ALEX Lesson Plan

     

Archeology: Can You Dig It?

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  This lesson provided by:  
Author:Jeannie King
System: Florence City
School: Hibbett School
  General Lesson Information  
Lesson Plan ID: 13890

Title:

Archeology: Can You Dig It?

Overview/Annotation:

In this technology-based, interdisciplinary study, students will discover how archeology helps us learn about our past. They will navigate the Internet to discover different methods archeologists use and gain an appreciation of the relationship between the past and the present.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    5. Practice safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
    TC2 (3-5)
    6. Describe social and ethical behaviors related to technology use.
    Examples: social—developing positive attitudes for using technology collaboratively
    ethical—citing sources of text and digital content, avoiding plagiarism, avoiding manipulation of others' work without permission
  • Describing the global nature of the Internet
  • Following local acceptable-use policies regarding technology
  • Identifying intrusive applications, including worms, viruses, spyware, and pop-up advertisements
  • TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • SS2010 (5) United States Studies: Beginnings to the Industrial Revolution
    2. Identify causes and effects of early migration and settlement of North America.
    SS2010 (5) United States Studies: Beginnings to the Industrial Revolution
    3. Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.
  • Locating on a map American Indian nations according to geographic region
  • Local/National Standards:

     

    Primary Learning Objective(s):

    Students will define the term archeology. Students will describe the six methods of archaeology. Students will make inferences and describe relationships between the artifacts archeologists have discovered in Alabama and their conclusions about those artifacts. Students will hypothesize about how an archaeologist of the future might interpret a common contemporary object. Students will recognize artifacts as evidence that supports conclusions about Alabama’s early Indian population.

    Additional Learning Objective(s):

     
     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Optional:
    “Lost in Time – Indians of Alabama” VC258976.1 Los, video
    Stone Amulet by Louise Boggan, 976.1 Bog
    “Moundville” VC1267976.1 Mou
    “I Dig Fossils” VC 1360560 Ica
    TV/VCR

    Technology Resources Needed:

    Computers with Internet access, printer, MS PowerPoint, word processing software, LCD projector

    Background/Preparation:

    Students must have rudimentary skills in using online resources. Prior to the lesson, the teacher will need to bookmark the Internet sites and save the slideshow template on the computers the students will be using.

      Procedures/Activities: 
    1.)Discuss what students know about archeology and develop a working definition. Begin filling in the KWL chart.
    (KWL Chart)
    This site has a KWL Chart that can be used with the lesson.

    2.)Discuss the different methods archeologist use by visiting different links from the website below. Make sure students discuss the different artifacts from Alabama and the Native American artifacts found.
    (TrackStar)
    This site has links to different archeology sites.

    3.)After reviewing the website as a class, organize students in small groups. Then allow them to go on a Web Hunt by visiting the websites below. Ask students to use the attached sheets to conduct their Web Hunt. Inform students that they will work in groups using some of their facts to create a slideshow presentation. Give them the instructions for saving pictures from the Internet (see attached) to use as they navigate. Be sure students know how to cite their resources.
    (Kids Archeology Links)
    This has specific archeology links for kids.

    4.)Website:
    (Fun Sites)
    This site has many links to archaeology sites.

    5.)Once students have completed the Web Hunt, have groups begin creating their slideshow presentations. Give each group the Powerpoint requirements document (see attached). Let students use the template attached to create the slideshow. If students need extra help, give them time to visit the following website for help.
    (PowerPoint)
    This site has instructions for creating a PowerPoint.

    6.)After students have completed their presentations, allow each group to share them with the class.

    7.)When the class has completed the presentations, let students visit the website below to reinforce what they have learned about archeology.
    (Games and Puzzles)
    This site has games and puzzles about archeology.


    Attachments:
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      Assessment  

    Assessment Strategies

    The teacher will assess the slideshow using the attached rubric. The Web Hunt Questions will be checked for accuracy.

    Acceleration:

    Visit Nova's Be An Archeologist and reconstruct an ancient pot. Read Motel of the Mysteries by David Macaulay.

    Intervention:

     

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.