Hands-on Activity The Lost Explorer:
Making Cyanotype Print Maps

Learning Objectives

After this activity, students should be able to:

• Define iconography and hieroglyphics.
• Discuss the effects of solar energy in the context of their art prints.
• Explain the process of making cyanotype prints.
• Describe the steps of the engineering design process.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.

NGSS: Next Generation Science Standards - Science

State Standards

Materials List

Each group needs:

• 10 sheets of construction paper
• various small found objects in nature (e.g., flowers, plants, rocks, bark)
• 1 poster board
• 1 large piece of paper

Each student needs:

• 1 pencil
• 1 eraser
• Engineering Design Process Packet

For the entire class to share:

• Book (Hieroglyphs A-Z, by Peter Der Manuelian, or related hieroglyphics book/reading)
• 1 large piece of paper or wipe/white board
• 1 “treasure” to be hidden
• access to Hieroglyphic Chart Resource: Hieroglyphics Chart
• computer or laptop with projector (to show YouTube videos)

Worksheets and Attachments

Pre-Req Knowledge

No prior knowledge or skills necessary.

Introduction/Motivation

What if someone was lost and needed directions? How do you think you could help them? What if they could not understand the language you were speaking? Do you think you could design your own language using pictures? What materials could you use? What if you had only a few materials to work with?

Well, today we are going to explore all of these possibilities using reading, art, science, and engineering! We’ll start by reading a book called Hieroglyphs A–Z, by Peter Der Manuelian, and we will see how pictures and symbols—called iconography—can be used to solve problems. Then, just like engineers, we’ll design and create our own picture language to help someone who needs our help.

Here’s your challenge: An explorer is lost—and they need directions to find hidden treasure and cultural artifacts right here at our school! These artifacts are important because they help us learn about history and culture. But there’s one problem... the explorer doesn’t speak the same language as we do.

So, how can we help? How can we communicate with the explorer?

We’ll create our own special symbols—just like ancient Egyptian hieroglyphics—and use them to make cyanotype print maps. With limited materials, your job is to design and build a map that guides the explorer to the treasure.

We’ll use the engineering design process to solve this problem—step by step.

Are you ready to start our journey?

Procedure

Background

Book Overview

The book Hieroglyphs A-Z, by Peter Der Manuelian, is an engaging alphabet book that introduces Egyptian hieroglyphics and culture through rhyming text. It draws connections between Egyptian hieroglyphics and the English alphabet, helping students explore the relationship between symbols and language.

Iconography: Iconography is the study of visual images and symbols and their use or interpretation. One of the earliest known systems of iconography is the use of hieroglyphics in Africa, particularly ancient Egypt. Educators should develop a basic familiarity with hieroglyphics to support this lesson. Examples are provided in the curriculum, and Hieroglyphs A–Z serves as a primary reference.

Cyanotype Prints: Cyanotype printing, also known as sun printing, is a photographic art process that creates blue-toned images. Objects are placed on light-sensitive paper and exposed to sunlight. After exposure, the paper is washed in water—where the uncovered areas darken and the covered areas remain lighter, resulting in a striking silhouette image. Historically, this process became known as “blueprinting” and was used for architectural and engineering drawings. In this activity, we simulate this process using construction paper and solar energy, adapting it for young learners with accessible materials.

Sun Printing on Construction Paper: To make sun prints on construction paper, place flat objects (such as leaves, keys, or cutouts) on dark-colored construction paper and leave them in direct sunlight for 2–4 hours. The uncovered areas of the paper fade from UV exposure, while the areas under the objects remain darker, creating a silhouette effect. For the clearest prints, use heavier objects or tape them down to prevent shifting. Once complete, remove the objects to reveal the image. To preserve the design, store it in a low-light area or apply a clear protective spray. This hands-on project illustrates the effects of sunlight on materials and ties into lessons about ultraviolet (UV) radiation and light absorption.

Picture Walk: A picture walk is a pre-reading strategy where students and educators preview a book by looking through the illustrations before reading the text. This activity encourages predictions, activates prior knowledge, and builds engagement and curiosity about the story.

