my future Archaeologists. Your mission is of great importance to your
career. You will be taking trip back into time of Ancient Egypt.
Along the way you will be completing three important missions. On your
fourth and final mission you will need to successfully unlock the
secret hieroglyphic code in King Tut's tomb. If you complete this you
will have unlocked the secret teasures which have been buried for
centuries. Good luck."
During your mission it is your responsibility to keep an accurate
log of your findings in the journal that has been provided to you.
Your journal should include:
1. A list of the items needed for your trip
2. A rough sketch of Egypt. ( It could be either a drawling or a picture printed off from the resources provided)
3. A map of The Valley of the Kings and Cairo, Egypt
4. A descriptive paragraph about information you researched on King Tut's pyramid.
5. In King Tut's virtual tomb, list 3 items per room that you think
contribute significance to his pyramid. Explain for each item why it is
6. Your interpertation of the hidden encrypted hieroglyphic.
To complete these missions you will be split up into 3 member teams. You must all work together to obtain your overall goal.
1. Collect a GPS device from your teacher.
2. Plug into your GPS: Cairo, Egypt, and explore what maps are given to you.
3. Use the link below to research Cairo and print out a map of the
area that you think will be beneficial to your archeological mission.
4. Locate Giza on your map that you have printed out
1. Once you have located Giza on the map. You must now use the link
below again to find in The Valley of the Kings, where King Tut's
pyramid is located.
2. Print out this map, and highlight where King Tut's tomb is.
1. Since you have now located King Tut's tomb, you will now be entering the tomb.
2. Use the website below to go on an excavation through King Tut's
tomb. Each one of you archeologists will need to record three items
per room that you found interesting in the tomb. Make sure then you
write a sentence each of why you thought the item was of importance or
what you think the item was used for.
1.CONGRATULATIONS ! You have made it to the final stage of your
mission. Here you must successfully decode the hieroglyphic message
listed below. Use the image attatched which will help you decode the
secret message. Make sure you write in your journal your decoded
Use the webpage below and follow the chart to decode your message.
you will hand in a journal as a group, you will also be graded as a
group. See the rubric below to see how you will be graded on your group
work for the Webquest.
Ancient Egypt Webquest Rubric
|Quality of Work
||Provides work of the highest quality.
||Provides high quality work.
||Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
||Provides work that usually needs to be checked/redone by others to ensure quality.
uses time well throughout the project to ensure things get done on
time. Group does not have to adjust deadlines or work responsibilities
because of this person's procrastination.
uses time well throughout the project, but may have procrastinated on
one thing. Group does not have to adjust deadlines or work
responsibilities because of this person's procrastination.
to procrastinate, but always gets things done by the deadlines. Group
does not have to adjust deadlines or work responsibilities because of
this person's procrastination.
gets things done by the deadlines AND group has to adjust deadlines or
work responsibilities because of this person's inadequate time
||Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort.
||Usually provides useful ideas when participating in the group. A strong group member who tries hard!
||Sometimes provides useful ideas when participating in the group. A satisfactory group member who does what is required.
||Rarely provides useful ideas when participating in the group. May refuse to participate.
|Focus on the task
||Consistently stays focused on the task and what needs to be done. Participates as a group.
||Focuses on the task and what needs to be done most of the time. Participates as a group.
on the task and what needs to be done some of the time. Group members
must sometimes nag, prod, and remind other group members to
keep everyone on-task.
||Rarely focuses on the task and what needs to be done. One person does all the work.
||Bring needed materials to class and are always ready to work.
||Almost always bring needed materials to class and are ready to work.
||Almost always bring needed materials but sometimes needs to settle down and get to work.
||Often forget needed materials or are rarely ready to get to work.
|Monitors Group Effectiveness
||Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
||Routinely monitors the effectiveness of the group and works to make the group more effective.
||Occasionally monitors the effectiveness of the group and works to make the group more effective.
||Rarely monitors the effectiveness of the group and does not work to make it more effective.
|Working with Others
members almost always listen to, share with, and support the efforts of
others. Tries to keep people working well together.
||Group members usually listen to, share with, and support the efforts of others. No one causes "waves" in the group.
||Group members often listen to, share with, and support the efforts of others, but sometimes is not a good team.
||Group members rarely listen to, share with, and support the efforts of others. Often is not a good team.|
you complete this Webquest, you will have a greater knowledge of
ancient Egypt and basically how the life of an archeologist may go. You
will now know how to navigate using a GPS system not only to Egypt, but
anywhere you wish to go. You also will have learned the marvels of the
kings, and more specifically King Tut. You will know basically how to
read and translate hieroglyphics, in case you ever need to crack
another tricky code. And last, you will know the location and contents
of King Tuts treasure! Go forth, young archeologists, and gain greater
knowledge of other ancient lands!
Credits and References
This webpage is the interactive tour of King Tut's tomb and burial ground.
Rubistar was used to make our rubric. You can customize or build your own rubric for assesment.
This webpage shows you a map of Cairo, Egypt
This webpage is a virtual map to locate King Tut's tomb. It is an over look at the entire Valley of the Kings
This webpage was used to decode the secret hieroglyphic message at the end.
This lesson really teaches students about ancient civilizations. By
using the internet they are discovering information about pyramids,
hyroglyphics, and the basic life of an ancient Egyptian. By working in
groups, students will learn the importance of collaboration and team
work. This lesson also informs students about educational technology.
With the use of a GPS and a computer. By working cooperatively
together, the group will manage their time wisely all while getting
work done. This project all in all should take about a three, no more
than four days of class time.
This lesson has been designed for students in the fifth grade possibly
leading up to the seventh grade. This lesson incroprates history all
while using techonolgy and group work. The learners will need to have
some basic knowlege of navigating through a website and using a GPS
system. The students will also have a basic knowledge of ancient egypt
as it follows along with the lesson.
- … PI: participate in collaborative projects and team activities
- > apply technology to develop students' higher order skills and creativity.
use technology resources to collect and analyze data, interpret
results, and communicate findings to improve instructional practice and
maximize student learning.
and locate places and regions: Coordinate systems (e. g., latitude and
longitude, time zones); Physical features In Pennsylvania (e. g.,
Coastal Plain, Piedmont, Appalachians) In the United States (e. g.,
Great Lakes, Rocky Mountains, Great Plains); Human features Countries
(e. g., United Kingdom, Argentina, Egypt) States (e. g., California,
Massachusetts, Florida) Provinces (e. g., Ontario, Quebec, Nova Scotia)
Major human regions (e. g., Mid Atlantic, New England, Southwest)
Counties (e. g., Lancaster, Lackawanna, Jefferson) Townships (e. g.,
Dickinson, Lower Mifflin, Southampton) Major cities (e. g., London, Los
Angeles, Tokyo); Ways in which different people view places and regions
(e. g., as places to visit or to avoid); Community connections to other
places Dependence and interdependence Access and movement
Printed materials: journal
Specific hardware needed: GPS System
Describe what's needed to implement this lesson. Some of the possibilities:
Only one teacher is needed to implement this lesson. Aids are there to assist any group which needs help with the webquest.
The students will fill out an annonmous
survey based upon their grasp on ancient egypt before and after the
webquest. Also, providing the teacher with suggestions for any further
changes. Each group memeber will be responsible for a different aspect
in the overall project. By closely monitoring all group activity the
teacher can assure that each student is doing his/her job.