-
- Contributed By: CyArk CyArk Education Program
Group Size: Any
Learning Objectives:
1. Create a scale model of an object. 2. Understand the factors that contribute to erosion. 3. Understand that erosion effects both natural and man-made structures. Erosion is one of the contributing factors to the destruction of archaeology sites. 4. A greater understanding of the Maya civilization and their engineering and mathematical accomplishments.
Materials: -Graphing Paper -Pencils -Pens -Rulers -Sugar Cubes (2 lbs per group of 4-6 students) -Glue -Cardboard -Aluminum Foil -Spray bottle -Hair drier -Lamp -CyArk Tikal Maps (Maps can be downloaded free from http://archive.cyark.org/education-lesson-plans) -Digital Camera (optional) -Computer with Internet Access Procedures:
Day 1
Time: 45 minutes
1. Introduce students to Tikal as an example of a Mayan site. Tikal is located in
modern day Guatemala and is one of the largest Mayan sites, with six stepped
pyramids rising from the jungle. Media from the CyArk website
(http://archive.cyark.org/tikal-intro) is available for free to educators and students and
can be used to create a slideshow introduction to the site. The CyArk website has
background on the city of Tikal and images, videos, and 3-D models of the city.
Each media item also contains a detailed description and information relating to that
media pieces.
A Power Point introduction to the site of Tikal created by CyArk can be downloaded
at SlideShare and is free to be used in classrooms.
http://www.slideshare.net/namedina/tikalthe-ancient-city-of-the-maya
2. Go to the CyArk website and view the 3-D models of Tikal Temple 1. (http://archive.cyark.org/tikal-gallery-3D) Explain to
students that they will be re-building this pyramid as their assignment.
3. Review scale, ratios, and proportion with students if necessary.
4. Have students form groups of 4-6 and distribute copies of the Tikal Temple 1
Map(Can be downloaded free from http://archive.cyark.org/education-lesson-plans). Alternatively, you can make your own Tikal Temple 1 map using the CyArk 3-D
viewer by creating slices and measuring the temple. Explain to students that they
will be creating a scale model of a Mayan pyramid using real archaeological data and
sugar cubes to construct a physical scale model. Using the Temple 1 Map
measurements, students will apply ratios and proportions to create a scale model of
the Tikal's Temple 1.
5. Ask students to design a scale model of the temple. When constructing the
temple, 1 sugar cube will represent 3 meters. Using the laser scan cross section
image of Temple 1, students will calculate dimensions based off the actual
measurements and then design a model plan by breaking the pyramid into basic
shapes. Have students round to the nearest whole number for the construction of
their models.
Once students have completed calculations for the models, ask students compare
their calculations with another group. Have students discuss their methods of
determining the various dimensions of the model. Are there any recognizable
patterns? What can these patterns tell us about the ancient Maya and their
construction techniques?
Student should notice that each pyramid tier in a ratio is exactly one less sugar cube
in length than the tier below it. This shows the Maya's considerable skill and
precision in engineering and architecture.
6. Provide each group with a 2 lb box of sugar cubes and bottle of glue. Each group
will be construct their own scale model using the Tikal Temple 1 Map. To reduce the
number of sugar cubes used, it is recommended that students only construct a 4 tier
pyramid, consisting of the 4 top most tiers and the pyramid's temple and roof comb.
For the purposes of constructing the pyramid, students will assume that the pyramid is a square
pyramid. Students should wrap a piece of cardboard in a sheet of aluminum foil and
then construct their pyramid on top of the foil, using glue to hold the sugar cubes
together.
Once students have completed their scale model, have each group label their
pyramid with their group name and carefully set the pyramids in safe place.
Day 2
Time 45 minutes
1. Introduce students to the concept of erosion and weathering. Ask the students to
think of examples of erosion that they have witnessed or evidence of erosion that
they have seen.
