Egyptians

“What am I?” Quiz

This activity consists of a set of cards with pictures and matching “talking” cards. They can be
used in a variety of ways. The cards could be handed out so that half the class have the picture
cards and the the other half have the talking object cards. Children can take turns to read out
their description, pausing after each sentence for those with the pictures to decide if they
are the object described. This could also be done more quickly in groups of say six or eight.

Alternatively, six to ten pairs of picture and text could be shared with collaborative groups
of three or four. They could then work together to match them up. These groups could then
report their findings back to the rest of the class.

The next stage is to persuade the children to work together on devising their own pairs of
cards and then trying them out on each other. We have provided elegant pictures for some
objects and more rudimentary drawing for others - cards could be redesigned and/or rewritten.
New pairs of cards could be developed for other objects. Versions with only one or two
sentences could be made.

Lastly we have provided a sorting board and a Connect Four board but no cards. We hope that
this might inspire your children to devise new games! Please send us your best examples.

Webaddress:www.collaborativelearning.org/egyptquiz.pdf
Last updated 28th November 2013

COLLABORATIVE LEARNING PROJECT

Project Director: Stuart Scott
We support a network of teaching professionals throughout the European Union to promote inclusive education. We develop and disseminate accessible talk-for-learning activities in all subject
areas and for all ages.
17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885
Website: http://www.collaborativelearning.org

BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:

The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies that promote talk
across all phases and subjects. We hope they will inspire you to develop and use similar strategies in other topics and curriculum areas. We want to encourage you to change them and adapt them
to your classroom and students. We run teacher workshops, swapshops and conferences throughout the European Union. The project posts online many activities in all subject areas. An online
newsletter is also updated regularly.

*These activities are influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work
best in non selective classes where children in need of language or learning support are integrated. They are well suited for the development of speaking and listening . They provide teachers
opportunities for assessment of speaking and listening.

*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and formulate
shared opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts, discuss, paraphrase and move them about physically, they help to develop thinking skills.

*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in pupils’ first languages and afterwards in
English. A growing number of activities are available in more than one language, not translated, but mixed, so that you may need more than one language to complete the activity.

*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.

*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.

*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work more effectively with each other
inside and outside the classroom. They have made it possible for mainstream and language and learning support teachers to share an equal role in curriculum delivery. They should be adapted to
local conditions. In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of materials.

http://www.collaborativelearning.org/egyptquiz.pdf
✁ Egyptians - What Am I? cards

I am a fierce goddess. I protect

the kings of Egypt. I have the
body of a woman and the head
of a lion or cat. Many cats live
around my temple in the Nile
Delta. When they die their
mummies are buried in tunnels.
Bastet
We are very important to the
Egyptians. We were first made of
papyrus reeds and later made of
wood. We travel north and south.
We are used for hunting, fishing
and transporting goods and
animals. The sun god travels in one
Boat of us.

I am made of wood. I have a pair

of eyes on the side of me. I have
pictures of useful things painted
on me. I sometimes have spells
“for not doing any work in the
kingdom of the dead” painted on
me.
Coffin
We are two enormous stone statues.
We used to guard the memorial
temple of King Amenhotep III.
After an earthquake in 27BC one of
us started to sing in the morning.
Many Roman tourists came to listen.
Colossi of Memnon
Only kings can wear me. I have a
cobra in the middle at the front.
I have two large flaps at the
Nemes side. These represent the wings
of the sky-falcon god Horus. You
can see me on the famous gold
mask of Tutankhamen.

http://www.collaborativelearning.org/egyptquiz.pdf
✁ Egyptians - What Am I? cards

I am a symbol of healing and power. I

am often hidden in the wrappings of
mummies. I was once the eye of the
god Horus. My wicked uncle tore me
apart and threw me in the sea. The
wise god, Thoth, put me together
again.
Eye of Horus

I am picture of an object. I
represent a sound or an idea. I am
often carved in stone and wood. You
can find me on tombs and obelisks.

Hieroglyph

I am made of mud brick or stone.

