Interesting Artifacts

Interesting Artifacts
Developed by Bernadette Pate Holt
Spring 98

Summary:
This unit is designed to introduce students to the methodology of archaeology and the theories and premises upon archaeology is based. Connection to the curriculum: This module will integrate science, mathematics, art, language arts and social science.

Time:
This module will take about two weeks to complete.

Season:
This unit can be done at any time of the year that is suitable for taking the students outside for a short period of time.

Background Information:
In this unit students will be introduced to the elements of anthropology and archaeology. They will begin to understand how to derive information from artifacts and why this is important to our understanding of our society. students will also begin to develop the skills of examining and evaluating objects and evidence, and drawing inferences from the limited information.

Special attention will be given to the mythical explanatory systems of early cultures. “ Mythical explanatory systems us speculation and intuition or organize and structure experiences. The resulting structure is the myth. Myths provide explanations for human events and bring coherence to the chaos and tragedy of human history. Often they justify the basic institutions of society by relating them to a primordial act of foundation recorded by the myth. the myth’s primary appeal is to emotion, not to logic.” (Taken from “Ancient Preludes: World Prehistory from the Perspectives of Archaeology, Geology and Paleoecology, D. Bruce Dickson, Ph.D. and David L. Carlson, Ph.D., Texas A&M University.)

Teachers will find it helpful to read aloud at least three or four Native American myths prior to starting this unit. this allows for a storytelling framework and acquaints students with the kind of story they will be asked to create during this unit. It may also be useful to give the students several opportunities to sort and classify different types of objects before beginning this unit, to provide you students with the background skills necessary for some of the activities.

Suggested Readings:

The Legend of the Indian Paintbrush by Tomie dePallo
The Legend of the Bluebonnet by Tomie dePallo
The Girl Who Loved Wild Horses by Paul Goble

Evaluation:

Classification Activities
Myths written by students
Drawings and maps of artifacts found in midden

The following were used as resources for this unit:
Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens., Lawrence Hall of Science, University of California at Berkeley.

Ancient Preludes: World Prehistory from the Perspectives of Archaeology, Geology and Paleoecology., D. Bruce Dickson, Ph.D. and David L. Carlson, Ph.D., Texas A&M University.

This module includes the sections:

What "Sort" of Stuff is This?
Artifact Hunt
Making Masks
Making Myths

What "Sort" of Stuff is This?

Purpose:
In this activity the student will classify natural objects in many different ways.

Time:
This lesson will take approximately 45 minutes to conduct.

Objectives:
As a result of this activity, the student will:

TEKS Science - 3rd Grade
(3.2) Scientific Processes. The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement descriptive investigations including asking well defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions.

Materials:
For the entire group:

a few samples of natural and not-natural objects
a large brown paper grocery bag
two yarn loops at least 15" in diameter
a large class litter bag

Procedures:

1. Before the lesson the teacher should go out to the site where the students will be collecting artifacts and gather five to ten samples of natural (leaves, sticks, seeds, rocks) and non-natural objects (candy wrappers, cans, etc.) found in the area. These will be used to introduce the lesson.

2. Back in the classroom tell the students that you will be going on a nature walk. Define the word "natural" for the students and ask them to predict what types of natural objects they think that they will find. List these objects on a chart under the category Natural.

3. Next have the students list and describe things that might be found while they are on their nature walk that are NOT natural. Write their responses on the same chart under the category Not Natural.

4. If the students point out that an object could fall into both categories, you can create a third category for these objectives. You will want to mention that ancient peoples used and modified natural objects for many different purposes. Examples: arrowheads, stone cutting tools, bones modified for needles, etc.

5. Bring out the bag of objects you collected earlier. Tell the students that you collected samples of objects that you found on a walk. Place the two yarn loops in front of you, so all students can see them.

6. Tell the students that natural objects go inside one of the yarn circles, and non-natural objects go inside the other circle. Show the objects one at a time and have the students decide what circle they belong in. Have the students justify the answers that they have given you. Allow the students to place the items in the circles. Objects that are both natural and not natural could be placed where the objects overlap.

Questions:
1. How can you tell if an object is natural? What are some of the characteristics of natural objects?