2. Explain to students that erosion can affect both natural and man-made objects,
including archaeological sites. Archaeological sites can be damaged by the process
of erosion, which can include water, wind, and heat. Tikal's temples are constructed
of stone, and can be eroded. Tell students that they will be conducting a scientific
experiment to determine the effects of erosion on archaeological sites.
3. Have students follow the procedure in next section. This procedure is also
included in the student sheets for this activity.
4. During their experiment, students should record their changes in their notebook.
If available, have students use a digital camera to assist in recording their
experiment results.
5. Once the students have completed their experiment, have each group briefly
describe to the class their procedure and results.
6. After the experiment, students should analyze their results and write a
conclusion. Each student should turn in a copy of their experiment, including their
hypothesis, materials, procedure, recorded results and conclusion. Students should
answer the following questions: How did erosion affect their sugar cube pyramid?
How do you think erosion affects archaeological sites?
Erosion Experiment
Procedure:
1. Each group will be assigned to test one aspect of erosion: water, wind, and
sunlight.
Water Group
Day 1
1. Record any observations on the sugar cube pyramid. If possible, take a picture of
the pyramid using a digital camera. When taking a picture, create a label with your
group name, date, class period and "Day 1 -0 sprays of water"
2. Fill a spray bottle with water and set the spray bottle to mist. Spray the pyramid
evenly with water. Spray the pyramid with a total of 20 sprays.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -20 sprays of water"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1. Wind Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no wind applied"
2. Using a blow drier, blow dry the pyramid evenly for 10 minutes. If using a blow
drier with multiple settings, select the "cool" setting.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of wind"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session.
Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Sunlight Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no sunlight applied"
2. Using a lamp, shine the light on the pyramid for 10 minutes.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of sunlight
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Extension Activities
Have students view Temple II at the CyArk website. The eighth-century Tikal king
Jasaw Chan K`awiil commissioned Temples I and II during his reign. Temple II is
dedicated to his wife, Lady Twelve Macaw (died 704 A.D.), and she is interred within
it. Though its roofcomb is now eroded, Temple II has also been known as the Temple
of the Masks on account of its upper frieze once having been adorned with gigantic
stone and stucco masks. Roof combs were used as grand billboards for the display of
religious and political imagery. Have students examine Temple II. How is it different than Temple I? How is it the
same? How many levels does the temple have? Does it have similar motifs to
TempleI? How tall is it compared to Temple I? Measure it in the CyArk 3-D viewer.
Benchmark or Standards:
California State Standards
This lesson plan is compliant with the following California State Standards:
Grade Five
Mathematics Content Standards.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects. Grade Six
Science Content Standards.
Focus on Earth Science: Shaping Earth's Surface
2. Topography is reshaped by the weathering of rock and soil and by the
transportation and deposition of sediment. As a basis for understanding this concept:
1. Students know water running downhill is the dominant process in shaping
the landscape, including California's landscape.
2. Students know rivers and streams are dynamic systems that erode,
transport sediment, change course, and flood their banks in natural and recurring
patterns.
3. Students know beaches are dynamic systems in which the sand is supplied
by rivers and moved along the coast by the action of waves.
4. Students know earthquakes, volcanic eruptions, landslides, and floods
change human and wildlife habitats.
Grade Six
Mathematics Content Standards
Algebra and Functions
2.0 Students analyze and use tables, graphs, and rules to solve problems involving
rates and proportions:
Grade Seven
Mathematics Content Standards.
Measurement and Geometry
1.2 Construct and read drawings and models made to scale.
Social Studies Content Standards
7.7 Compare and contrast the geographic, political, economic, religious, and social
structures of the Meso-American and Andean civilizations.
Learning Objectives:
1. Create a scale model of an object. 2. Understand the factors that contribute to erosion. 3. Understand that erosion effects both natural and man-made structures. Erosion is one of the contributing factors to the destruction of archaeology sites. 4. A greater understanding of the Maya civilization and their engineering and mathematical accomplishments.
