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Ms.

Berry 7th grade math

Lesson Cycle (Gradual Release of Responsibility)

Lesson Title/Topic: Career Fair

Standards: 127.3 (c) (1) (A) analyze and discuss the initial results of career assessments

Lesson Objectives: students will analyze Assessment: students will complete
the process and outcome of becoming an archeologist chart.
archeologist by completing chart with 80%
accuracy.

Materials:

The teacher will: The student will:
 Ask “who has seen Indiana Jones?”  Answer leading questions.
o “who has seen Atlantis?”
o “What can you tell me about
the Egyptian pyramids?”
o “who is Cleopatra?”
o “do you like to play
outside?”
o “do you like to explore?”

Teacher Input (I Do):  Learn and identify functions of
[Intro to career] archeologists.
Go over poster with the following facts  Learn job requirements and salary
with class. for archeologists.
What do archeologists do?
 Archeologists dig (excavate) for
clues.
 They uncover untold stories of
humans and civilizations.
 Analyze artifacts found during
excavation.
 Use information to develop
timelines, connect civilizations,
write reports, and teach to others.
Why it is important
 Help understand our past.
Ms. Berry 7th grade math

 Explain cause and effect of how
human nature has evolved over
time.
 By knowing our pasts, we can make
more informed inferences about our
futures.
Job availability
 Universities
 Museums
 Government
 Private companies
 Field study
Job salary
 Ranges from about $30,000-
$100,000.
 Average salary with advanced
degree with several years of
experience and credentials is
$45,000.
How do I become an archeologist?
 Bachelors in Art or Science.
 Major in anthropology or
archeology.
 For supervisory roles you will need
a master’s or PhD.
 Extensive field work
 Possible excavation permit
Ask “are there any questions?”
 1-minute discussion
 “who wants to play in some sand
and bring the excavation in the
classroom?”
Guided Practice (We Do): Before  Complete a “dig”
allowing students to start give a brief  Identify artifacts and their
description. functions.
 After archeologists have exhumed  Create a new civilization based on
artifacts they carefully clean and the artifacts they found.
inspect them.
 They will categorize and think
critically about what each artifact
means, and how it played a role to
the person(s) that left it behind.
 Each item tells a story.
 Pass out charts to each student.
 Students will get in groups of 3.
Ms. Berry 7th grade math

 Students will use tools to complete
a “dig” in class.
 Students will have 3 minutes to
excavate.
 Students will have 2 minutes to
clean, and select 3 items to catalog.
 Students will have 6 minutes
complete chart for artifact
identification.
 Students will have 4 minutes to
work with a partner and come up
with a summary of a made-up
civilization that uses artifacts found
in dig.
 Students may keep one artifact and
return the others to the box.
 Discuss with the class.
 Have students clean up and replace
supplies.

Independent Practice (You Do): Students  Complete a timed “dig”
will be given individual “dig” boxes  Answer questions on chart and turn
 Pass out chart. in.
 5 minutes to beat the clock.
 Each student will excavate and
build 3D dinosaur puzzles.
 Students will have time to finish
chart that explores various
dinosaurs found.

Closure:  Discuss what they have learned
 Allow time for questions or during the lesson.
comments.
 Have students mix-pair-share and
answer “what did you find
interesting about this activity?”

Bloom’s Level(s) Technology Integration
 Students should be at the explore  In the class room students can work
level of Bloom’s Taxomy by the through a Nearpod presentation to
end of the lesson. learn about what archeologists do.
Ms. Berry 7th grade math

 The learner will be able to record,  For on location method. Show
observe, and generalize students slides of different dig
information. sights.
 Show students how they can use
google earth to look at dig sights.

Extension: Reteach:
 GT students (listed and attached for  For students with learning
each class) will work on an disabilities, ESL, or do not pick up
independent project. the concept.
 Students may participate in the  Work with them directly to ask
“dig” activities. guided questions.
 GT students will complete chart  Use treasure hunt worksheet that
with the help of online tools and explains the different items they
other research for independent find and how many they are looking
practice. for.
 Students will be assigned a well-  For each item they find have them
known ancient sight. answer “what it is, and what they
 They will answer questions about would use it for?”
how archeologist played a role in its  Discuss how if we found this in the
discovery. ground somewhere we have never
 Along with guided questions been, we could start to come up
students will think critically about with ideas about how people lived
how civilizations lived in this time there.
 Students should put themselves in  Give specific examples. (i.e. if they
the time and think about what was found gold coins and a diamond
there then that we do not have any ring you might think someone
more. wealthy lived there)
 What do we have that they didn’t?  Link these concepts to the job
 What do have now, or do now that functions of an archeologist.
is the same?
 Express that this should be critical
thinking.
 Explore the different ways they
built things, cooked things, and
communicated.
 For closure have students journal
their opinion about ideas or beliefs
they would like to see in our day
and vs versa.

Accommodations / References:
Modifications: https://www.environmentalscience.org/career/archaeologist
504-getting started
Ms. Berry 7th grade math

 Give clear instructions.
 Have student come up with
“magic word” for
beginning work.
 Give student individualized
focus that will involve
student and lead into work.
504-Study skills
 Provide student with a well-
structured study check list.
 Stand near by student to
insure they begin quickly.
IEP-
 Utilize manipulatives to
insure hands on activities.
 Provide a detailed example
of how the chart should be
filled out.
 For sensory issues, have
gloves and apron available
for less mess.