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  • Mummification / Mummies

     


     

    Why Egyptians Mummified Bodies

    The ancient Egyptians believed in the afterlife. They believed that after
    they died they were transported to a new life. This new life required them to
    have their bodies intact. Most of the things they did in this life were a
    preparation for the afterlife. Getting to the afterlife was the most important
    thing that anyone could do.

    They also believed that everybody had twin spirits within them. These spirits
    were known as ba and ka. Ba was the soul, and ka was
    a sort of invisible twin to the living body. After a person died, they believed
    that these two spirits were released. Ba used to visit living relatives and
    friends; ka made visits to the afterlife. Both ba and ka needed to be able to
    recognize the body after they had been visiting. If the body had decayed or been
    disfigured, they could not find it again. So, it was very important that the
    body was preserved in a form that the spirits could recognize.

    How well the body was preserved, and what treasures they took with them,
    depended on how rich and important a person was. It was not unusual for people
    to take food, toys, games, weapons, furniture, boats and even pets with them.
    The more things they took, the more important they were, and the better the
    mummification process.

    How Mummies Began

    The earliest Egyptian graves were a shallow pit in the sand, with the dead
    body laid inside in a curled position. Although the person was buried without
    clothes, some of their favorite things, such as weapons, hunting supplies, and
    toys- were placed in the burial pit with them. If a person was to have fun in
    the after life, they needed to take their favorite things with them. They also
    needed food for the journey, and usually a boat.

    The hot sun and the dry sand stopped the body from decaying (rotting). When a
    living thing dies, bacteria breaks down the body, everything disappears. The
    bones usually remain, but all of the soft tissues, such as skin, flesh and
    internal organs rot away.. Bacteria need moisture to work. In the desert sands the body was
    preserved as the bacteria couldn’t work. The very first Egyptian mummies were
    a mistake, no one planned them, but they gave them the idea about the afterlife.

    Once the Egyptians discovered that the bodies were not decaying, they decided
    that they were right about the afterlife.

    If the afterlife was real, they thought they ought to have fancier funerals.
    One improvement was to pile rocks on the graves to keep animals from digging up
    the bodies. Later, they lined the bottoms of burial pits with a carpet of straw
    or animal skins. A while after that, they added brick floors and walls. These
    were the beginnings of the very fancy Egyptian tombs.

    Dead kings and queens were given special funerals. Instead of being buried
    without clothes, they were wrapped in linen, which is a type of cloth made from
    the flax plant. To protect the body even further, the linen was coated with
    melted resin (a very sticky plant extract), which created a waterproof, seal around the body after it hardened.

    The body was placed in a coffin with with jewels and treasures
    and then buried in a grave much deeper than usual. The Egyptians
    thought they had come up with a good way to protect these important bodies from
    animals that might dig them up.

    They soon found out they had made a big mistake. Instead of protecting the
    body, all the things they had added kept the moisture in, and the bodies
    decayed. All of the soft tissues rotted away, and all that was left was bones,
    the cloth and the treasures.

    They then decided they needed to find some way of preserving the bodies. If
    the bodies couldn’t be preserved, the person would have no afterlife.

    They needed to come up with a way to bury the bodies deep underground, to
    keep animals away, but still prevent the body from decaying. They experimented
    with different methods and finally came up with the one that was used on the
    mummies that are still around today.

     

    The entire process of mummification took 70 days to complete. Several
    embalmers carried out the task in the special embalming shop or per nefer.
    The chief embalmer was known as the hery seshta. He wore a jackal mask to
    represent Anubis, the guardian of the underworld. Assistants called wetyw
    bandaged the body and carried out other tasks of the embalming process.

    Since the body had to be as near perfect as possible, they took very great
    care to do as little damage to it as possible. When the hery seshta made the cut
    in the body, to remove the organs, the wetyw would throw stones at him. They
    were very small stones, and not meant to do any real harm. Instead, they were
    supposed to show that people thought doing any damage to the body was a terrible
    thing.

    Now, find about how the mummies were made, and try some of the assignments:

     

    How Mummies Were Made

     

  • Spelling List Week 5


    Spelling List – Grade 7 –
    Week 5

    attacked
    avoid
    injury
    peculiar
    defense
    enemies
    approach
    completely
    lantern
    hollow
    decrease
    biscuit
    volume
    defend
    index
    burst
    battery
    temple
    arise

    In order to
    view these worksheets you will need the ADOBE
    ACROBAT READER
    . It is free just click on name and download it!

    Week 5 Worksheets

    There is a
    worksheet for each day of the week.

    Click
    on the title for a full size printable version.