Shared Writing: Shared writing is a strategy in which the teacher and students work together to compose text. The teacher acts as the scribe, writing students’ ideas in real time. This makes the writing process visible and collaborative, supporting language development and confidence in early writers.

Additional Resources

Hieroglyphic History:

• Hieroglyphics Chart
• The History of Writing for Kids
• Egyptian alphabet from a to z / Hieroglyphics alphabet a to z

Cyanotype Print History:

• Taking Pictures With the Sun!
• How to make a sun print using special paper || How to make a cyanotype || Easy craf

Before the Activity

• Gather and organize materials.
• Hide treasure: Identify and note where ‘hidden treasure’ will be placed for each group.
• Make copies of the Engineering Design Process Packet.
• Prepare large note paper/whiteboard for the guided reading questions.
• Prepare class groups accordingly: 5 small groups of 4-5 students per group (can be modified as needed).
• Prints: Be sure to use a variety of different colored paper—including light colored construction paper—in the first round to help students realize that the darker colored paper works better in this project. Failure in the first round of STREAM activities help build the skills of perseverance, critical thinking, analysis, and growth.

With the Students

Day 1: Introduction, Ask, and Research

Introduction (10 minutes)

1. Pre-reading picture walk: Without reading any words, turn through the pages of the book Hieroglyphs A-Z, by Peter Der Manuelian, and ask students insightful questions about each picture they see utilizing the questions provided below.

• Front cover: Based on the front cover of the book, what do you think the story will be about? (Potential answer: I think the story will be about the alphabet letters.)
• Back cover: Based on the back cover of the book, what do you think the story will be about? (Potential answer: I think the story will be about the alphabet letters.)
• Other pages:
• What do you think is happening here? (Potential answer: I think the book is telling us about things, words, people, and places.)
• Where do you think the story takes place? (Potential answer: I think the story takes place in a desert.)

2. Read-aloud: Read Hieroglyphics A-Z, by Peter Der Manuelian, incorporating the guided reading questions below. Allow students to share answers and ideas with the class.

• What is being illustrated on the pages? (Potential answer: Objects, animals, and people)
• What do you think hieroglyphics are? (Potential answer: I think hieroglyphics are pictures.)
• What do you think this represents? (Potential answer: I think it represents a letter.)
• How are hieroglyphics similar to English? How are they different? (Potential answer: Hieroglyphics are similar to English because they are used for words and writing. Hieroglyphics are different because they use pictures, and English uses letters to make words.)
• How do you think pictures can be used to communicate? (Potential answer: I think pictures can be used to communicate because they can represent words.)

3. Book discussion: Compare students' thoughts and opinions to the actual events in the book using the questions provided below.

• How do your opinions about the book compare to the book? (Potential answer: I was right about the book, but learned so much more!)
• What is one thing you learned from this story? (Potential answer: I learned that hieroglyphs are a form of ancient Egyptian writing.)
• What is the message of the book? (Potential answer: The message of the book is to help us learn about the ancient Egyptian hieroglyph alphabet.)
• Why do you think this book is important? (Potential answer: I think it is important to learn about writing and history.)
• Do you think you could develop your own language or form of communication to solve a problem? (Potential answer: I think I could create my  own language to help solve a problem, which would be awesome!)

4. Discuss the importance of the book: For example: “The book is important because it helps us navigate iconography through the Egyptian hieroglyphic alphabet. It connects images, words, and language! It describes the history of written language, which began in Africa. ” The book is accessible to young readers, while also being appropriate for older readers who can analyze and discuss the cultural significance of the book. This reading can be the bridge that allows students to understand the complexity of language and culture.
5. Set the scene: Tell the students a short scene: “Imagine our art class and an explorer are on an adventurous treasure hunt in our school. All of you young artists were able to find the treasure! But, along the adventure, the explorer gets lost and needs clues to find the treasure.”
6. Introduce the problem: “Professor (insert name here) is an explorer who is lost and needs directions to locate treasure and artifacts! You must help them find the treasure in our school using clues. But the explorer doesn’t speak the same language as we do, so we need to create special symbols that will help them find their way! Using limited materials, you must develop pictures to create a map just as the ancient Egyptians did with hieroglyphics. We will go through the engineering design process to solve this problem.”
7. Introduce cyanotype prints: “We can also make these maps special by using something called cyanotype prints. This is a way of making pictures using the sun! We will use objects from nature to create shadows and make beautiful blueprints."
8. State the goal/objective for students: “You will help Professor (insert name here) by designing a map that uses your own symbols (hieroglyphics) and prints (cyanotype) to show the way to the treasure.”