I look a bit like a house. I contain
lots of useful objects. I have a
false door in front. People put
offerings of food in front of me.
My spirit can come out to collect
them.
Mastaba
I was the wife of King Akhenaten.
I lived in 1340BC. I had six
daughters. I lived in a new city
Nefertiti called Amarna. I am well known,
because archaeologists found a
painted head representing me.

Papyrus
I grow in the delta of the River Nile.
I am green and tall. I am very useful.
I can be made into paper. In fact the
word ‘paper’ comes from me. I can
also be made into mummy masks and
boats.

http://www.collaborativelearning.org/egyptquiz.pdf
✁ Egyptians - What Am I? cards

I was first built of mud and later of

stone. I took a very long time to be
built. I am a kind of staircase for
Pyramid the soul of the king to go to heaven.
I am 4500 years old. Nobody knows
exactly how I was built.

I represent a dung beetle. I am

usually blue green in colour. I
represent the god of changes and
Scarab transformations. I bring good
luck. I am often hung around the
neck of mummies.

I am a city. I was the capital of

the Middle Kingdom. The great
temple of Karnak is nearby. The
Valley of the Kings is on the other
side of the river Nile.
Waset/Thebes/ Luxor

I was the very first king of Egypt.

Everybody wants to be like me. I live
with all those who lived good lives.
I wear a head-dress of horns and
feathers. I use a feather to weigh
the souls of dead people
Osiris

I am a set of steps. I am on the

bank of the River Nile.
When the river rises some of my
steps are covered. The priests can
then measure how high the river
rises. Then they will know if the
crops will do well or badly.
Nilometer
http://www.collaborativelearning.org/egyptquiz.pdf
✁ Egyptians - What Am I? cards

I live in Deir el Medina. I am a

mason. I work in the Valley of the
Kings. I know where all the kings
are buried. That is very useful for
my other job, which is dangerous
and a secret.
Tomb builder/robber

I am made of mud brick. My

walls slope inwards, so floods and
earthquakes can’t damage me.
I am covered in whitewash to
reflect the sun. I have a small yard
at the back with an oven and a
Egyptian house grindstone.

I am made of wax or clay, I look

like a mummy but I am very small.
I am a spare body. I am buried in a
Ushabti secret place. If my dead person is
asked to do manual work, I will do
it instead.

I am in the desert to the west of

Egypt. It takes many days to travel
through the desert to get to me.
People who cause trouble for the
king are sent here. Beautiful grapes
and dates are sent from here to
Egypt.
Oasis

I am very important. I wear a long

shirt with two straps over the
shoulders. I collect all the taxes for
Vizier the king. I am also in charge of big
building projects. Sometimes people
like me actually become king

http://www.collaborativelearning.org/egyptquiz.pdf
✁ Egyptians - What Am I? cards

I am a unit of measurement. I am
about 50 centimetres long. I am as
long as the king’s forearm. I am
divided into seven palms each four
fingers wide. I am used for
measuring fields so the king knows
how much tax people pay.
Cubit

I am a monster. I am a huge snake.

I am always trying to return the
world to chaos. Every night I attack
the sun god in the underworld.
Usually the Great Tom Cat cuts off
my head, but one night I will
succeed, so watch out!
Apophis

I have an important job. I visit

the farms and measure the fields
with my rope of cubits. I also count
all the animals and birds that the
farmer has. I calculate how much
tax the farmer pays.
Scribe

I am written on a broken piece

of pottery. I am 3000 years old.
I was sent from one person to
another. The person who sent me
got a scribe to write me because
he didn’t know how to write.
Letter

I have the head and body of a

hippopotamus, the paws of a lion and
the tail of a crocodile. I am a very
strong god and I protect people from
danger. People put my image on their
favourite things.

Tawaret
http://www.collaborativelearning.org/egyptquiz.pdf
Egypt - Sorting Board

Gods Tombs

Places on Events in
the map history

Middle New
Kingdom Kingdom

Farming Transport

People Food and

drink
http://www.collaborativelearning.org/egyptquiz.pdf
 Gods Tombs Gods Tombs

http://www.collaborativelearning.org/egyptquiz.pdf
Places on the Events in Places on the Events in
map history map history

Middle New Middle New

Kingdom Kingdom Kingdom Kingdom

Farming Transport Farming Transport

Food and Food and

People People
drink drink