The Artifact Problem

Student Learning Activity

About the Smithsonian Scientists Site

We are working with Smithsonian Scientists to design classroom learning activities which interact with their areas of expertise and provide opportunities for the development of science literacy. The Artifact Problem relates to Dr. Stanford stories about becoming an archeologist. It provides an excellent stimulus for students to become involved in several science standards that have not been emphasized in the traditional science curriculum, specifically Science Inquiry, Science and Technology, and Science and Personal Perspective. Students will investigate and experiment with planning, map making, drawing to scale, record keeping and comparison of results.

Content Area and Grade Levels

While archeology and anthropology are not mentioned specifically in the science content standards, these social science areas have much to offer the science curriculum and meet many of the new standards as noted below. Students will learn about archeology and the tools and scientific inquiry used in this field. The use of graph paper and drawing of maps to scale also support the NCTM mathematics standards. The activity is appropriate for upper-elementary or middle school students.

Science Standards

This activity relates to standards in the following areas:

• Science Inquiry (K-4 and 5-8): abilities necessary to do scientific inquiry and understanding about scientific inquiry;
• Science and Personal Perspective (K-4): characteristics and changes in population, changes in environments; and (5-8): populations, resources, and changes;
• Science and Technology (K-4) and (5-8): abilities of technical design role of tools in scientific inquiry;
• The NCTM standards in the area of measurement are also relevant to this project.

Resources Needed

You will need to have a large outdoor area in which to engage students in this simulation. It is possible to use a gym or large indoor area, but it will not be as realistic a learning situation. In addition, each group of students will need the following tools:

• a compass
• graph paper using one-inch squares
• a ball of string
• a yard or meter stick

Implementation Overview

If your students have not had much experience with drawing maps or using graph paper to draw to scale, you might want to introduce this project by asking them to draw a familiar room such as their classroom or a room at home. You may want to provide other graph paper activities such as copying a large design such as a flag or sign and then transferring it using a scale such as one foot = one inch.

1. Divide your class into small groups and introduce them to the Artifact Problem. Show them each of the tools and ask the groups to describe how these tools might be used. Have them talk about how they will use these tools in making their maps. Ask them questions to help guide their thinking:
   • What is a reasonable graph paper scale for your maps?
   • What kind of measuring tool will you use and how will you make it?
   • Why do you think a compass might be important when making a map?
   • When you search for artifacts, what strategies will you use?
2. Find a section of the playground or surrounding land that can be used to simulate a dig. Plant several artifacts in random locations on the land. You may be able to have different dig areas for each group if you have a lot of land around your school. If not, allow one group at a time to be archeologists, and then make sure the objects are not disturbed before the next group has a turn.
3. Allow the groups time to make their maps and share their findings with the class.
4. Encourage reading and study across the curriculum related to archeology, the social studies of early humans and native Americans. Discuss what archeology might tell us about the movement and change in populations. You may want to include additional mapping activities.

Entry Level and Skills

This is partially covered in the implementation strategies. In addition it is important to understand and be able to implement cooperative learning and an inquiry approach to science. Basic skills involved include: drawing to scale, using graph paper, using a compass, and making a measurement tool. Students may choose to use string and mark the area with foot and yard (or appropriate meter marks) in order to engage in measurement over long distances. However, this is an inquiry lesson and students should be given time to create and try out different measurement devices. They might also want to use a carpenter's plane as well as a compass to ensure they are measuring in a level and a straight line.. protractors might also be used.

Evaluation

Students will engage in peer evaluation of their products and strategies for finding objects. They will discuss what strategies seemed most effective for finding the artifacts. They will look at each other's maps and talk about which maps are easiest to follow. Since evaluation is a process, if the time is possible, students may be given the opportunity to follow each other's maps. Then each group could have a chance to redo its map in order to make it easier to use. This iterative design process is an important aspect of the standard related to technology and science and helps students to develop a disposition to use skills, abilities, and attitudes related to science.

Teachers might want to plan an archeology night and invite parents and members of the community to come and explore the class's digs. Each student product (maps), as well as the questions and strategies used in this project, can be included in student journals or portfolios.