CEClang.58
TITLE: Enigmas
AUTHOR; Sandy Montgomery, Broken Arrow, OK
GRADE LEVEL/SUBJECT; Fourth and Fifth
OVERVIEW; This lesson plan may be used to introduce a
study of 'Mysteries'. It could include any of the
following mysterious subjects: Easter Island, Bermuda
Triangle, Loch Ness Monster, Bigfoot, Sasquatch, King
Tut's Tomb, Stonehenge, Machu Piccho, The Maya, Black
Holes, Ronaoke Island, Pyramids, Amelia Earhart, etc.
PURPOSE; To encourage students to research various
topics, stir up creative thoughts and lead them to
wonder about the many 'mysterious' elements of
literature, math, science, technology and life itself.
OBJECTIVE(s):
1) The learner will demonstrate creative thinking
skills to find many, varied and unusual
solutions to mysteries.
2) The learner will be able to relate two or more
remote or commonly unassociated ideas.
3) The learner will develop research skills needed
to discover the elements of a mystery.
RESOURCES/MATERIALS:
ENIGMAS, Cathy Kolbe, Think Ink Publication;
MONSTERS, MYSTERIES AND UFO'S, Learning Works;
IT'S A MYSTERY, Book Lures;
CREATIVE INVESTIGATIONS and MORE CREATIVE
INVESTIGATIONS, Learning Works
MYSTERY AND DETECTIONS, Jerry Flack
ACTIVITIES AND PROCEDURES:
1) To introduce the unit the students will be asked
to discuss and brainstorm answers to the question
'What is a mystery' by listing the many, different
and unusual ways that a researcher is like a
detective.
2) From the list of mysteries generated during the
brainstorming session the teacher should select
one to explore in-depth with the class. Example:
A teacher might choose to explore the 'Bermuda
Triangle' with the class by reading excerpts from
several books on the subject to pique the
student's interest in exploring a mystery of their
choosing.
3) Appropriate large group activities might
include:
1) locate the Bermuda Triangle on a world map,
2) students will design a vessel suitable of
withstanding travel in the Bermuda Triangle,
3) students will label the various parts of the
vessel and tell how these will help the ship
survive,
4) students will design a survey to give to several
people about the Bermuda Triangle. This might
include questions on how many have actually
traveled into or over the Triangle, or on the
persons reaction to the theory itself. The
results should be shared with class by using a
graph or other appropriate methods.
5) Students will research to find other places where
people were supposed to have mysteriously
disappeared. The students will document the
occurrences, discuss the similarities and/or
differences.
TYING IT ALL TOGETHER; Students individually or in
pairs will select one of the remaining enigmas to
investigate. They will do a short research report and
then share what they learned with the class. They
should use a creative audio visual approach to their
presentation to encourage interest of the audience.
Students must give their own theory of explanation for
the enigma which they selected to research.
ADDITIONAL ACTIVITIES; Students will make gameboards
incorporating their knowledge of the various enigmas
into the game itself. A game day is set aside and
everyone plays each other's game. The gameboard may be
on a single topic or could be several enigmas on one
board.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org