Exploration ¢ Middle School ¢ CAN YOU DIG IT? M MinoWorks RESOURCES”MindWorks Resources strives to provide exciting, engaging, and fun lessons and materials that promote critical thinking, problem-solving, and reasoning skills in support of the school day. Special care is taken to ensure materials are age and skill appropriate. MindWorks Resources provides these materials for differing demographics intemationally, and thus asks you, as an individual program, to review lessons and materials prior to conducting activities for appropriateness for your particular environment. Often, lessons will indicate use of specific book pages or game pieces; this is generally to allow access to. compelling materials in a controlled way. All materials should be used with direct adult supervision. Program instructors may modify lessons and materials as needed to conform to individual program standards © 2017 MindWorks Resources Incorporated All rights reserved. The activities and illustrations within this manual may be reproduced by the sole individual owner of this publication for single classroom or educational purposes only and may not be redistributed in part or in whole. This work may not be reproduced or copied in its entirety in any form or by any means - graphic, electronic, or mechanical - without express written consent from the publisher. Printed in the U.S.A, MinpWorks RESOURCES” www.MindWorksResources.com Exploration + Can You Dig t? + Middle Schoo! 2 © 2017 MineWorks Resources IncorporatedMindWorks Curriculum Components Included in each Teacher's Guide: 3D ) ”’ overview - This section provides a brief description of what students experience in the subject over the course of the week. Read this to gain an understanding of the scope of activities for the week. roject Based Learning Voice and Choice - Project Based Learning (PBL) activities in the Voice and Choice section ate designed for programs utilizing the optional MindWorks PBL component. Review the driving question included in the beginning of the Teacher's Guide at the beginning of each week to support the PBL daily voice and choice. ©) © Objectives - The activities and topics in each subject are matched to national standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial literacy. On occasion, state standards will be listed as well. Reference these standards as necessary in grant applications, conversations with school district employees, state education representatives, etc. Objective numbers are not referenced due to the many duplications across state and national standards. Career Connections - This component helps instructors guide students in drawing parallels fom the lessons to various related careers. This helps students to link their career options with their unique skills, encouraging optimal success in families, careers, and communities. Remind students what they learn now allows them to discover their individual strengths and interests, to consider and outline career goals, and to focus their thought processes to achieve desired lifestyles. Materials List - Divided between materials provided by MindWorks and materials the instructor should gather, the comprehensive list at the beginning of each set of lessons includes everything needed for the week. Check the availabilty of the listed items on the master list, and gather the materials listed in preparation for a successful week. e Y pre. and Post-Test Questions and Answers - Each subject includes both a pre- and post-test for students, as well as answer keys for the instructor. This allows both the + Can You Dig t? + Middle Schoo! © 2017 MincWorks Resources Incorporatedinstructor and the students to assess the students’ knowledge. skill, and abilities. Copy and give students a pre- and post- test, or administer the test as a large group. Modify the version of the test, if appropriate for your group. Collect data to show improvements between before and after learning and to measure lesson effectiveness. 8 Technology Extension Activities - The Technology Extension Activities (TEA) are designed to provide opportunities for students to explore and apply technology tools or concepts in meaningful ways. These supplemental activities build upon the learning throughout the unit and are intended to be flexible in their implementation. Allow time for students to complete extension activities, communicate extension activities to families, or use these activities at another program time. All TIEAS are found on the MindWorks Resources website Core Vocabulary - Each subject includes a list of core vocabulary taught in the lessons, as well as related extension vocabulary. Review this list prior to the unit and each day's lessons as necessary to become familiar with words and concepts. Websites - Near the back of each book, instructors will find a handy list of websites that are referenced in daily lessons. These websites provide examples to show during the lessons, pictures that reinforce key lesson concepts, videos that relate to the