WALKTHROUGH
WELCOME TO CSI PRIVATE EYE!
This Walkthrough for The Disappearing Pharaoh will guide you through
this online activity, and help you to assist your students as they
experience the adventure.
In addition to directions for navigating from screen to screen,
tips are provided in case students need extra help.
TIPS
Students will need to use a variety of reading comprehension skills
throughout their work on this activity.
Strategies students will use include the following:
Making Connections
Asking Questions
Students bring their own life
experiences to everything they read.
Research shows that when students
use their prior knowledge to make
connections to a text, they can better
understand it.
Proficient readers ask questions
before, during, and after reading text.
In CSI Private Eye, students will need
to ask questions at each step of the
case as it progresses.
Visualising
Drawing Inferences
The strategy of visualising refers to
a student making mental pictures of
a text as he or she reads. It can help
students to pause and think about the
text they are reading.
It is critical for students to “read
between the lines” and come to
conclusions about text, drawing on
their prior knowledge and experience.
Ideas
Determining Important
Finding the main idea and supporting
details in any text is one of the most
important things a reader can do to
make meaning. Summarising is a
related skill that can help students
comprehend a challenging text.
n
Synthesising Informatio
Synthesising information is the
process of integrating one’s thinking
with the text. It involves deeply
understanding a text, through the
strategies listed here, to form a
unique and personal assessment of it.
erstanding
sion and Repairing Und
Monitoring Comprehen
Proficient readers monitor themselves as they read, and check for understanding
periodically. When students encounter challenging text, they can use “fix-up”
strategies (like those mentioned here) to help them.
THE DISAPPEARING PHARAOH: WALKTHROUGH
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The Puzzling Name
Students are drawn into this story by reading
about a mysterious vandalised statue.
• Click on each man to see what he has to
say about the broken statue.
• Use the code key to decipher the
hieroglyphs.
TIPS
Click on the stone in the centre of the
screen to decipher the hieroglyphs.
• Click the “Next” and “Got it!” buttons to
move through the text.
The Office
Students are introduced to their office.
• Click on the filing cabinet to read your
objectives for this case.
• Click on each glowing tool in the toolbar.
• Click on the folder on the desk. Then,
click on each image in the folder to learn
more about that clue. Click the “X” at
the top right to move on.
• Answer the multiple-choice question
using information learnt from the
folder.
TIPS
If students need to start the screen
again, they can click on the
button.
TIPS
You must enter BCE into the time
travel tool after entering 1473. Then
click on “Go” to move on.
THE DISAPPEARING PHARAOH: WALKTHROUGH
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The Pharaoh’s Court
Students are taken back to ancient Egypt
and the time of Hatshepsut.
• Click on the pharaoh, the boy seated
in the centre of the screen.
• Answer the multiple-choice question
by making a prediction based on what
you have read so far.
TIPS
When students click on any of the
figures on this screen, they learn
more about different roles people
had in ancient Egypt.
Ideas
Determining Important
Students will read through
descriptions of several different
characters and must determine
the most important information to
remember about each one.
The Angry Crowd
Students learn about different popular opinions
of Hatshepsut.
• Click on the different characters and
read what they have to say.
• Once an answer has been entered into
the digital notepad, click “Next”. Then
record the reasons for your opinion.
Click “Save”.
TIPS
The counter in the bottom
toolbar indicates how many
characters have been clicked on.
n
Synthesising Informatio
Students will need to synthesise
all of the information they have
learned so far about Hatshepsut in
order to make a prediction, answer a
multiple-choice question, and explain
their rationale.
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Journey to Punt
Students learn more about Hatshepsut’s
accomplishments by exploring a map of ancient Egypt.
• Click on the map on the table.
• Use the magnifying glass to explore the
map more closely. Follow the dotted trade
route line. Click on the glowing blue spots
to learn more about ancient Egypt during
this time.
• Use the magnifying glass to look
more closely at the ships in the
distance. Then click on the ships.
• Click on the items around the room
to learn more.
TIPS
The counter in the bottom
toolbar indicates how many
items have been clicked on.
If you click on the screen more than
five times, the items will begin to
glow.
Ideas
Determining Important
Students will need to determine the
most important ideas as they read
through text and examine a map.
They will use this information to
answer a multiple-choice question.
Journey to Punt: continued
Students will decipher numerical
hieroglyphs to solve mathematical
word problems.
• Read each mathematical word problem in
the digital notepad. Type in your answer in
the box.
• Click “Hint” if you need help.
TIPS
The first step in solving the problems
is deciphering the hieroglyphs.