    Definitions

    Mad
    Scramble

    Word
    Search

    Decode
    the Word

    ABC
    Order


  • Short Vowel Tricks


    ck or k?

    Look at these words:

    clock, cloak, desk, stick, pink.

    They all have a “k” sound at the end, but some are
    spelled with a k and some with ck. How do you know which one to use when?

    It is simple.

    • Listen to the word and decide if the vowel sound before the k is
      short or not.

    • If it is not short you only need the k, you don’t need ck.
    • If it is a short vowel sound say the word really slowly and
      carefully. Does the k sound come straight after the vowel sound, or is there
      another sound in between?

    • If there is another sound in between, you only need the k (desk,
      pink).

    • If the k sound comes directly after the vowel sound then you need
      ck (stick, clock).

    Easy, isn’t it?


    ch or tch?

    The rule is exactly the same for ch and tch. Listen to
    the word. If the ch sound comes directly after a short vowel sound, you need the
    t. If it comes after a different sound, you don’t need the t.

    Examples:

    each, teach, stitch,
    scratch, pitch


    dge or ge?

    Guess what? The rule is the same again. If the ge sound
    comes directly after a short vowel sound, you need that d. Otherwise just put ge.

    Examples:

    orange, edge,
    judge, strange


    Next lesson we will look at different ways of making the
    long vowel sound, and how to remember them.

  • Spelling List Week 7


    Spelling List – Grade 7 –
    Week 7 

    Publish
    Altogether
    Submit
    Interview
    Details
    Recent
    Corrected
    Content
    Carnival
    Gymnasium
    Debate
    Innocent
    Ballot
    Sorrow
    Topic
    Defeat
    Deny
    Verse
    Concert

    In order to
    view these worksheets you will need the ADOBE
    ACROBAT READER
    . It is free just click on name and download it!

    Week 6 Worksheets

    There is a
    worksheet for each day of the week.

    Click
    on the title for a full size printable version.

    Definitions

    Mad
    Scramble

    Word
    Search

    Decode
    the Word

    ABC
    Order


  • Spelling Lessons and Tips


    Lesson 1 – Short Vowel Sounds : Tricks to remember short vowel sounds.

    Lesson 2 – Short Vowel Tricks : Tricks with short vowel sounds: ck / k,
    tch / ch, dge / ge.

    Lesson 3 – Plural Nouns : Plurals with “s”
    sound: words ending in s, x, z, sh, ch, y and f / fe.


  • Virtual Tours of History


    Ancient Civilizations Tour
    On this journey you will accompany a real family who toured historical sites in Egypt Greece and Rome in 1999. Read their journal entries, and look through their collection of pictures and films.

    Antarctica
    Take a virtual tour to the South Pole, via New Zealand, and Antarctica. Click on any thumbnail picture to see a bigger version. Stop off to buy special clothing, and you may even find time to sleep!

    Everest
    Climb Mount Everest from the base camp to the summit! You can choose between a shockwave tour and an HTML (no sound) tour. Both are interactive.

    The Forbidden City
    Visit the Forbidden City in Beijing, China, through this slide show presentation. You can jump about, by choosing a place on the map, or take the guided tour from the beginning to the end.

     

    On the Prairie
    Here you can explore the prairie and watch prairie chickens booming. There are also downloadable files for prairie activities and lists of prairies throughout the United States.

    A Trip Through the Grand Canyon
    Take a trip down the river, through the Grand Canyon. Choose the type of trip according to your connection.

    Secrets of Pharaoh
    Choose from three tours, all with 3-D graphics. They are spectacular but there are no photographs, all the pictures are graphical representations.

    The Tower of London
    Tour the Tower of London with a teenager who lives there. You can only tour the grounds, but there are interesting facts to learn about the buildings.

    US Capitol Virtual Tour
    Choose a bandwidth, and then take the tour. With each of the rooms there is a good description of its architecture and points of interest. There are also notes on historic events that occurred in each room.

    US Civil Rights Museum
    This tour depicts major events in the history of civil rights in the US. It is arranged chronologically. You may either pick a specific event or take the tour in order, by clicking on the link at the bottom of each page.

     

    Virtual Field Trips
    You may have difficulty deciding which trip to take from dozens of educational field trips, to suit all tastes. Each trip covers a single topic, which range from deserts and salt marshes, to volcanoes. Check out the ‘About Field Trips’ link before you start to get the best out of the experience.

    Virtual Walking Tours of Ancient Rome
    Try these two interesting tours of Ancient Rome, in slide show format. Quick loading, and easy to read, informative descriptions, make this a fun experience.