topics, and interactive sites for extension activities. Share this list with the. technology department and request assistance to ensure firewallls do not block access. Preview sites for their appropriateness for your student audience. Included in each day's lesson: Materials List - A materials list for each individual lesson helps the instructor know what materials he or she should gather in order to complete that particular lesson successfully reparation — This section provides the instructor with a list of items that need to be prepared prior to beginning the lesson. Prepare for a successful lesson by completing the tasks listed in this section, Entry Event - Each lesson begins with a hands-on or mind-engaging experience. This component's purpose is to hook students in the learning process. It Exploration + Can You Dig t? + Middle Schoo! 4 © 2017 MineWorks Resources Incorporatedmay involve using an object, event. or question to engage students in the topic for the day, which then seamlessly transitions students into the discussion and activity. a) ( SS” pre-and Post-Activity Discussion - Each lesson’s pre- and post-activity discussions ensure key learning opportunities. The purpose of the pre-activity discussion is two-fold fist. it transitions students from the entry event to the content of the lesson and activity; and secondly, it reviews the concepts taught in previous lessons so students are consistently receiving review and preparation for the post-test at the end of each set of lessons, The post-activity discussion provides a time for students to process, summarize, and review that day’s lesson and activity. This allows students not only to explain their understanding of the day's concepts and processes, but to solidify the concepts covered in the lesson. Read these discussions before beginning lessons. Determine if you, as an instructor need to read the script as written or read the underlined summary sentences and lead the content of the discussion to support these. (AIR) eC NES rg tree re re ee students in a learning experience. Follow the outlined instructions to bring excitement, energy, and enjoyment to leaming as lesson concepts “come to life” for each student, © Social-Emotional Learning - Some daily lessons include a social-emotional learning component. When applicable, this section provides suggestions for ways to promote social and emotional development in connection with the daily activity. Read the information to determine if its pertinent to the students you serve, and discuss with them as appropriate. Reminder - Only certain lessons contain reminders. Look for reminders that are included when preparation is necessary for an upcoming day. ~ C Extension Activities - These supplemental activities build upon each day's learning to provide additional opportunities to explore lesson concepts. Allow time for students to complete extension activities, communicate extension activities to families, or use these activities at another program time, Exploration + Can You Dig t+ Middle Schoo! © 2017 MinctWorks Re urces incorporatedVoice and Choice - The Voice and Choice suggestion in each daily lesson provides ideas for connecting each day's lesson to the over-arching PBL component project. Implement these icleas to build to the culminating PBL event, described in the optional PBL Facilitator's Guide. Exploration + Can You Dig t? + Middle Schoo! 6 © 2017 MineWorks Resources IncorporatedOverview This week in Exploration, students will learn about anthropological careers that help us better understand how people from the past adapted and lived in their environments; how animals were raised and lived among humans; and how archaeologists use ethnography, or the scientific study of the customs of different people and cultures, to learn more about the past. Project Based Learning Project Based Learning (PBL) Voice and Choice activities included in the daily lessons are for programs utilizing the optional MindWorks Project Based Learning component. Campuses utilizing MindWorks PBL Component begin the week by discussing with students the driving question for the unit. Driving Question for Can You Dig It? How can we create a virtual travel experience? Social-Emotional Learning This Exploration provides an opportunity for students to broaden their social awareness through learning and discussing different fields of science related to anthropology, Students will discuss how their own family’s customs and traditions are similar to or different from others living in their community. + Can You Dig t? + Middle Schoo! 7 © 2017 MinctWorks Resou 1s Incorporated© Objectives Use critical thinking, scientific reasoning, and problem solving to make informed decisions and know the contributions of relevant scientists * Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends * Describe how biodiversity contributes to the sustainability of an ecosystem + Know that natural events can impact Earth systems * Know that interdependence occurs among living systems and the environment and that human activities can affect these systems Exploration + Can You Dig t? + Middle Schoo! 