Materials: -Graphing Paper -Pencils -Pens -Rulers -Sugar Cubes (2 lbs per group of 4-6 students) -Glue -Cardboard -Aluminum Foil -Spray bottle -Hair drier -Lamp -CyArk Tikal Maps (Maps can be downloaded free from http://archive.cyark.org/education-lesson-plans) -Digital Camera (optional) -Computer with Internet Access Procedures:
Day 1
Time: 45 minutes
1. Introduce students to Tikal as an example of a Mayan site. Tikal is located in
modern day Guatemala and is one of the largest Mayan sites, with six stepped
pyramids rising from the jungle. Media from the CyArk website
(http://archive.cyark.org/tikal-intro) is available for free to educators and students and
can be used to create a slideshow introduction to the site. The CyArk website has
background on the city of Tikal and images, videos, and 3-D models of the city.
Each media item also contains a detailed description and information relating to that
media pieces.
A Power Point introduction to the site of Tikal created by CyArk can be downloaded
at SlideShare and is free to be used in classrooms.
http://www.slideshare.net/namedina/tikalthe-ancient-city-of-the-maya
2. Go to the CyArk website and view the 3-D models of Tikal Temple 1. (http://archive.cyark.org/tikal-gallery-3D) Explain to
students that they will be re-building this pyramid as their assignment.
3. Review scale, ratios, and proportion with students if necessary.
4. Have students form groups of 4-6 and distribute copies of the Tikal Temple 1
Map(Can be downloaded free from http://archive.cyark.org/education-lesson-plans). Alternatively, you can make your own Tikal Temple 1 map using the CyArk 3-D
viewer by creating slices and measuring the temple. Explain to students that they
will be creating a scale model of a Mayan pyramid using real archaeological data and
sugar cubes to construct a physical scale model. Using the Temple 1 Map
measurements, students will apply ratios and proportions to create a scale model of
the Tikal's Temple 1.
5. Ask students to design a scale model of the temple. When constructing the
temple, 1 sugar cube will represent 3 meters. Using the laser scan cross section
image of Temple 1, students will calculate dimensions based off the actual
measurements and then design a model plan by breaking the pyramid into basic
shapes. Have students round to the nearest whole number for the construction of
their models.
Once students have completed calculations for the models, ask students compare
their calculations with another group. Have students discuss their methods of
determining the various dimensions of the model. Are there any recognizable
patterns? What can these patterns tell us about the ancient Maya and their
construction techniques?
Student should notice that each pyramid tier in a ratio is exactly one less sugar cube
in length than the tier below it. This shows the Maya's considerable skill and
precision in engineering and architecture.
6. Provide each group with a 2 lb box of sugar cubes and bottle of glue. Each group
will be construct their own scale model using the Tikal Temple 1 Map. To reduce the
number of sugar cubes used, it is recommended that students only construct a 4 tier
pyramid, consisting of the 4 top most tiers and the pyramid's temple and roof comb.
For the purposes of constructing the pyramid, students will assume that the pyramid is a square
pyramid. Students should wrap a piece of cardboard in a sheet of aluminum foil and
then construct their pyramid on top of the foil, using glue to hold the sugar cubes
together.
Once students have completed their scale model, have each group label their
pyramid with their group name and carefully set the pyramids in safe place.
Day 2
Time 45 minutes
1. Introduce students to the concept of erosion and weathering. Ask the students to
think of examples of erosion that they have witnessed or evidence of erosion that
they have seen.
2. Explain to students that erosion can affect both natural and man-made objects,
including archaeological sites. Archaeological sites can be damaged by the process
of erosion, which can include water, wind, and heat. Tikal's temples are constructed
of stone, and can be eroded. Tell students that they will be conducting a scientific
experiment to determine the effects of erosion on archaeological sites.
3. Have students follow the procedure in next section. This procedure is also
included in the student sheets for this activity.
