Mystery Skype Lesson Plan
BACKGROUND:
Students learn about different regions of the United States including the climate, landforms,
resources, economy, and people of those regions. Mystery Skype is a connected learning
experience that allows student-driven learning, inquiry, and deductive reasoning to be at the
forefront of instruction. In a Mystery Skype session, a call is received by another class, but
neither class knows the location of the other.
Using geography questions, students use maps and construct questions to ask the other class in
order to determine their location first! Students build inquiry skills, learning how to formulate
questions that will further their learning.
Question askers and map-readers work together to figure out the questions that will best narrow
down the location of the other class, while recorders write down the information learned and the
answering team receives questions from the other class. The role of the teacher is to facilitate –
to help direct the Skype call, and to encourage students to use the information they gain to
formulate questions as they learn. Mystery Skype calls take approximately 20-30 minutes and are
easy to schedule. (Source PLP)
OBJECTIVE: SWBAT identify specific states based on a mystery location using skills:
longitude, latitude, cardinal directions, capitals, and knowledge of state and regional facts.
ACTIVITIES:
Students are responsible for locating states, capitals, and counties on a map. The interactive and
engaging lesson takes the skill beyond map location where are connected to a mystery classroom
via Skype. The students construct questions based on learned map skills to uncover the mystery
classroom’s location
Procedures:
1. Initial communication: Tiffany, the technology coach, communicates through email with
another classroom in the U.S. using this link that includes a spreadsheet with willing
participating classrooms
2. Prior to the Skype call with the mystery classroom, the classroom teacher is responsible to
assign students individual roles or team roles (see attached Mystery Skype Jobs)
3. The mystery classroom will also have the same roles. Teachers will need to keep class focused
to the task on hand. Once both locations are discovered, students from each location can ask
questions about school, state, region, etc. This allows for less formal questioning to end the
Skype connection.
MATERIALS: Skype software, internet connection, video cam, speakers, whiteboards/markers,
atlas, maps to write on, Google Maps, list of skills learned and definitions
ASSESSMENT: Take a look at these rubrics for environmental and instructional assessment
MODIFICATIONS/DIFFERENTIATION: (From Discovery Learning)
1. Twenty Questions Linked Here!
Recommended for grades k-2
Students in each class prepare a set of 20 questions and 5-10 clues for the other class before their call. The classes
try to guess each other’s location by answering the questions and using additional clues for a little extra help. This
can work well for your first Mystery Skype lesson and is a good way to improve your students’ knowledge of where
they live.
2. Yes or no answers
Recommended for grades 3-8
Classes are only allowed to ask each other questions which will get a yes or no answer. The number of questions
may be limited to 20 if you want an additional challenge. These lessons can be more spontaneous and require
students to think on their feet as the questions aren’t prepared in advance or you can use this form for students to
structure their questions.
3. Mystery Skype Jobs Linked Here!
Recommended for grades 3-8
Some teachers have found that when students have specific responsibilities during a Mystery Skype lesson they work
better as a team and the whole class becomes more engaged.
These roles can include greeters, question keepers, Bing mappers, runners, bloggers, photographers, live tweeters,
reporters, and anything else that works for your class.
Skype Lesson Plan Extensions and Ideas:
Videoconferencing with Elementary Students
http://langwitches.org/blog/2008/11/16/videoconferencing‐with‐elementary‐school‐students/
50 Awesome Ways to Use Skype in the Classroom
http://www.teachingdegree.org/2009/06/30/50‐awesome‐ways‐to‐use‐skype‐in‐the‐classroom/
Guidelines for Good Global Citizenship | GlobalSchoolNet.org
http://www.globalschoolnet.org/gsncenter/resources/citizens.cfm
STANDARDS:
04.8.1.A.1 Demonstrate effective input of text and data using an input device.
04.8.1.A.2 Create a document with text formatting and graphics using a word processing program.
04.8.1.A.5 Determine the benefits of a wide range of digital tools by using them to solve problems.
04.8.1.C.1 Engage in online discussions with learners in the United States or from other countries to understand their perspectives
on a global problem or issue.
04.8.1.D.1 Explain the need for each individual, as a member of the global community, to practice cyber safety, cyber security, and
cyber ethics when using existing and emerging technologies.
04.9.1.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
04.9.1.A.2 Evaluate available resources that can assist in solving problems.
04.9.1.A.3 Determine when the use of technology is appropriate to solve problems.
04.9.1.A.4 Use data accessed on the Web to inform solutions to problems and the decision-making process.
04.9.1.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
04.9.1.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
04.9.1.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at
home, in school, and during play).
04.9.1.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an
audience.
04.9.1.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the
classroom.
04.9.1.E.2 Demonstrate effective communication using digital media during classroom activities.
REFLECTION:
As a class, discuss what worked well, what was a challenge, what job students would want next
time, should additional jobs be added, etc. Ask students to think about differences and
commonalities. Ask questions like ”Did anything surprise you?”
You can also use this form at the end of the lesson with your students for closure!