SS LP – Grade 4
Context: The last lesson on Prehistoric Indians, the first on Mound BuildersAllotted Time: 40 minutes
Make 6 boxes (2 for each tribe) and fill them with artifacts that helpthe students fill out their chart.
Attach labels to the artifacts to give students extra help on where theygo. For example, Attached to a bone fishhook attach – The fort ancientpeople used bone fishhooks to catch fish. This will show them that fishcan be added to food as well as to interesting facts.
Label the boxes “For archaeologists eyes only; Found at the ____________ dig site”
Put all the handouts in a small box that looks like it has been shippedwith the message “Archaeologists; These are the handouts that you’llneed to fill out using the artifacts found in the dig site boxes. It is your job to help us understand the lives of the Adena, Hopewell, and FortAncient people.”
On the day of the lesson stack all the boxes somewhere in the roomwhere students will see them6.Start the lesson by reminding students what an archaeologist is andtelling them that they will be archaeologists today.
Ask students to remind me what it means when something isprehistoric (something they’ve learned all week.) – Before history waswritten down, you must figure it out through artifacts.8.Show them a picture of the Serpent Mound. Ask if anyone knowsanything about it.
When no one knows, give a brief description about the mound builderpeople as a whole and tell them that as archaeologists, they will befinding out even more information.
Remind students that archaeologists are always careful with artifactsand that they should never have loud voices so they can discuss themeaning of each artifact.11.Split students into groups of 4 or 5. There should be 6 groups.12.Read the directions on the handout and go through each itemthat they will be looking for, giving them an example of at least one.
Discuss the strategies of a good team of archaeologists. 1) pull outone object at a time 2) discuss what the artifact is as a group andwhere it should go on the handout 3) record the artifact 4) someoneelse in the group pulls an artifact
Put one artifact box on each group’s table. Tell them not to open ituntil you say go.15. Have them inspect the box to see what dig site it came from16. Tell the groups that the archaeologists may open their boxesand begin.
Walk around and help students during this round. If you notice the
Katie Grindley – Fall 2010