2. What are some types of non-natural objects? What are some of their characteristics.

3. How do you think the non-natural objects found their way into a natural setting?

4. How can some objects be both Natural and Non-Natural ?

5. What other types of natural objects would you expect to find if you went on a nature walk?

Evaluation:
The evaluation for this lesson is based upon teacher observation. Do the students understand the differences between natural and non-natural objects? Can they predict what other types of objects could fit under each of the categories? Can the students sort and classify the objects into their proper groups and justify why they have done so?

Artifact Hunt

Purpose:
In this activity the student will collect and classify natural objects in many different ways.

Time:
This lesson will take approximately 1 hour to conduct. Allow for more time if this is part of an off campus field trip.

Objectives:
As a result of this activity, the student will:

TEKS Science - 3rd Grade
(3.2) Scientific Processes. The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement descriptive investigations including asking well defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions.

Materials:
Four each group of four students:

a large brown paper grocery bag
two or three lengths of different colored yarn, to make loops at least 15” in diameter
three index cards or sentence strips
pencils
newspaper or other type of covering for tables

Procedures:
1. After reviewing the difference between natural and non-natural objects, give the students guidelines for their nature walk.

• Students may only collect natural objects; no living specimens.
• Objects are to be gathered from the ground only. They may not pick something that is growing.
• Gather more than one of each object (e.g.. several of the same type of leaves, several sticks), and also as many different types of objects as possible.

2. Divide the students into groups of four and explain that they will be working together as a team during this nature walk.
• Each group of four students will collect their objects in one bag.
• Whatever is put into the bag becomes community property and will be shared later by the entire group of four.
• Groups may collect until their bag is about 1/2 full.
• Students may also collect non-natural litter and trash and put it into the class litter bag that the teacher should carry. Be sure to caution them about unsafe items to pick up such as glass, animal droppings, or other unsafe or unhealthy items.

3. Give each of the groups a bag and escort the students on the walk.

4. After everyone has finished collecting, return to the classroom.

5. Upon return to the classroom, bring the students together and ask them to describe what types of things that they found upon the walk. List some of the natural items that they found and some of the non-natural.

6. Have each group place a piece of newspaper on the center of their table and carefully empty the contents of their bag onto the paper. Students may then have time to explore the objects that they collected.

7. After each group has had plenty of time to for free exploration, ask each group of students to sort their objects into two separate piles, or categories. They may sort any way that they wish as long as they all agree. Encourage the idea that there is no right or wrong way to do this.

8. Give each group two loops of yarn, one for each of the categories. Mention that they may wish to create a third category outside the loops for objects that do not fit into either of the categories.

9. Circulate as the students are doing this activity. The process is as important as the product in this activity. Students will make observations, inferences, and decisions. Different groups will develop different methods for sorting. Make sure that each group has enough time to make at least on sort. If there is time, suggest that they try to make more than one type of sort.

10. Have each group report to the class how they sorted their objects. List all of the different types of categories that the students have come up with. This list will be useful in later writing activities.

11. After the initial sorting is done, explain to the students that they will sort their objects again, but this time they will keep their categories a secret. They are to sort their objects into two different piles and come up with a word that describes each of the piles. This time they will write the name of the categories on a card and turn it face down on the table.

12. After the sorting has been completed, tell the students that each group is going to have a chance to guess the categories of another group. Each groups will move clockwise to the next table and work together to guess how the objects were sorted. when the group agrees, they may check their guess by turning over the cards.

13. Hold a class discussion on the new categories that they created or found. Add these to the list that you have already created. Discuss any new categories that may not have already been mentioned that the children could use.

Questions:
1. What natural objects did you collect? What non-natural objects did you find?

2. What else did you find on the walk? What surprise you?

3. How did you come up with the categories for your sorting activity?

4. What are the differences between natural and non-natural objects?

5. What observation have you made about the objects you collected on our walk?

6. How do you think the non-natural objects came to be there?

7. What conclusions can you draw about the neighborhood in which we collect our objects?

Evaluation:
Have the students distinguish the differences between their observations ( based on direct evidence) and their inferences (what their conclude about what they’ve observed).

Have the students write one conclusion that they can draw from in artifacts that they have collected and what they liked the best about this activity.

Making Masks

Purpose:
The purpose of this lesson is to introduce the important role that mask have in different cultural and their significance in telling a story.

Time:
This lesson should take approximately 1 hour to complete.

