Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 10 Internet adventures related to Greek Mythology. By the time you are finished, you will have a personal email account, proficiency in internet research, and a wealth of knowledge about ancient Greece, the Gods and Goddesses, and various myths. In addition to knowledge of the aforementioned topics, students will also become proficient in saving images to files, emailing attachments, and various aspects of internet research.

Language Arts Standards: 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.--> STUDENTS READ SELECTIONS FROM A TEXT ON MYTHOLOGY, AS WELL AS VARIOUS WEBPAGES ON MYTHOLOGY, ANCIENT GREECE, THE ANCIENT OLYMPICS, ETC. STUDENTS WILL BE EXPOSED TO THE HISTORY AND CULTURE OF ANCIENT GREECE. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiencees for a variety of purposes. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. --> STUDENTS CONDUCT AN INTERNET RESEARCH PROJECT IN ORDER TO GAIN A BETTER UNDERSTANDING OF MYTHOLOGY AND THE THEMES WITHIN THE MYTHS IN ORDER TO GAIN A BETTER UNDERSTANDING OF THE UNIVERSALITY OF THESE THEMES. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. --> STUDENTS CONDUCT THEIR RESEARCH BY USING LITERATURE AND THE INTERNET.

Students should have basic computer skills and a working knowledge of Internet navigation, although this unit provides further instruction in both of these areas.

1. Before beginning their first Task Cards, Teacher divides students into groups of 2. It helps to pair lower-level students with someone who can help guide them through this project. 2. Teacher must review the "Mythology Mystery Mania" instruction sheet with the class prior to beginning the first Task Card. 3. Teacher roams the room during the project to answer questions and guide the students. 4. If there are enough computers for each students, Teacher must insist that group members must ALWAYS be on the SAME website at the SAME time. HERE IS THE INSTRUCTION SHEET TO BE GIVEN TO STUDENTS BEFORE BEGINNING THE PROJECT: [NOTE--> These were my instructions. You'll probably want to personalize them for your class. MYTHOLOGY MYSTERY MANIA Congratulations! You are about to embark on a two-week scavenger hunt via the exciting realm of the World Wide Web! Your mission is to complete 7 Internet adventures related to Macbeth. By the time you are finished, you will have a personal email account, proficiency in internet research, and a wealth of knowledge about ancient Greece, the Gods and Goddesses, and various myths. Partners: 1. You will be divided into groups of 2 by your teacher. There will be NO changes made to the groups unless you can find a real job where you work by yourself and you never talk to/deal with/see anyone else. 2. Each member of the group is responsible for participating in each task. Translation: Partner #1 reads the instructions and writes the answers down while Partner #2 navigates the web as directed in the tasks. 3. Partners must take turns either during each task or when a new task is begun, so that each partner has the opportunity to use the Internet and write responses. 4. Partners will turn in one set of answers, unless specified in the task. Translation: Some activities require that each partner submit his/her own work. Tasks that require individual responses will have a ____. Task Cards: 1. There are 7 green colored cards located on the Teacher Table. 2. Each card has a list of activities that must be completed to be eligible for credit. 3. When all activities on the task card are completed, return the card (and your written work) to the Teacher Table and choose another Task card. 4. If there are no other Task cards available, your group has three options: read your Accelerated Reader book, take an Accelerated Reader quiz, or work on your portfolio. NOTE: You cannot work on your portfolios unless you have already earned your weekly points for Accelerated Reader. In addition, as soon as another Task card becomes available, you must work on that. Written Work Requirements: 1. Write both partner's names on each piece of paper submitted to me. Each task requires a new paper. 2. Clearly label the top of your paper by writing TASK #__. 3. If the activity is entirely computer-related, write the words [Computer based-Completed] next to the number for that activity when it is completed. 4. When answering questions on your paper, please make sure you include the corresponding letter for that question. 5. Do NOT write the questions down. Instead, restate the questions to begin your answers. That way you'll always be sure to use complete sentences. 6. For answers shared by the partners, only ONE partner needs to record the answer on his/her paper. The other partner writes "See (partner's name)'s paper." Grading: In order to be eligible for credit, the following criteria must be met: 1. All activities within each task are completed. 2. All questions within each task are answered. 3. All work must be written NEATLY in INK. 4. Everything is written in complete sentences with proper spelling, punctuation, and grammar.<