Engineering Design Process Overview (10 minutes):

9. Distribute a copy of the Engineering Design Process Packet to each student.
10. Introduce the steps of the engineering design process using a visual aid or poster:

• Ask: Ask questions and identify the problem.
• Research: Find sources, history, and understand background information.
• Imagine: Brainstorm ideas.
• Design: Draw ideas and solutions.
• Create: Make the idea come to life by developing a prototype.
• Test: Test creation/product.
• Improve: Make changes and innovations to improve product.

Ask – Ask Questions to Identify the Problem and Needs (10 minutes)

11. Ask: "What is our problem? Let’s ask some questions so we can identify the problem and needs." (Answer: We need to help our lost explorer!)
12. Have students work on the “Ask” section of the Engineering Design Process Packet.
13. Discuss important questions and answer using short, simple answers.
14. Record ideas on a whiteboard and have students jot down answers as a class.

Research – Hieroglyphics (10 minutes)

15. Ask: "How can we help the lost explorer?" (Potential replies: We could make a map! We could use pictures!)
16. Record student ideas on a whiteboard.
17. Show and tell:

• Display a few examples of real or illustrated hieroglyphs from the book (e.g., Pages 5-8) or resources provided below. Explain that in ancient Egypt, people used pictures to write messages and communicate. These pictures are called hieroglyphs.
• Discuss how they are like clues to help the explorer on their journey.
• Have students work on the “Research” section of the Engineering Design Process Packet.
• Instruct students to view the three hieroglyphs in the first column and then write what they think each one means. For example:

                                               i.     A bird represents "bird."

                                              ii.     A sun represents "day."

                                             iii.     A snake represents "danger" or "protector."

• Reveal what each hieroglyph actually means.
• Have students record the hieroglyph’s meaning in the “Research” section of their Engineering Design Process Packet.

Day 2: Imagine and Plan

Imagine – Brainstorm, Plan, and Design (15 minutes)

1. Say: "Let's imagine what pictures we could use to help our explorer. What kind of pictures do you think will help them find the treasure?" Show a hieroglyphic chart with pictures representing different things: Hieroglyphics Chart.
2. Discuss how pictures can be used as symbols for locations in school or directions. Encourage creative thinking by allowing students to offer ideas and their imagination.
3. Have students use their imagination to design their own unique symbols to use for their treasure hunt directions.
4. Give students time to brainstorm through this step with the “Imagine 1” and “Imagine 2” sections of the Engineering Design Process Packet.

Plan – Design the Directions (15 minutes)

5. Say: "Now, let's make our own map! First, draw your pictures and symbols for the directions on your paper."
6. Discuss how to make a simple map using these symbols. For example:

• "Go straight to the plant" could be represented by a picture of a tree/plant.
• "Turn left at the gym class" could be a ball symbol.

7. Have students do the following:

• Draw a basic outline of their map using their own unique symbols for key locations and directions.
• Decide on the path the explorer will take, and how the symbols will be placed to show the route.
• Work individually and then come together as a group to share ideas and come up with a final solution. Each student must contribute at least one symbol to the group map. Check this by marking their initials on the individual worksheet, then the group worksheet.
• Have students plan with the “Plan” (Individual) and “Plan” (Group) sections of the Engineering Design Process Packet.  

