Still a Mystery?!


Still a Mystery?!

Presented by: Dayatra Walker, Beth Roberts, Judy Byrd, and Christy Corbett


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


What is a mystery?
In what ways do mysteries of the past influence our understanding of similar occurrences in today’s society?


How can a society’s culture influence the manifestation of a mystery?
Are there limitations to human understanding of the unknown?


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?


How will this investigation affect your future opinions of mysteries?
How does today’s research of uncertainties identify with past research?


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


        ·         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.


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.


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.

After studying the Bermuda Triangle, students will create a timeline using specific dates of the disappearances.

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.

After researching the lost city of Atlantis students will debate fact of fiction.
Then they will record their findings.

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


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