  • Pilgrims and Technology


    It may
    seem a little odd to think about technology in the 1600’s but it really means
    the use of the most up-to-date equipment and methods to get the job done. The
    Pilgrims were faced with two enormous challenges, how to get where they were
    going, and how to survive once they got there.

    To the
    Pilgrims the idea of undertaking the long and difficult journey was probably the
    part they thought was the most difficult. However, that wasn’t the case.
    Surviving once they got there proved to be by far the hardest task.

    How the Mayflower Got There

    Nowadays,
    knowing exactly where you are, on an ocean, is a fairly simple task. Navigators
    use complex technology, including satellites, to fix their exact position. This
    wasn’t always the case. In the early 1600’s navigation was a far more hit
    and miss affair. It wasn’t at all unusual for ships to end up in entirely the
    wrong place. In order to get to where they were going, navigators needed to know
    three things; where they were, which direction they were heading in, and how far
    they had gone. We will look at each of the problems in turn, and see what
    instruments were available to help them.

    Where Were They?

    On land, it was a fairly
    simple job to know where you were, you just needed to know some landmarks, or
    ask a passing traveler. At sea it was a little more difficult. However, by the
    1600’s there were several fairly accurate ways of telling at least half of
    where you were. To have an accurate idea of where you are you need to know
    latitude and longitude for your position. Early navigators hadn’t worked out
    the longitude part, but the latitude was easy to calculate. The calculations
    were based on the position of the Pole Star or the Sun. In the Northern
    Hemisphere, where the Mayflower was, the Pole Star was used.

    By measuring the height of
    the Pole Star above the horizon, the navigator could calculate exactly how far
    north of the equator, he was. At the North Pole, the Pole Star, or Polaris,
    is directly overhead, or 90o above the horizon. At the Equator, it is on the Horizon, or at
    0o above the horizon. The angle of the Pole Star above the horizon
    tells you your exact latitude on the earth.

    To measure the angle of
    Polaris above the horizon, navigators had a choice of instruments. Good
    navigators used more than one to get a more accurate reading. The best-known one
    is the sextant, but that wasn’t invented until the middle of the next century.
    The sailors on the Mayflower had to rely on more primitive methods. The three
    tools they may have used were the jackstaff the astrolabe and the quadrant.

    The
    jackstaff was a long pole with a vertical piece of wood, called a transom, which
    could be slid along it. The sailor held the staff up, much like a rifle, and
    then slid the transom along the staff until the top of it marked the star and
    the bottom of it marked the horizon. By measuring how far along the pole the
    transom was he could work out the angle of the sun or star. When the sailor was
    holding up the jackstaff he looked like he was going to shoot an arrow into the
    sky. This is where the expression “shooting the stars” comes from.

    The astrolabe was a similar tool. Instead of being a
    straight pole, it was a flat, circular instrument, marked in degrees. There were
    pointing arms on it, something like the hands of a clock, with “sights” on
    the hands. The navigator would line up the star through the sights on both hands
    of the instrument. The hands then pointed at the scale and he could read off the
    degrees.

    Another
    tool was the quadrant. This was a flat piece of metal, with a ninety-degree
    angle and a curved side opposite the angle. The curved side was marked with a
    scale of degrees. A piece of thread with a weight hung from the angle. The navigator would look along one straight edge and lining
    the star or sun up with the line of the edge, he would see where the thread
    crossed the curved side of the quadrant. It was a very good tool when there was
    no wind and the sea was calm. When there was any wind, the weight would be blown
    around, and it was very difficult to get an accurate reading.

    So now the Navigator could
    tell exactly how far North of the equator he was.

    Which Direction Were They Heading?

    A compass was another very
    important instrument to have. The most simple ones had a needle in the center,
    with a scale, marked in directions around it. The needle always pointed to the
    magnetic North Pole. The navigator pointed the compass over the bows (front) of
    the ship. As the needle pointed north, but the compass didn’t, he could read
    the direction of the ship by seeing where the needle pointed on the scale.

    To
    get from Plymouth to New England he would have traveled in a northwesterly
    direction until he came to the correct latitude for New England. Then all he had
    to do was travel west until he came to land. Not very accurate, but accurate
    enough to get the Pilgrims where they wanted to go.

    How Far They Had Traveled?

    This was the hardest part
    of navigating. By guessing the speed they were traveling at and marking it off
    on a chart, using dividers, navigators could make a guess at how far they had
    traveled. The guesses were totally unscientific, and the best way to know was to
    see land. When you saw land you had gone the whole way!