TASK 4 ANSWERS: WHAT WERE THE ANCIENT OLYMPIC GAMES LIKE? 1) Answers will vary. Personal response to: What is your favorite sport? Why? 2) The answers are: a) Opponents were selected randomly since there were no weight classes. b) Pankration was a grueling combination of boxing and wrestling. c) Wrestlers were allowed to break their opponents' fingers during a match. 3) Completed 4) Answers will vary. Response to: How many "hits" did you find for search for your favorite sport/team/athlete? 5) Answers will vary. Responses to the following questions: a) What is the address of the website (also called the URL)? b) Who created this site? c) Who is the intended audience of this site? d) When was the site last updated? e) Did you learn anything? If so, what? Written Work Requirements: 1. Write both partner's names on each piece of paper submitted to me. Each task requires a new paper. 2. Clearly label the top of your paper by writing TASK #__. 3. If the activity is entirely computer-related, write the words [Computer based-Completed] next to the number for that activity when it is completed. 4. When answering questions on your paper, please make sure you include the corresponding letter for that question. 5. Do NOT write the questions down. Instead, restate the questions to begin your answers. That way you'll always be sure to use complete sentences. 6. For answers shared by the partners, only ONE partner needs to record the answer on his/her paper. The other partner writes "See (partner's name)'s paper." Grading: In order to be eligible for credit, the following criteria must be met: 1. All activities within each task are completed. 2. All questions within each task are answered. 3. All work must be written NEATLY in INK. 4. Everything is written in complete sentences with proper spelling, punctuation, and grammar. 5. There is evidence that both partners participated in every task, and both partners took turns using the internet and recording the responses. 6. On individual activities, the answers of the partners do NOT match. There must be evidence that each partner completed the activity on his/her own and used his/her own ideas. 7. Each question is worth 2 points. 1 point = correct answer. 1 point = correct mechanics

TASK 4 --> WHAT WERE THE ANCIENT OLYMPIC GAMES LIKE? 1) Answer these questions: What is your favorite sport? Why? 2) To find out about the sports played by the Ancient Greeks, go to http://library.advanced.org/17709/sports/index.htm . Read the paragraph and then click ANCIENT OLYMPICS. Answer these questions: a) Today boxers fight other boxers who are similar in size and weight. How were opponents selected in ancient Greece? b) What is pankration? c) During ancient Olympics wrestlers were allowed to break what part of the body during the match? 3) Until recently, we used the card catalog in the library to find books on whatever subjects we chose. When using the Internet, however, we use a "search engine," which is almost like an electronic card catalog. Instead of flipping through index cards to find our subject, we type in the subject we want to find and the search engine finds all the websites (rather than books) about our subject. Yahoo (www.yahoo.com ), Excite (www.excite.com) , Infoseek (www.infoseek.com ), and Searchopolis (www.searchopolis.com ) are several search engines you can use on the Internet to research any subject you want. Do you want to try using a search engine? Of course you do! Go to one of the search engines just mentioned. 4) In the SEARCH box, type in the name of your favorite sport, sports team, or athlete. When you see your results, these search engines usually tell you how many "hits" (websites) were found that mentioned your favorite athlete/sport/sports team. Answer this: How many "hits" did your search find? 5) Choose one of the websites you found by completing your search and click the title of it to go to that site. Explore the site for several minutes [WARNING: Don't stay here forever, even though you're probably enjoying yourself right now.] Answer these questions: a) What is the address of the website (also called the URL)? b) Who created this site? c) Who is the intended audience of this site? d) When was the site last updated? e) Did you learn anything? If so, what?

1. Internet access. 2. Personal email accounts. 3. Saving jpg and gif files to disks. 4. Attach files to email documents.