8 © 2017 MineWorks Resources IncorporatedCareer Connections Archaeologist - an expert in human history and the excavation of ancient sites Aviation archaeologist - 2 person who looks for and studies aircraft that has crashed Battlefield archaeologist - one who studies artifacts found at different battle sites Bioarcheologist - a professional who studies bones and other prehistoric remains that were once living Entomologist - a person who studies insects Geologist - a professional who studies rock formations and the Earth Household archaeologist - an expert who studies the remains in homes of the past Landscape archeologist - one who studies the ways people lived in a specific environment Nautical archaeologist - one who studies human interactions with the sea, lakes, or rivers + Can You Dig t? + Middle Schoo! 9 © 2017 MincWorks Resources Incorporateda x — Materials List noudee by MindWorks Archaeology for Kids by Richard Panchyk Cake pans Com starch Rice Mini craft sticks Tweezers Paintbrushes. Index cards Dice Blocks Chenille stems Not Provided by MindWorks Scissors, Tape Clean recyclables Pencils Permanent markers Alarge, open wall space Markers Clear plastic bag with discarded items Exploration + Can You Dig It? + Middle Schoo! 10 Modeling clay Feathers String Kraft paper Index cards Washers Tape measures Picture cards Copy paper Masking tape Newsprint Colored pencils Internet and viewing device with speakers (optional) Scratch paper Airtight container Digital camera (optional) Craft materials from around the room Sticky notes or other small pieces of paper © 2017 MineWorks Resources IncorporatedPre- and Post-Test Answer Key Give each student a pencil and a copy of the Pre-Test located on page 50, or read questions aloud and have students record A, B, or C as answers on a sheet of paper, taking no more than five minutes. Collect finished tests 1. What do you call the scientific field of study relating to human history? A. astrology B. archaeology C. criminology 2. What do you call an archaeologist who studies the ways people lived in a specific environment? A. nautical B. maritime C. landscape archaeologist archaeologist archaeologist 3. What do you calll the scientific study of animals from a particular region? A. flora B. fauna C. flota 4, What do you call the study of aircraft crash sites? A. aeronautical B. marine archaeology —_C. geoarchaeology archaeology 5. Whats the scientific study of the customs of different people and cultures? A. ethnography B. zoology C. pharmacology 6. For what was Professor William Rathje known? A. the study of ancient jewelry B. the study of pottery _C. the study of garbage Exploration + Can You Dig t+ Middle Schoo! " © 2017 MincWorks Resources IncorporatedDay 3: Creatures Among Us Materials Provided by MindWorks Resources: * Archaeology for Kids by Richard Panchyk * Chenille stems * Modeling clay © Feathers Not provided by MindWorks Resources: © Scissors © Airtight container * Digital camera (optional) ‘* Craft materials from around the room Included in Subject Guide: * No other support materials are needed Preparation Read Background Knowledge and Fun Facts for Instructor in preparation for the discussion with the students. This information is designed to give the instructor background knowledge to guide the discussion. Itis designed to be used organically rather than as a scripted discussion. * Gather craft materials from around the room in preparation for the Activity. * digital camera is needed for optional use during the Activity. * Pre-read page 18 of Archaeology for Kids in preparation for the Post- Activity Discussion. Exploration + Can You IMidtle School 27 © 2017 MincWorks Resources IncorporatedLesson Focus * Students will learn about the field of zooarchaeology (zoh - ark - ee - ol - o-gee,) Reminder * The modeling clay, chenille stems, and feathers provided in the materials kit must be equally distributed for use throughout the entire nine weeks. Failure to monitor the amounts being used by students may result in a shortage of supplies toward the end of the nine weeks. é )) Background Knowledge and Fun Facts for Y’ Instructor * Zooarchaeology is the study of faunal remains, or the items animals leave behind when they pass away. Some examples include bones, fur, hair shells, teeth, antlers, etc. * Zooarchaeologists are interested in the animals that lived in an area and how they might have interacted with humans. * Fun facts about zooarchaeology. - One of the first steps z00archaeologists take is to determine if an animal was a mammal, fish, bird, or reptile - Looarchaeologists compare recent bone samples that are found to older bone samples from the same area = Zovarchaeologists work for museums, universities, and conservation groups. - Teeth and limb bones are the most important items that help a zooarchaeolagist determine the age of an animal when it died. - Sometimes a skull can be used to determine if an animal was a female or male. Exploration + Can You Dig t? + Middle Schoo! 