TABLE OF CONTENTS

3s

On Top of Mt. Rushmore

Introduction

"Welcome 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."

Task


 

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 important.

6. Your interpertation of the hidden encrypted hieroglyphic.

Process

To complete these missions you will be split up into 3 member teams. You must all work together to obtain your overall goal.

MISSION 1:

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.

www.egyptologyonline.com/cairo.htm

4. Locate Giza on your map that you have printed out


 

MISSION 2:

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.

www.virtual-egypt.com/newhtml/valley_of_the_kings/mainmap.htm

2. Print out this map, and highlight where King Tut's tomb is.


 


 

MISSION 3:

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.

www.kingtutone.com/tutankhamun/enter/


 

MISSION 4

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 message.

Use the webpage below and follow the chart to decode your message.


 

homepage.mac.com/glenbledsoe/winners/EgyptWeb/pages/hieroChart.html

reed leaf quail chick ropeforearmhorned vipertwo reed leaves folded clothone reed leaf + quail chickbasketbaskettwo reed leavesfolded clothfolded clothhorned viperone reed leaf + quail chickopen mouthopen mouthreed leaf hillsidequail chickowlstoolfolded clothtwo reed leavesbread loaftwo reed leaveshand reed leafquail chickopen mouth owl reed leaffolded clothfolded clothreed leafwater!!! reed leafquail chick ropeforearmhorned vipertwo reed leaves one reed leaf + quail chick wateropen mouthbasketbaskettwo reed leaveshand cow's bellytwo reed leaves bread loafopen mouthtwo reed leavesforearmfolded clothone reed leaf + quail chickopen mouthtwo reed leavesfolded cloth horned viper basketreed leafwaterpot stand bread loafone reed leaf + quail chickbread loaffolded cloth bread loafowlfoot.

Evaluation

Since 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

CATEGORY 4-Exemplory 3-Accomplished 2-Developing 1-Beginning
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.
Time-management Routinely 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. Usually 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. Tends 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. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Contributions 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. Focuses 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.
Preparedness 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 Group 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.

Conclusion

Once 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.

http://www.kingtutone.com/tutankhamun/enter/

Rubistar was used to make our rubric. You can customize or build your own rubric for assesment.

rubistar.4teachers.org/index.php

This webpage shows you a map of Cairo, Egypt

www.egyptologyonline.com/cairo.htm

This webpage is a virtual map to locate King Tut's tomb. It is an over look at the entire Valley of the Kings

www.virtual-egypt.com/newhtml/valley_of_the_kings/mainmap.htm

This webpage was used to decode the secret hieroglyphic message at the end.

homepage.mac.com/glenbledsoe/winners/EgyptWeb/pages/hieroChart.html
 

Teacher Page

Introduction


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.

Learner

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.

Standards

ISTE.2.4.4
… PI: participate in collaborative projects and team activities
ISTE-NETS-.3.C
> apply technology to develop students' higher order skills and creativity.
ISTE-NETS-.4.B
> use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
PA.SS.G.7.1.6.B
__Describe 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

Resources

Describe what's needed to implement this lesson. Some of the possibilities:

* Printed materials: journal

* Specific hardware needed: GPS System


Only one teacher is needed to implement this lesson. Aids are there to assist any group which needs help with the webquest.

Evaluation

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.
 






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