Lesson #2 - Pyramids

For this lesson, we wanted to use the concept attainment model to introduce pyramids. We were nervous to use this model with second graders so we modified it slightly to make it more accessible for young children. We described it as a "game" in which the students would guess the "mystery word." This tactic seemed to make the students excited and curious about the objects that we showed them. Catherine B. and I carefully selected "clues" and "non-clues" that were kid-friendly and tangible to help the students remember the characteristics pyramids.

We set up a table in front of the class while the student sat on the ground. We showed them sets of "clues" and "non-clues" and asked them to make guesses about the "mystery word." The students made several good guesses and were able to eliminate options that no longer fit when they were given more information. After they guessed "pyramids," we reviewed the different clues and discussed how they related to pyramids. The students were particularly interested in the maze that we used to illustrate secret passageways. During this discussion we also looked at some pictures of pyramids in books and discussed the different types. The students were able to draw on their observations in the group activity from the day before to talk more about the features of pyramids. Finally, Catherine B. showed two examples of pictures of present day pyramids (a house and the Louvre). The students were fascinated by these pictures and seemed surprised that pyramids were still used in architecture today. I wish that we could have focused more on this connection between past and present but unfortunately we did not have time.

After this discussion, we introduced the pyramid craft to the students. I had found a pyramid template that I photocopied onto cardstock so that the students could construct their own pyramids, incorporating some of the features that we had discussed. I also cut out the templates before the class so that we would not have to waste class time doing this. This preparation definitely allowed the students more time to decorate their pyramids. After showing an example pyramid and explaining the instructions twice, we let the students work independently with their pyramids. We also provided a worksheet with the hieroglyphic alphabet for each group of desks so that the students could use accurate symbols. As they constructed their pyramids, the students demonstrated a good understanding of what the pyramids looked like and what they had inside. When they finished their pyramid, each student was instructed to place it on the class map of ancient Egypt (a large posterboard with the Nile River drawn on it).

In retrospect, I think that we could have made the craft instructions a little more explicit. Mr. F. noted that we could have numbered the pyramid template to instruct students how to fold it. I also wish that I had written the instructions on a posterboard so that the students could refer to it while they were working. Finally, I'm glad that I created an example pyramid before the lesson because it helped me anticipate some of the problems that the students might run into (cutting, folding, using tape instead of glue). Although I was hesitant to use this craft idea (it seemed as though it could have been largely meaningless), I felt that we tweaked it enough so that the students were really able to show what they knew about pyramids. We tried to shift the focus of the activity from the actual construction of the pyramid to what it looked like and what was inside. By making these adjustments, I think we created a purposeful activity that was both fun and a good form of assessment.

I think that this lesson was successful because the students clearly learned a lot about pyramids. I was also pleasantly surprised at how well the concept attainment model worked. The only thing that I would change would be more explicit instructions; I'm learning that you can never be too clear when dealing with second graders!