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 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.

Technology communication tools: Use technology tools and
resources for managing and communicating personal/professional
information (e.g., finances, schedules, addresses, purchases,
correspondence).--> STUDENTS EMAIL JPG IMAGES, QUIZ RESULTS,
AND QUESTIONS TO TEACHER THROUGHOUT RESEARCH PROJECT.


Research tools: Collaborate with peers, experts, and others
to contribute to a content related knowledge base by using
technology to compile, synthesize, produce, and disseminate
information, models, and other creative works.--> STUDENTS
WORK IN COLLABORATIVE GROUPS TO RESEARCH VARIOUS ASPECTS
OF MYTHOLOGY PRIOR TO WRITING THEIR OWN MYTHS.

Standard 1 Accesses information efficiently and effectively, as described by the following indicators:

1.recognizes the need for information:
2.recognizes that accurate and comprehensive information is the basis for intelligent decision making;
3.formulates questions based on information needs;
4.identifies a variety of potential sources of information;
5.develops and uses successful strategies for locating information.

Standard 2: Evaluates information critically and competently, as described by the following indicators:

1.determines accuracy, relevance, and comprehensiveness;
2.distinguishes among facts, point of view, and opinion;
3.identifies inaccurate and misleading information;
4.selects information appropriate to the problem or question at hand.

Standard 3: Uses information effectively and creatively, as described by the following indicators:

1.organizes information for practical application;
2.integrates new information into one's own knowledge;
3.applies information in critical thinking and problem solving;
4.produces and communication information and ideas in appropriate formats.

Category II:
Independent Learning
Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by
the following indicators:
1.is a competent and self-motivated reader;
2.derives meaning from information presented creatively in a variety of formats;
3.develops creative products in a variety of formats.

Category III:
Social Responsibility

The student who contributes positively to the teaming community and to society is information literate and:

Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators:

1.seeks information from diverse sources, contexts, disciplines, and cultures;
2.respects the principle of equitable access to information.

Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following
indicators:

1.respects the principles of intellectual freedom;
2.respects intellectual property rights;
3.uses information technology responsibly.

Standard 9: Participates effectively in groups to pursue and generate information, as described by the following
indicators:

1.shares knowledge and information with others;
2.respects others' ideas and backgrounds and acknowledges their contributions;
3.collaborates with others, both in person and through technologies, to identify information problems and
to seek their solutions;
4.collaborates with others, both in person and through technologies, to design, develop, and evaluate
information products and solutions.

Internet Task Criteria: 1.Each activity listed on Task Cards must be completed
to be eligible for credit. 2. Questions must be answered in complete sentences
with little to no mistakes in spelling, punctuation, and grammar. 3. There must
be evidence of collaboration.

Personal Myth Criteria: 1. Work should display an understanding of the basic
literary elements present in myths. 2. The myth must contain characterization,
setting, and plot. 3. The myth must either explain a natural phenomenon or
teach a moral/lesson. 4. Myths must be 1-2 pages long, and relatively free of
spelling, punctuation, and grammar errors.

1. Students will read various myths for class discussions.

2. Students will work in groups of 2 during their Internet
research extravaganza.

3. Students will write their own myths.

Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in
literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to
perform tasks and/or for enjoyment.
Students communicate in English and other languages using information, concepts, prose, symbols, reports,
audio and video recordings, speeches, graphic displays, and computer-based programs.


Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve
problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.

Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.


Students integrate their knowledge and understanding of how social, organizational, informational, and
technological systems work with their abilities to analyze trends, design and improve systems, and use and
maintain appropriate technology.



Students establish credibility with their colleagues through competence and integrity, and help their peers achieve
their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which
advances goal attainment.