Still
a Mystery?!
Presented
by: Dayatra Walker, Beth Roberts, Judy Byrd, and Christy Corbett
Overview
This
unit was created to aide students in gaining insight of the history,
culture,
and research of mysteries that have remained unsolved and how these
mysteries
continue to impact today’s society. Building
and acquiring knowledge through exploration
and investigation,
as well as, determining the difference between reliable and unreliable
sources
is vital in this course of study. Therefore,
students will have the opportunity to
develop theories and
conclusions based on individual and group experimentation.
A research magazine will
be produced that
reflects each student’s findings.
Guiding
Questions
How
have mysteries of ancient times
survived throughout the ages?
How can we determine which sources
of information are reliable?
Focusing
Questions
Core:
What
is a mystery?
In what ways do mysteries of the
past influence our understanding of similar occurrences in
today’s society?
Connection:
How can a society’s culture influence the
manifestation of a mystery?
Are there limitations to human
understanding of the unknown?
Practice:
How
would you use what you have
learned about mysteries to become a forensic scientist?
How can your knowledge of mysteries
help you to obtain the skills necessary to become a detective?
Identity:
How will this investigation affect your future
opinions of mysteries?
How does today’s research of
uncertainties identify with past research?
Concepts
History,
Culture, Influence, and Research
Representative
Topics
(Gifted
Outcomes)
Research
Skills
- Identify
topics/problems
- Formulate
hypothesis/problem
- Conduct
a feasibility study
- Problem
solving skills
- Critical
thinking skills
- Inductive
and Deductive thinking skills
- Ethical
awareness
- Search
for information, data analysis, product presentation
- Creative
abilities
- Effective
writing skills
- Effective
writing skills
Self
Directed Learning
- Use
appropriate research skills
- Decision
making skills
- Personal
responsibility for learning
- Create
effective presentation of finished product
- Develop
new knowledge
- Identify
ethical implications arising from their investigation
Thinking
Skills
- Higher
order thinking skills
- Critical
thinking skills
- Logical
thinking skills
- Creative
thinking skills
- Creative
problem solving skills
- Inductive/Deductive
reasoning
- Intuitive
reasoning
- Identify
ethical issues related to topic
- Willingness
to take risks
- Make
interdisciplinary connections
- Decision
making skills
- Formulate
appropriate questions
- Research
skills
Communication
Skills
- Listening
skills
- Identify
point of view
- Distinguish
fact from opinion
- Ability
to argue both sides of an issue
- Effective
speaking skills
- Effective
writing skills
- Utilize
technology to retrieve information
- Utilize
technology to disseminate information
- Critically
analyze what is presented regardless of the medium
Generalizations
· Ancient
mysteries influence our culture today.
· Ancient
mysteries can be compared and contrasted to our culture today.
· There's
a cause and effect relationship between the known and unknown.
Pre
assessment
A
bubble map will be done that list previous knowledge about mysteries
and how
these mysteries have impacted today’s societal ways of
thinking and operating.
Post
assessment
A
double bubble map will be done to compare and contrast the mysteries
that have
been studied.
Dispositions
Students
will develop an appreciation for the inevitable truth that there are
many
aspects of life that remain unknown to mankind. They
will also discover a plethora of ways mysteries
can be theorized and
gain knowledge through several experiences that relate to living with
mysteries. Students
will also leave
with a new or more
insightful perception of how and why many mysteries remain unsolved and
will
come to conclusions based on reliable research.
Experiences
Scavenger
Hunt
Students
will be given an envelope consisting of clues to look for things around
the
room.
Walking
tour
Students will walk
around campus looking for
artifacts such as statues and landmarks. They
can create drawings and discuss and compare
this activity to an
archeologist’s speculation to ancient civilization.
Sand
Art
After
discussing the mystery of the Nazca lines and their existence for
thousands of
years, students will create art with sand and compare its longevity.
Talk
show/ Interview
Students
will set the stage for a talk show featuring Amelia Earheart as a survivor.
Underwater
City
After
discussing the lost city of Atlantis the students will use clay to
create and
underwater city.
Being
a journalist
Students
will create a mystery after reading news paper articles.
Timeline
After
studying the Bermuda Triangle, students will create a timeline using
specific
dates of the disappearances.
Detectives
Dectectives and the jobs
they do.
Guest
Speaker
How
forensics science relates to mysteries.
Write
your own theory
Students
will research a given topic about Easter Island and give theories
developed
through their research.
Create
a geoglyph
Students will draw a grid of the Nasca
lines
and produce a geoglyph.
Debate
After
researching the lost city of Atlantis students will debate fact of
fiction.
Then they will record
their findings.
Scrapbook/magazine
The
students will compile all pictures taken and drawn and all articles
written
into a research scrapbook-magazine.
Board
games
Students
will play board games related to mysteries such a clue, jenga, think
blot etc…
Internet
games
Students
will play clue games online that deal with uncovering mysteries.
Mapping
out
Students
will locate mysterious islands and the Bermuda triangle using a globe.
Don’t go into
the triangle game
Students will be shown a picture of an ink blot
and have to decide what it is if they miss the clue they will be have
to go
into the triangle.
Reflection opportunities
Through
research, debate and productivity, students will present their findings
and
theories.
Resources
and Links