    Read this articleto learn
    more about compasses and how they show direction:

    How
    The Pilgrims Survived

    The Pilgrims had not really
    planned carefully for how they were going to survive, once they arrived.
    Although they had brought wheat for planting and tools for building, they
    hadn’t done much research into the climate or the conditions of the soil. They
    soon discovered that the soil was poor and that the sun was harsh. Their wheat
    crop failed and they were left with very little to eat.

    The Natives in the area
    understood the climate and cultivation methods needed, and so they managed to
    survive quite successfully. They moved several times a year in search of food,
    and to avoid the more difficult weather conditions. They survived by fishing,
    hunting for wild animals and collecting wild berries, fruits and nuts. They had
    also found good methods for growing corn, so that they could store food. The
    fact that they could store food meant that they could survive, even when the
    weather was very bad and prevented hunting, fishing or gathering of wild crops.

    At first, the Pilgrims
    survived by living in an abandoned native village. The natives had abandoned it
    when they made one of their moves in search of better food and weather. They
    hadn’t managed to build much by way of houses and were living in dirt-covered
    shelters. After the first winter they were in very poor shape. Many had died,
    from disease, the weather and lack of good food. Only 50 of the original 110
    pilgrims survived.

    The Pilgrims technology had
    failed them; their wheat could not survive in the harsh sun and rocky soil. They
    needed new technology to help them survive. Just when they must have been about
    ready to give up, an English-speaking Native turned up. His name was “Tisquantum”
    (TisSKWAN tum) or “Squanto” (SKWAN toe). His arrival of must have
    seemed like a gift from heaven. Not only did he now how to survive the harsh
    conditions, he could teach them in their own language.

    He stayed with them for the
    next few months, bringing them meat and animal skins. They ate the meat and used
    the skins to make blankets and clothing for the cold weather. Among the things
    he taught them was how to grow corn successfully. He showed them how to use fish
    as fertilizer, which helped the corn to grow. He also taught them about the wild
    fruits and berries. He showed them which were poisonous and which were good to
    eat. He showed them how to get sap from the maple trees and how to dig for
    clams, and how to cook them.

    Up until his arrival the
    Pilgrims had been surviving on a very poor diet. They were able to fish, so they
    had some protein, and they collected a few wild berries and fruits. Their grain
    (the wheat) had failed, and they had no domestic animals, so they had no dairy
    products. They were living on a diet of only protein and fruits and vegetables,
    and very little of those. On some days they had no food at all. By learning how
    to cultivate the corn, they included grains in their diet. The sap of the Maple
    tree was a good source of carbohydrates also. The meat made their protein intake
    more varied. Now that they had a more balanced diet they became stronger and
    less likely to die from disease.

    They also learned how to
    make better shelters and using the animal skins (mainly beaver) they could make
    warm clothes and blankets. Now that they had a more balanced diet they became
    stronger and less likely to die from disease. They also had better shelter, to
    protect them from the climate. The Pilgrims had turned the corner, and were now
    able to survive. All thanks to the technology they learned from the natives.

    The Pilgrims needed to
    adapt their methods to suit the new conditions they found. Using technology they
    already had, they reached their new home. Using new technology they survived
    there.

    For more information on the
    different Native North American groups and the methods they used to survive,
    read this article.

  • Education For Teachers


    Teachers who are currently employed can greatly enhance their skills and their credentials by undertaking additional education. Additional education for teachers can also help them advance their careers or shift their teaching focus to other lines of education.

    There are several additional education for teachers curriculums. Some of them focus on several specific subjects as an additional master’s course. These courses can be in any of the many fields of study such as physical education, mathematics, liberal arts and others.

    Education for teachers are available in many types of instructional formats. There are some that are available as one-time workshops. Other types of instruction can last for several weeks in several sessions. Still others are offered in the traditional per-semester format. There are also arrangements where the instruction can last for several years depending on the available schedule of the teacher.

    Often times, the more time consuming courses are part of a curriculum which is, itself part of a degree program which can be either a bachelor’s degree or a master’s degree. Usually, a bachelor’s degree is for continued studies in fields other than education while a master’s degree is for continued studies in the same field but focusing on advanced studies for that field. A doctorate degree is usually an even higher educational attainment which is commonly a continuation of a master’s degree.

    These additional education for teachers can greatly enhance the teaching credibility of teachers. This can also count for their eligibility for higher positions in the educational system. Oftentimes, educators pursue additional degrees in order to earn advanced positions such as a position as school principal or administrator.

