Mystery Escape Room

This project aligns with the Next Generation Science Standards

Middle School Engineering Design

  • Students begin by planning out puzzles and clues considering things like time and cost.
  • Repurposing teaches the students about ingenuity and problem solving as well as economic considerations.
  • Students test out parts of their puzzles and clues to make sure they are reliable methods.
  • Students build prototypes to test functionality.

Science and Engineering Practices

  • The constructing of the physical mechanisms.
  • Designing the artifacts to emulate real-world items.
  • Using Mathematics and computational thinking to solve codes, ciphers, and logic puzzles.

Crosscutting Concepts

The physical design of the locks and artifacts.

Understanding how clues and storylines interact to create a cohesive escape room system.

Connecting how certain actions work to create a specific outcome.


Project Based Learning Application

The escape room is one of many project-based learning examples from my leadership and science curriculum. It is a multi-week and multi-faceted curriculum. The question was: How do we create an immersive escape room experience with limited time, money, resources using our STEM skills and artistic ingenuity.

Pharaoh’s tomb started with a simple plywood coffin used for the Halloween Scare Hall. I had a broken up bed mat that we used to round out the top. Foam for the Pharoh’ headdress and styrofoam sculpted with a burner to make the face. Then began the paper mache! it was very messy, but brought everything together and solidified. The base coat of paint was a tan color and it was spray painted with gold paint.

The locking mechanism was made with wood and 5 sided wheels. Each side has a picture on it and when you put the correct pictures in order it will open. They slide through the latch when in the right order.