Objectives:
As a result of this activity, the student will:

TEKS Science - 3rd Grade
(3.2) Scientific Processes. The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement descriptive investigations including asking well defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions.

Materials:
For each group of 4 students:

• 4 cardboard or card stock squares (approximately 8" by 8") for 4 paper plates (8" in diameter)
• 4 bottles of white glue
• 4 pairs of scissors
• bag of objects from "Artifact Hunt"
• newspaper for covering tables
• pencils

Procedure:
1. Some of the students may finish this activity well in advance of others. You might want to have books on masks and Native Americans for the students to look over while you are waiting for the entire class to finish.

2. Introduce masks. Explain to the students that many tribes and nations of Native Americans, as well as other people, have used all kinds of objects found in their environment to create masks. Try to get the students to give you ideas of how masks might have been used. (rain ceremonies, celebrations, healings, harvests, dramatic performances, other special occasions.)

3. Explain to the students that they will each make their own mask with objects from their group’s collection and that later on they will be using their masks in special ways.

4. Show them a sample piece of cardboard or paper plate that will become the base for the mask. The collected objects will be glued onto the base and will become features and decorations on the mask, such as eyes, noses, hair, or earrings.

5. Encourage the students to be as creative as possible. Tell them to imagine that they are living in a different time and place. They may use the materials in any way they want. If they need to cut or reshape the objects they may. They may choose to make masks with or without holes for the eyes.

6. Remind the students that each group will share the materials the group collected. Establish rules for sharing by taking suggestions from the students.

7. Allow the students plenty of time to work on their masks. While they are working on their masks, circulate among the groups and encourage them to stretch their imaginations.

8. When the masks are completed, have the students clean up their work areas. Unused material may be discarded or save for future activities. Place masks in safe place to dry.

Questions:
1. Does you mask have a name?

2. Why did you choose the objects you used?

3. What celebration could your mask be used for?

Evaluation:

The evaluation for this unit should be based upon teacher observation. Did the students work together cooperatively. What attributes did the students choose to display on their masks?

Mask Attributes

Purpose:
This activity is designed to give students the opportunity to sort, guess, and share about the attributes of their mask designs.

Time:
This lesson should take approximately 1 hour.

Objectives:
As a result of this activity, the student will:

TEKS Science - 3rd Grade
(3.2) Scientific Processes. The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement descriptive investigations including asking well defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions.

Materials:
For the class:

• Adhesive note paper - "Post-its".
• Masks created in previous lesson.
• Masking tape
• Butcher paper about 6 feet in length

Procedure:
1. Before class begins, use the post it notes to number each of the masks for identification purposes.

2. Have the students gather around the mask display. Have them look carefully at the masks. Ask for observations about the masks. Challenge the students to sort the masks by attributes. Examples of this might be happy/sad, hair/no hair, etc. Encourage the students to make up their own categories for sorting the masks.

3. After the students have sorted the masks, make a graph on butcher paper of the masks. List the categories that the students came up with and then attach the masks to the butcher paper under the correct category with the masking tape.

4. Next have the students play a guessing game. Choose one the masks and describe it as specifically as possible without telling the students which one you are describing. Have the students identify the mask that you are describing.

5. After you have done this two or three times with them, allow a volunteer to describe a mask while the other students guess. Continue this for several more times.

6. When the students finish the guessing game, remind the students of their discussion about the nature walk, based on what they observed and the objects they collected. They made guesses, or inferences, based on the evidence they saw and collected.

7. Explain that making inferences is the same process that anthropologist must use when studying objects they have found, including masks that come from ancient cultures. Anthropologists study much more than masks. Their research includes learning about people and their cultures, both past and present, all over the world. By studying masks and other objects, as well as any stories and legends that have been passed on, to learn more about people who created them.

8. Ask the students to imagine that their masks are a collection of masks in a museum. Tell them to act as anthropologists as they look at each mask and try to determine what they might have been used for.

9. Lead a discussion that focuses on an appreciation of distinctiveness and diversity.

10. Let the students work in small groups to record their observations and inferences about the masks. Share with the class.

Questions:
1. Why did you choose the objects you used?

2. What could your mask be used for?

3. How are the masks similar? How are they different?

4. What can you tell about the people who made the masks and about the environment?

5. What about the mask makes you think that?

6. Why might masks made in different times or places be different?

7. Do you think it is important to find about different ways of doing things? Why?

8. What additional discoveries did you make?

Evaluation:
The evaluation of this lesson is subjective. You may choose to use the oral answers students give you or the list of observations and inferences the students have made.

