allowing the learner to become an expert in Minecraft.
Minecraft Egyptian Pyramid Student Worksheets
Resources and Attributions:
Minecraft Education Edition Lesson Resources:
Lesson: The Egyptian Pyramids - Submitted By: Cristiana Pivetta
Lesson: Pyramids and Sphinx - Submitted By: Soheir Zaki
Lesson: The Great Pyramids of Giza - Submitted By: Warren Parkes (Great Resource!)
Lesson: The Great Pyramids of Giza - Submitted By: Yunus Emre Calik
Resources:
Textbook: Discovering Our Past “A History of the World, Early Ages” McGraw-Hill Networks
PBS Online: Nova Presents-Pyramids: The Inside Story https://www.pbs.org/wgbh/nova/pyramid/
Digital Giza: The Giza Project at Harvard University
3d Mapping of Pyramids,Temples, and Tombs of Giza. The Giza Project gives you access to the largest collection of information, media, and research materials ever assembled about the Pyramids and related sites on Egypt’s Giza Plateau
Egyptian Pyramids
https://www.egyptian-pyramids.co.uk/index.htm
Google Maps - Street View of the Pyramids of Giza
https://www.google.com/maps/about/behind-the-scenes/streetview/treks/pyramids-of-giza/
Ancient Egypt for Kids