These are similar to Roman
numerals. Take care when counting
how may symbols each hieroglyph
has.
TIPS
The answers to the maths problems
are 20, 45 and 21.
Visualising
Encourage students to visualise the
parts of this mathematical word
problem.
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The False Beard
Students read about some of Hatshepsut’s other
accomplishments.
• Pull the comic strip to the left to
read all of the text.
• Click on the false beard of the painted
Pharaoh to the left or right of the door.
TIPS
The false beards are located here.
Click either one of them.
Asking Questions
Students will ask themselves
questions about why Hatshepsut
dressed as a man during her reign
as pharaoh. They must use all of the
information they have learnt so far in
order to make a prediction.
A Pharaoh’s Clothes
Students learn more about the clothing
Hatshepsut wore and why.
• Click on each of the items of
clothing on the left side and read the
description of each.
• Drag each item of clothing, in the
correct order, to the large chunk of
rock in the centre.
• Use all of the information you have
learnt to make a prediction in the
digital notepad.
TIPS
The clue for each next step is at the
end of the paragraph.
TIPS
Do not drag and drop the khat
(second item down on the left side)
onto the statue. Pharaohs did not
wear this, so Hatshepsut will make
you start the activity again if you
attempt to make her wear it.
TIPS
Click 1458 BCE in the time travel tool
to move to the next screen.
n
Synthesising Informatio
Students must take into account all
they have read so far about ancient
Egypt to understand why Hatshepsut
dressed as a man.
THE DISAPPEARING PHARAOH: WALKTHROUGH
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Thutmose Returns
Students find out what happened to Thutmose III.
• Click through the text to read two possible conversations between Hatshepsut
and Thutmose.
Thutmose Returns: continued
• Click through the text to learn more
about Thutmose’s thoughts.
Students read about what
Thutmose III might have been
thinking during his reign.
• Enter the correct date in the time
travel tool to move to the next screen.
Ideas
Determining Important
Students must read two different
theories on what happened to
Thutmose III and will need to
summarise the main ideas about
each.
TIPS
Click 1458 BCE and “Go” in the
time travel tool to move to the next
screen.
THE DISAPPEARING PHARAOH: WALKTHROUGH
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Memories Destroyed
Students find out why the ancient Egyptians
destroyed the statue of Hatshepsut.
• Click through the text boxes.
• Click on the workers to read their
conversation.
TIPS
Click on the statue slowly four times
to destroy it.
This is the statue you must destroy.
Enter 1903 CE in the time travel tool
and click “Go” to move to the next
screen.
Drawing Inferences
Students must draw a conclusion
about why the statues of Hatshepsut
were vandalised, based on everything
they have read.
Carter’s Discovery
Students read about the archaeologists who
discovered Hatshepsut’s tomb.
• Click on the map to find out what
happened at the tombs.
• Use the flashlight to explore the dark
tomb. Click on the coffin and the mummy.
TIPS
Enter 2007 CE in the time travel tool
and click “Go” to move to the next
screen.
• Click through the text boxes.
THE DISAPPEARING PHARAOH: WALKTHROUGH
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Scanning the Mummy
Students read about how scientists identified
the mummy of Hatshepsut through her tooth.
• Click through the text boxes to read
about what the scientists have found.
Hatshepsut’s Return
• Drag the tooth on the right to the
scan of the unidentified mummy’s
mouth to see if there is a match.
Students visit a museum, clicking on various
artefacts to see what is exhibited about
Hatshepsut.
• Click on items around the room.
• Record something memorable about
Hatshepsut in the digital notepad.
TIPS
Click on this box to see the scan of
what’s inside.
TIPS
The counter in the bottom
toolbar indicates how many
items have been clicked on.
The six items to find are located here.
Click here to hear Hatshepsut’s
message.
Making Connections
Encourage students to make
connections by having them recall a
past museum visit.
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Student Report
At the end of the case, a report is provided for both the student and the teacher.
Students can click on the noticeboard in the office to access their reports.
PLE
EXAM
Student Reports
include detailed
feedback on
achievement!
THE DISAPPEARING PHARAOH: WALKTHROUGH
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Teacher Report
Teachers can access a Teacher Report for each student through the teacher’s account.
Click on
to see
all resources for
this student.
Click on the
resource to see
the report.
Teacher Reports
include correct
responses, a breakdown
of question types, sample
student responses
and rubrics.
THE DISAPPEARING PHARAOH: WALKTHROUGH
10
Trophy
Students can repeat the case by clicking on the trophy and going back to the first screen.
Please note that
subsequent exploring of
the same case will not
generate new student
and teacher reports.
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