2. Teacher and/or students
define site. Students then
divide into smaller groups and each group
goes to some other area of school (library,
gym, art room, cafeteria, etc.) and makes
a list of the artifacts there.
3.
Students return to classroom with lists. They
present their list to the rest of the class
who try to figure out what site is represented.
They can discuss what types of artifacts make
it easier to identify the site-these would
be “diagnostic” artifacts (see
vocab sheet). Keep track of how many artifacts
it took to identify the site.
4. Students and/or teacher
define feature. Either as
a class or in smaller groups students go out
to the playground. Using large pieces of paper
and a measuring tape, students make a map
of all the marks on the ground in the playground
(areas of scuffed dirt, holes in the ground
where the swing set poles are, etc. but not
the playground equipment itself).
5. Students return to the
classroom and analyze the map. Is it possible
to tell what pieces of equipment are represented
by the marks? What else can you determine
from these features?