Making Myths

Purpose:
During this activity, students will learn about myths and their importance to early cultures for explaining natural phenomenon.

Time:
This activity is expected to take three 1 hour class periods to complete.

Objectives:
As a result of this activity, the student will:

TEKS Science - 3rd Grade
(3.2) Scientific Processes. The student uses scientific inquiry methods during field and laboratory investigations.

(A) plan and implement descriptive investigations including asking well defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions.

Procedure:

Day 1: Introducing Myths

1. Explain to the students that a myth is a story or legend that is passed from generation to generation that often explain the relationship between people and the world around them. Myths have a particularly important role in the Native American cultures around the world. They are part of their belief system and the practice of specific tribes or nations involved.

2. At this point you may want to read one or more of the following books to illustrate what types of myths Native Americans have:

The Legend of the Indian Paintbrush by Tomie dePallo

The Legend of the Bluebonnet by Tomie dePallo

The Girl Who Loved Wild Horses by Paul Goble

This may help students see how a story can help explain or symbolically represent a natural phenomenon. These stories have been chosen as they deal with the history and Native Americans found here in Central Texas. You may want to choose stories from tribes that are from you own specific region.

3. After reading these myths, have the students brainstorm as list of how these stories were alike. Record their ideas and display them for future reference.

Day 2: Creating a Myth

1. Before you begin this lesson you will want to gather pictures that will give your students a basis for their own myths. Some suggestion include pictures of the sun, the moon, stars, a butterfly, and a rainbow. These are all natural phenomena. Display these pictures so that all students will have access to them.

2. In introducing this lesson, tell the students that these are all natural phenomena that were present long ago and are still present today. Thousands of years ago, the people of the time did not have modern scientific procedures to study these type of things. Have the students describe each of the pictures as fully as possible, including and scientific information they may possess. Record their descriptions and place under each of the pictures.

3. Tell the students that Native Americans of long ago, were very careful observers of the world around them. Since there were no T.V.’s or other forms of entertainment in the evenings, many of the tribes would gather around the fire in the evenings and tell stories about the observations that they had made. Some of the stories were told over and over for many years and became an important part of the people’s lives and beliefs. Explain that one word for special stories like these is "myths."

4. Group the students into pairs that will work on creating a myth together.

5. Ask the students to pretend that they are living 2,000 years ago. They need to be very close observers of nature just like the Native American who lived at that same time.

6. Explain that they will be working with a partner to create a story together. Their stories should explain how something in nature came to be the way it is.

7. Be sure to encourage them to be creative. Their stories can have animals or people in them that have super powers. They can make them funny or serious.

8. They should first choose a picture to explain with a story. Remind them that the goal is for them to work together to create the myth.

9. As the students work, circulate around the room. For those that are having difficulty getting words down on the paper, have them first draw pictures that tell about their myth. Then they may go back and put the words under each of the pictures. Be sure to remind them that they are describing and explaining the natural phenomena with a story.

10. If they have not already done so, have each group draw picture that go with their myths.

Day 3: Sharing the Myths

1. Choose a wall on which to display the student’s drawings so they can by seen by the whole class.

2. If possible, arrange the drawings in groups, near the pictures of the natural phenomena they are explaining.

3. Ask volunteers to come up and stand near their drawings as they tell their story and describe what their picture shows.

4. If students are shy about telling their stories to the class, you may have them read their stories into a tape recorder and share these in a listening center.

5. In closing remind them that explanations based on observations can be called inferences. Point out that scientist try to explain their observations with inferences too. Scientists keep testing their inferences, and when they make new observations, they often have to change their inferences.

Questions:
1. Why do you think that Native Americans made up stories to explain natural phenomena?

2. How do today’s scientists explain some of the natural phenomena displayed in the pictures we have on the walls?

3. Do the stories that you wrote help explain how or why the phenomena you chose occurs?

4. Do your parents or grandparents tell you stories about why things happen? Do you enjoy them?

Evaluation:
At this point you can evaluate the myths created by the students. It is up to you on how you want to grade them. At the upper grades, you might want to be more critical of sentence structure, grammar, and spelling than at the lower grades. Be on the look out for creativity and let this be your guide.

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