Wednesday, October 17, 2012

"Digging In" to Archaeology

Next week we'll be starting our class archaeological dig. Be sure you wear (or bring) clothes and sneakers that you don't might getting dirty. You will use tools like spades, shovels, sifters, rulers, brushes, and magnifying glasses to uncover artifacts.

Your group is responsible for the scientific analysis of the artifacts, scientific sketches, and longer write-ups of what you think the artifact is. All of the expectations and requirements have been handed out. They are attached below as well.

It's really important to take good notes during the dig!

Groups find all kinds of cool artifacts--Some are easier to identify than others.

Be sure to document all scientific measurements, and write the artifact analysis.

Groups that work well often share information and discuss their ideas.

Be sure you stay focused and on task during the dig days--you will do much better on the project that way.

The old dig was at Pollard, but the High Rock one will look very similar.

Keep track of all your group's artifacts as the dig progresses!
Next week we will be “digging in” to learn about archaeology. On dig days, students should wear old clothes to school, and wear or bring an old pair of sneakers. Dig days will take place outside (weather permitting) on the following dates:

    Tuesday, October 23
    Thursday, October 25
    Friday, October 26

Students will work with a group to dig, analyze, and write-up their conclusions about the artifacts they find. At the end of the project, each group will hand in their notes, drafts, sketches, and final typed report for evaluation.

During the week of the dig, students will be working on their artifact write-ups and scientific sketches. These reports are considered a unit project, and will be graded accordingly. All written material aside from the scientific sketches must be typed and printed before the due date.

Students receive detailed instructions about this important project, including a rubric, task list, example work, and support in class and after school.

Thanks for your help!

Analyzing Artifacts

1. A scientific sketch for each artifact is appropriately colored
  • Has a title
  • Has at least 3 labels to explain what it is
  • Includes required measurements
  • Fills the paper/shows the artifact from different angles
  • Shows what the entire artifact may have been (extrapolation)                                                              
RSCH_____ /6

2. A write-up for each artifact giving the physical properties
  • Length
  • Width
  • Height
  • Mass
  • Magnetic attraction
  • Odor (if any)
  • Texture
  • Hardness
  • Material the artifact is made of (an educated guess)
  • Color/Description 
  • Shape
RSCH____ /11

3. A written explanation of what your group believes the artifact to be
  • Name/explain what the artifact is
  • An educated guess about what the entire object used to be
  • Estimated age of the object
  • How the object is connected to others at the dig site
  • How the objected ended up where you found it
  • How the object is related to the other objects in your group (if at all) 
  •  How the object is related to other groups’ objects (if at all)
RSCH____ /14

4. Working collaboratively and staying on task
  • Communicating with group all members
  • Sharing work equally
  • Handling the artifacts carefully
  • Putting forward your best effort 
  • Staying on the task at hand
PROF____/ 10

5. Meeting or exceeding the requirements of the project
  • All artifacts have write-ups, sketches, and analysis
  • A cover sheet includes the group’s names and block 
  • All work is submitted by the assigned due date.
PROF____ /3

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