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Dig 2009
| Unit: Archaeology (Annual Dig) | Grade: 6 |
| Established Goals (Standards) NETS and Grade 6 Curriculum | |
| a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. e. communicate information and ideas effectively to multiple audiences using a variety of media and formats. f. collect and analyze data to identify solutions and/or make informed decisions. g. use diverse perspectives to explore alternative solutions. h. understand and use technology systems. i. select and use applications effectively and productively. j. writes to inform /explain, logically organizing and presenting purposeful information k. writes to influence/persuade with a controlling idea and persuasive supporting evidence l. uses supporting events and/or details that are appropriate and effective for the established context m. establishes believable connections and/or relationships between events, actions, details, and/or characters n. explain and give examples of how the arts, other artifacts, traditions, beliefs, values, and behaviors contribute to the development of culture | |
| Enduring Understandings | Essential Questions |
| We make interpretations about the past based on evidence from material finds. Interpretations about the past are relevant to our own lives today and in the future. Our understanding of the past in incomplete and changes as new evidence is discovered. |
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| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding |
| Goal: Students use both their experiences during the annual dig unit and the evidence/artifacts from the dig to create a theory about the former inhabitants of our dig site Role: Students are both archaeologists and documentary film makers. As archaeologists they participate in all aspects of an excavation, including discussion of the implications of their team's finds. As documentarians, they tell the story of the former inhabitants by combining their analysis of artifacts with the video and photos they captured of the dig process itself. Audience: Teacher, students, internet Situation: Students work collaboratively on the dig (2 teams per class) and then either individually or collaboratively to create this project Product Performance: Students will create some kind of digital story incorporating their theories and evidence from the dig. Options would include movies (iMovie), voicethread etc. Extension: Students can: a. critique the interpretations of other students; b. debate their different theories of the 'ancient' culture | (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize) Explain: Students explain the experience of the dig and the roles of each team member. Apply: Students apply the techniques of digging, recording and curating artifacts. Interpret: Students interpret the meaning/implication of their finds to hypothesize about the lives and culture of the site's inhabitants. Self-Knowledge: Students reflect each night on the day's dig, including their role and their changing view of the culture. Empathize: Students will discuss and reflect on the different interpretations of their peers. They will realize that their is no definitive answer possible in many cases; instead there are plausible theories supported by evidence. |
| Lesson Notes: Each year Grade 6 engages in a week-long archaeology dig. Though this is a simulation almost every aspect of a dig is incorporated. This assignment is a final assessment. | |
jamesdisb |
Latest page update: made by jamesdisb
, Oct 10 2009, 4:24 AM EDT
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