Introduce Cyanotype Prints (10 minutes)

8. Say: “We will make our directions even more special with cyanotype prints! Now we will watch a video explaining how cyanotype prints work.”
9. Show the following YouTube videos: Sun Printing on Construction Paper (1:03 minutes) and How to Make a Sunprint With Construction Paper (00:47 minutes).
10. Say: “As artists and engineers, sometimes we may have limited resources and design constraints (meaning we might not have the specific supplies that we need for a problem, but we can work around obstacles to create an effective solution!) So, we will create makeshift cyanotype prints using construction paper. It will produce an effective outcome similar to cyanotype prints using different materials. We will place objects that we find in nature on our construction paper and let the sun create a print."

Day 3: Create* and Test**

*: A sunny day is needed to create cyanotype prints.

**: The Create and Test steps need to occur 2-4 hours apart.

Create – Make Cyanotype Map Prints (25 minutes)

1. Briefly review cyanotype prints with students, utilizing examples from the previous day.
2. Say: “We will emulate cyanotype prints using construction paper. It will produce an effective outcome similar to cyanotype prints using different materials. We will place objects that we find in nature on our construction paper and let the sun create a print."
3. Take students outside to  collect natural objects from nature, such as leaves, small rocks, sticks, and dirt.
4. Hand out construction paper (in a variety of colors) to students.
5. Have students arrange the objects on construction paper in their final design to produce interesting prints.

6. Put the construction paper and found objects in a safe, protected area that will expose the construction paper to sunlight for 2-4 hours.
7. At the end of 2-4 hours, have students take their objects off the construction paper to reveal their map prints.

Test – Test the Directions (15 minutes)

8. Say: "Let’s see if our directions work! We’ll test them by walking around the school like the explorer and seeing if we can find the treasure using the map and pictures."
9. Pair students up and have them use their maps to “navigate” around the school, or a designated area, testing whether their directions make sense (e.g., does the symbol of a tree really lead them to the correct spot?).
10. Have groups switch maps and test each other’s directions, chaperoned by you, one group at a time.
11. Have students complete the “Test” section of the Engineering Design Process Packet to record their observations and notes of their tests.

Day 4  Improve

Improve – How Can We Improve? (10 minutes)

1. Say: "How can we improve our directions?" “How can we improve our cyanotype map prints?” (Potential replies: “Adding more clues” or “Making it easier to read”)
2. Have students record possible improvements in the “Improve” section of their Engineering Design Process Packet.
3. Have students revise or improve their directions (e.g., adding more clues, adjusting paths, leaving prints in the sun longer to expose better clarity of print, darker construction paper to increase contrast of symbols/pictures, simplifying pictures).

Sharing (5 minutes)

4. Review the engineering design process: Quickly review the steps as a group: "What did we do during this project?”

• Example answer: “We asked questions, imagined ideas, planned, created, and thought about how to improve our work!"

Gallery Walk (15 minutes)

5. After the students finish their cyanotype print maps, display their creations around the room. Invite each group/student to share with the class.
6. Ask them to explain what their symbols (2-3) mean, and how they decided to design them.
7. Have students also share out and give feedback to other groups. Students then continue the engineering design process. The groups will redesign their prints, reproduce their maps, go around the school again using the improved maps, share out and reflect again.

Reflection (10 minutes)

8. Have students reflect on the activity by asking them the following questions:

• What did we learn about how symbols can help people communicate?
• What new art process did we learn about? How is it done?
• What was the most fun part of using the engineering design process?

Vocabulary/Definitions

art composition: An arrangement of visual elements in a work of art.

cyanotype print: A photography process using reactive paper and a special chemical (cyanide) to make an art print.

energy: The ability to do work.

engineering design process: A process that uses the steps “Ask, Research, Imagine, Create, Plan, Test, and Improve” to solve a problem.

hieroglyph: writyst A writing system used in ancient Egypt created from pictures of animals, objects, and symbols. Hieroglyphs were used to represent words, letters, or sounds.

iconography: History that studies the identification and meaning of images.

solar energy: The process of using the sun’s energy to create an outcome.

symbol: An image that represents a message.