4. During their experiment, students should record their changes in their notebook.
If available, have students use a digital camera to assist in recording their
experiment results.
5. Once the students have completed their experiment, have each group briefly
describe to the class their procedure and results.
6. After the experiment, students should analyze their results and write a
conclusion. Each student should turn in a copy of their experiment, including their
hypothesis, materials, procedure, recorded results and conclusion. Students should
answer the following questions: How did erosion affect their sugar cube pyramid?
How do you think erosion affects archaeological sites?
Erosion Experiment
Procedure:
1. Each group will be assigned to test one aspect of erosion: water, wind, and
sunlight.
Water Group
Day 1
1. Record any observations on the sugar cube pyramid. If possible, take a picture of
the pyramid using a digital camera. When taking a picture, create a label with your
group name, date, class period and "Day 1 -0 sprays of water"
2. Fill a spray bottle with water and set the spray bottle to mist. Spray the pyramid
evenly with water. Spray the pyramid with a total of 20 sprays.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -20 sprays of water"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1. Wind Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no wind applied"
2. Using a blow drier, blow dry the pyramid evenly for 10 minutes. If using a blow
drier with multiple settings, select the "cool" setting.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of wind"
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session.
Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Sunlight Group
Day 1
1. Record any observations of the sugar cube pyramid, If possible If possible, take
a picture of the pyramid using a digital camera. When taking a picture, create a
label with your group name, date, class period and "Day 1 -no sunlight applied"
2. Using a lamp, shine the light on the pyramid for 10 minutes.
3. Record any observations in your notebook or on the worksheet. If using a digital
camera, take a picture of the pyramid and label it with your group name, date, class
period and "Day 1 -10 minutes of sunlight
4. Carefully move the pyramid to a safe location where it can remain undisturbed
until the next class session. Day 2
1. Repeat Steps 2-4 of Day 1 Day 3.
1. Repeat steps 2-4 of Day 1.
Extension Activities
Have students view Temple II at the CyArk website. The eighth-century Tikal king
Jasaw Chan K`awiil commissioned Temples I and II during his reign. Temple II is
dedicated to his wife, Lady Twelve Macaw (died 704 A.D.), and she is interred within
it. Though its roofcomb is now eroded, Temple II has also been known as the Temple
of the Masks on account of its upper frieze once having been adorned with gigantic
stone and stucco masks. Roof combs were used as grand billboards for the display of
religious and political imagery. Have students examine Temple II. How is it different than Temple I? How is it the
same? How many levels does the temple have? Does it have similar motifs to
TempleI? How tall is it compared to Temple I? Measure it in the CyArk 3-D viewer.
Benchmark or Standards:
California State Standards
This lesson plan is compliant with the following California State Standards:
Grade Five
Mathematics Content Standards.
Measurement and Geometry
1.0 Students understand and compute the volumes and areas of simple objects. Grade Six
Science Content Standards.
Focus on Earth Science: Shaping Earth's Surface
2. Topography is reshaped by the weathering of rock and soil and by the
transportation and deposition of sediment. As a basis for understanding this concept:
1. Students know water running downhill is the dominant process in shaping
the landscape, including California's landscape.
2. Students know rivers and streams are dynamic systems that erode,
transport sediment, change course, and flood their banks in natural and recurring
patterns.
3. Students know beaches are dynamic systems in which the sand is supplied
by rivers and moved along the coast by the action of waves.
4. Students know earthquakes, volcanic eruptions, landslides, and floods
change human and wildlife habitats.
Grade Six
Mathematics Content Standards
Algebra and Functions
2.0 Students analyze and use tables, graphs, and rules to solve problems involving
rates and proportions:
Grade Seven
Mathematics Content Standards.
Measurement and Geometry
1.2 Construct and read drawings and models made to scale.
Social Studies Content Standards
7.7 Compare and contrast the geographic, political, economic, religious, and social
structures of the Meso-American and Andean civilizations.