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Mound Builders Lesson Plan

Mound Builders Lesson Plan

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Published by: grindlkc on Sep 17, 2011
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SS LP – Grade 4
Lesson Title:Mound Builder Archaeological DigGrade Level: 4
Students will:-Understand archaeology and use its principles to discover information onthe mound builders- Use the clues found in the “dig boxes” to fill out
a chart on the differenttypes of mound buildersPeople in Societies:
1. Describe the cultural practices and products of various groups who havesettled in Ohio over time: The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell)and Late Prehistoric Indians (Fort Ancient);
- Mound builders handout (attached)-6 cardboard legal boxes- Glue-Construction paper-markers-scissors- 4 baby pumpkins- 4 plastic sunflowers- 4 pieces of Indian corn- 2 Strings of beads-2 sea shells- 6 blank Ohio maps- Pictures of arrow heads-Date cards-Pictures of the houses plus descriptions of what they were made of -lots of fact cards- pictures of Hopewell art and other artifacts printed and mounted on hardpaper- Pictures of the most famous mounds for each tribe
Katie Grindley – Fall 2010
Lesson ObjectivesMaterials, Technology, and ResourcesOhio Standards, Benchmarks, and Grade Level IndicatorsLesson Procedures (Launch, Lesson Core, Closure)
 
SS LP – Grade 4
Context: The last lesson on Prehistoric Indians, the first on Mound BuildersAllotted Time: 40 minutes
1.
Make 6 boxes (2 for each tribe) and fill them with artifacts that helpthe students fill out their chart.
2.
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.
3.
Label the boxes “For archaeologists eyes only; Found at the ____________ dig site”
4.
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.”
5.
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.
7.
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.
9.
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.
10.
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.
13.
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
14.
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.
17.
Walk around and help students during this round. If you notice the
Katie Grindley – Fall 2010
 
SS LP – Grade 4
groups are struggling, give them trips on more successful team work.18. After 10 minutes have the students finish up and repack theirboxes.19. Rotate the boxes so each group gets a different mound buildergroup20.repeat 15- 1821. Rotate the boxes one last time and repeat 15-17
22.
take the boxes away and have students look at their handout23.Describe the functions of the actual mounds.24. Go over handout by having students raise their hands andanswer or come draw on the board.
25.
Add any interesting facts about the information. Ask students forpredictions about how they knew certain things.26. Ask for any questions27.Have students turn papers in.Work sheets will be graded on completion – 5 pointsA unit test will be given over some of the information covered.ArchaeologyMound buildersPrehistoricArtifactsMound Builder Worksheet
Katie Grindley – Fall 2010
AttachmentsKey ConceptsStudentSummativeAssessment (for the unit/chapter assessment)

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