    Courses for advanced education for teachers are available from many universities and colleges. Training programs can also be offered by the local school district. The school wherein the teacher is employed will often times underwrite or subsidize additional education for teachers. This helps to encourage skills advancement of the teacher while positively affecting the school’s educational system through the enhanced instructions that the teacher can provide due to his or her additional education. Furthermore, it ensures that there is no shortage in individuals with higher credentials who will advance across the ranks of the school’s faculty and administration.

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  • Ecology


    Ecology is a common term that we hear every day. Commonly it is synonymous to the study of the natural world around us. However, more scientifically it is just not that; it is a multi-disciplinary branch of biology that studies living organisms in relation to the biosphere they inhabit.

    Alternatively known as ecological science, this subject also includes the study of human activity oriented sciences like agriculture, fisheries, forestry, medicine and urban development. 

    This subject is a relatively recent branch of study. It became popular in the second half of the 20th Century. However, the concepts of nature around us (as ecology is generally equated with) have been subjects of interest for a long time. In fact, keeping that in mind we can say that Aristotle who had a keen interest in animal life was one of the first ecologists we had. His pupil, Theophrastus also went on to explore the co-existence pattern between animals and their environment way back in the 4th century BC.

    The study of ecology can be broadly divided under the following patterns:

    1. Includes sub-divisions like: 
      • Physiological (or ecophysiology) and Behavioral: That studies how living beings adapt to their environment.
      • Population (or autecology) studies: The population aspect of a single species.
      • Community (or synecology): Studies the relations between species in an ecological community.
      • Ecosystem studies: Explores the exchange of energy and matter through the biotic and abiotic channels.
      • Landscape studies: Studies the practices and links between multiple ecosystems or extensive geographic zones.
    2. Another method is a study based on species such as animal, plant, insect etc.
    3. Yet another approach is by biome studies, such as the Arctic or polar, tropical, desert etc.
    4. A very basic method of study is to subdivide the ecology into categories like chemical, genetic, field, statistical, theoretical etc.

    However, you must remember that these different methods of the study of ecology are exclusive and often undertaken simultaneously. For instance, an expert in this field can at once be a theoretical plant community ecologist or a polar ecologist exploring animal genetics as well.

    Another related term that we often hear nowadays is ecological crisis. This happens when the ecology of a group of living beings evolves in such a way as to pose a threat to its own survival.

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  • Spelling Worksheets


    Spelling mistake is quite common among children and the best way to improve on their spellings is through spelling worksheets. Spelling and writing words correctly provides a strong base for a successful academic career by giving children good spelling practice. However, what makes the spelling activity worksheets indispensable is the fact that they simplify spelling learning.

    Spelling Worksheets and Fun

    Spelling based worksheets can be effectively used by parents and teachers to help children master spelling skills as they present innovative ways that make spelling learning an easy task, more fun than any serious pursuit.

    Activity based spelling language worksheets differ depending on the age and ability of the child. Teachers/parents can also customize spelling activity worksheets on the computer in a manner to make them more interesting and challenging. You can base your worksheets on dissimilar fun spelling activities – Alphabetical Order, Crosswords, Decoding, Hidden Letters, Magic Squares, Missing Letters, Multiple choice, Word Jumbles, Word Searches, and the like. Even a reluctant child will benefit from these worksheets.

    Making Spelling Worksheets – Help For Guides

    While you are framing the spelling worksheets, you should focus on the objectives of the lesson plans and the learning requirements of the children. Stepwise learning develops a strong foundation for the students and helps them have a better grip on tough spellings; you should, resort to simple and systematic methods.

    Thus, when you are preparing worksheets for the pre-school children, you must try to make the worksheets attractive, colorful. This will get them hooked. For initial exercises, you can opt for two letter words like ME or AT. Then, the spellings can be a bit more advanced like, CAT, HAT, MAT and so on. Then, the words can change to MAN, MAP, MAT and the like to ensure a child’s steady progress. To give a better familiarity with the content, you can relate the meaning to the child through sketches/pictures.

    Speaking of the format of the worksheets for the beginners, you can design three different spelling worksheets. Let the first worksheet have a picture with the word identifying the picture written beside it; the child will have to spell and write the word three times in the blanks beneath. The next worksheet can have the word written once so that the student has to write it two times. In the third worksheet, only have the picture inserted; the child will have to remember and write the word three times in the three blanks.

    When designing spelling worksheets for advanced learners, let them have a vivid concept about the sounds of the words, because the best way of learning spellings is from phonetics. This entails reading activities as well – you can break down the words and read them aloud to the child. Instead of handing a list of spellings, do anything your child likes with the spelling worksheets; this will spark their interest and they will learn faster.

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