28 © 2017 MineWorks Resources Incorporated(’) : a © Suggested Discussion Starters What types of animals are native to your town or community? Describe some of the animals. Have you ever noticed the remains of an animal while out hiking or walking in a park? If so, is this animal common to your area? Would you rather spend a day researching different types of animals that once lived in your area or spend a day researching pottery found at an ancient site? Describe why you would prefer one over the other. @ Activity Tell students they will work in pairs to create a model of an animal recently discovered in their area, Divide stucients into four groups for the purpose of sharing materials. Divide each group into pairs Give each pair the following materials: - Chenille stems (2 per pair) - Modeling clay (1 section per group) - Access to the following materials ° Feathers ° Scissors ° Digital camera (optional) ° Craft materials from around the room Provide pais with the following instructions: - Brainstorm ideas for an animal that has recently been discovered among ancient ruins near your home. - Decide if the animal is a mammal, reptile, bird, or type of fish - Use the chenille stems and other craft materials to create a three- dimensional model of the animal - Actas a zooarchaeologist, and create a one-minute presentation on what you think the animal might have eaten, how it survived, and if it lived in a group or was solitary and lived on its own. Exploration + Can You Dig t+ Middle Schoo! 29 © 2017 MinclWorks Resources Incorporated* Optional: Use a digital camera to photograph the animals before disassembling them * Once pairs have completed the Activity, collect and store the modeling clay in an airtight container for use with the next group of students. Post-Activity Discussion Discuss how zooarcha ists often work with other archacologis « Describe some of the features of your newly “discovered” animal. = (Answers will vary.) * Zooarchaeologists study fauna, or the animal life in a particular area What are some of the common animals in your community or state? Describe the animals and some of their traits - (Answers will vary.) * A zooarchaeologist might work with a landscape archaeologist to better understand how the animals in an area interacted with the people. For example, many past cultures not only relied on animals for food but also used their hides for shelter or clothing, their bones as tools, and teeth as decorative objects. What are some different ways you have seen animal remains used by people? Describe some of your observations. - (Answers will vary.) Briefly discuss the other information that zooarchaeologists might be able to learn about a group of people by studying the animals that lived in the area. * Locating and studying the fauna in an area can also help zooarchaeologists understand when a group of people traveled and lived in an area and clues about how they hunted and survived. If you lived thousands of years ago, what season do you think might have been the most ideal for living in your area? Which season do you think might have been the most difficult for living in your area? Share some of your ideas. = (Answers will vary.) Read aloud the section on “organic matter" on page 18 of Archaeology for Kids * In addition to studying the animals in an area, zooarchacologists might work with others to learn more about other types of organic matter in an area. Exploration + Can You Dig t? + Middle Schoo! 30 © 2017 MincWorks Resou es Incorporated* Read aloud the section on organic matter, and show the picture on page 18 in Archaeology for Kids. * Would you rather study animals or plants from the past? Why? - (Answers will vary.) Optional Review of Previous Concepts ‘* What do you calll the scientific field of study relating to human history? - (Archaeology is the scientific field of study relating to human history.) * What do you call an archaeologist who studies the ways people lived ina specific environment? - (Alandscape archaeologist studies the ways people lived in a specific environment.) Reminder * Collect and store the modeling clay in an airtight container for use with the next group of students. 4 («) Extension Activities Ww * Create a museum gallery featuring the newly “discovered” animals. * Lear more about zooarchaeology on the following website: = http://campusarch.msu.edu/?p=4531 * Leam about some current archaeological digs on the following website: - _https://digventures.com/digital-dig-team/ PBL Voice and Choice This suggestion is designed for programs utilizing the optional MindWorks Project Based Learning component. Reference the driving question, included on page 7, and read the additional PBL Facilitator's Guide for more information. * Students can create a video documentary featuring some of the “discovered” animals from their area ? + Middle School 31 © 2017 MincWorks Resources Incorporated