Assessment

Pre-Activity Assessment

Introductory activities: For you to get an overall snapshot of where students are, student engagement, ideas, and critical thinking:

• Picture Walk-Through and Read-Aloud of Hieroglyphics A-Z, by Peter Der Manuelian
• Shared Writing

Activity Embedded (Formative) Assessment

Engineering design process: Observe students’ participation and refinement of the engineering design process. As students complete and clearly understand their Engineering Design Process Packet (with embedded Engineering Design worksheets), you can initial.

Prototype development and testing: Assess the creativity and accuracy of their maps, focusing on their use of their own unique “hieroglyphics” and cyanotype prints. Use a simple checklist to ensure they have followed the steps of the process:

• Did they explain their symbols and prints clearly?
• Did they work together in creating their maps?
• Did they clearly and successfully create a map to lead the lost explorer to treasure?
• Did they follow the engineering design process?
• Did they participate in learning and experimenting with new art processes?
• Did they use both symbols and cyanotype prints?

Post-Activity (Summative) Assessment

Sharing: As a class, review the engineering design process by asking: "What did we do during this project?” (Sample answer: “We asked questions, imagined ideas, planned, created, and thought about how to improve our work!")

Gallery walk: After the students finish their Cyanotype Print Maps, display their creations around the room. Invite each group/student to share with the class. Ask them to explain what their symbols mean and how they decided to design them.

Reflection: Students answer the following reflection questions:

• What did we learn about how symbols can help people communicate? (Sample answers: Symbols can help people connect pictures to common words for understanding.)
• What new art process did we learn about? How is it done? (Sample answers: Cyanotype Prints! It is a photography process that uses reactive paper with a special chemical to make blue colored art prints. The process uses the sun's (solar) energy to do this!)
• What was the most fun part of using the engineering design process? (Sample answers: The most fun part of the engineering design process was creating our prototypes! It was so cool to make my ideas come to life!)

Troubleshooting Tips

• Have materials prepped, and have students write their names and group numbers on the back of their paper to identify artwork.
• Set aside extra materials such as flowers, plants, leaves, and bark in case students do not find a substantial amount on their own.
• If necessary, have students bring in materials from nature (leave, flowers, bark) from home in a plastic bag 3-5 days in advance.
• Conduct a quick check of the materials the students bring in to make sure they are effective for the project.
• Identify a sunny location where the cyanotype prints can sit undisturbed in the sun for 2-4 hours.
• Check the weather ahead of doing this activity, as the cyanotype prints require lots of sunlight.

Activity Extensions

• Introduce more advanced engineering concepts by discussing how diverse ancient civilizations might have used different materials and methods to create maps.
• Have students build upon their learning by developing their own unique alphabet.
• Display cyanotype print maps in the art gallery at school: create a "Hieroglyphic Wall," where each student can add their symbols to a large class poster or bulletin board. This can evolve into a class-made story or "message board" written in an entirely unique language by students.

References

Copyright

Contributors

Supporting Program

Acknowledgements

This curriculum was developed under National Science Foundation RET EEC grant number: #1855231/1855239 as part of the Global STEM Research Experience for Teachers (RET) — Appropriate Technology for Developing Communities at Central State University and the University of Dayton. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

We would like to thank the following for their assistance on this work: Margaret Pinnell, Ph.D., Principal Investigator; Leanne Petry, Ph.D., Principal Investigator; Kelly Bohrer; Marjorie Langston; Douglas Picard; Sakthi Kumaran Subburayalu, Ph.D; Marcus Nagle, Ph.D.; KrishnaKumar Nedunuri, Ph.D.; Rydge Mulford, Ph.D.; Denise Taylor, Ph.D.; Sarah McKnight, Ph.D.; and Rajeev Swami, Ph.D. In addition, we would like to thank the Kichwa people of Yambiro, Otavalo, Ecuador, with special thanks to Doña Virgiñia, Doña Elena, Doña Rosa, Doña Marta, Doña Concepcíon, and their families. Finally, we would like to thank Anna Taft, Hope Taft, Shelley Kawamura, Gaetan Moussa, Omar Flores, Kuri Moreta, and other associates of the Tandana Foundation.