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Lesson Package Name: Historical Artifact Discovery

Grade: 6/7 Subject: Social Studies

Jesse Littlelight - Pre-field trip lesson plan


Edgar Alejandro Mujica - Field trip lesson plan
Brian Brito - post-field trip lesson plan

OVERVIEW SHEET

Rationale: It is important to teach students how to become comfortable searching for


information on the internet and other variety of sources. Scavenger hunts help facilitate this
lesson because it requires students to complete a series of questions designed to acclimate
them to a variety of research tools.

Overview: Students will have the opportunity to demonstrate their research skills by
identifying a historical object from the Parksville Museum. This Unit is divided into three
stages: Pre-field trip, field trip, Post-field trip. The pre-field trip lesson focuses on giving
students an opportunity to explore with the resources available the identification of an object.
The field trip will allow students to further investigate and learn about their historical object
and its historical significance. The post-field trip lesson provides the opportunity for students
to share their learning in an oral presentation and discussion.

Established Goals (big ideas):


● English Language Arts 6/7- Questioning what we hear, read, and view contributes to
our ability to be educated and engaged citizens.
● Social Studies 6- Media sources can both positively and negatively affect our
understanding of important events and issues.

Essential Question(s):
● What is the purpose of your object?
● How will you find out what it is?
Core Competencies:

Thinking

Creative
● Generating ideas
● Developing ideas
Critical
● Question and investigate
● Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and
analyze ideas; and communicate findings and decisions.
● Ask questions, corroborate inferences, and draw conclusions about the content and
origins of a variety of sources, including mass media.

Content:
Social Studies 6/7
● Features and characteristics of civilizations
● Oral language strategies
● Features of oral language
● Presentation techniques

Students will be able to: (competencies)


● Use Social Studies inquiry processes and skills to — ask questions; gather, interpret,
and analyze ideas; and communicate findings and decisions
● Construct arguments defending the significance of individuals/groups, places, events,
or developments (significance).
● Sequence objects, images, or events, and recognize the positive and negative aspects
of continuities and changes in the past and present (continuity and change).
● Synthesize ideas from a variety of sources to build understanding
● Exchange ideas and viewpoints to build shared understanding and extend thinking.

Students will know: (content)


● Features and characteristics of civilizations
● Oral language strategies
● Features of oral language
● Presentation techniques

Pre-Trip Lesson
Specifics of all the materials are included:
● Museum Powerpoint Slide-Link to images of museum items for students to view and
form hypotheses about.
https://docs.google.com/presentation/d/1XZNAmUdC5UbzkyzITgPuw_QfKXXM9oXpsZgexsV
qBK4/edit?usp=sharing
● Museum Item Worksheet-Link to the worksheet for students for the lesson
https://docs.google.com/document/d/1QzYdhCke1Bq35Dd1WzVFvlny6RAbmlvSb9Q57M89k
8M/edit?usp=sharing)

● Museum Pre-trip Pictures-Link to images of each of the historic artifacts. Each


student group should get one artifact to look at and study.
https://imgur.com/a/Yu3Aa
● Parksville Museum Youtube Video-A brief video about Parksville museum and its
historic significance.
https://www.youtube.com/watch?v=xx4lM-8jvZc&t=117s

Museum Visit Lesson


Specifics of all the materials are included:
● Spare phone/ipads/camera
● phone/ipad chargers
● Photos of students artifacts, including list of who has been assigned to which
artifact

Post Museum Trip


Specifics of all the materials are included:
● Worksheet for students to record a fact about the objects presented by their
peers.
● Visual aid: picture of the object
● Phones/Ipad - to take photos of artifacts around their original artifact.
● Photo of artifact they are trying to find
● Notebooks

Points of Assessment:

Pre-Trip Lesson
Formative Assessment:
Write- Write will be activities in which the learner will have a chance to work with written
activities such as worksheets
Say- Students will work in groups to form hypotheses and ideas about possible origins and
uses for historic artifacts

Summative Evaluation:
Museum Item Worksheet & Debrief
Write-Museum Item Worksheet completion
Say-Class Debrief of each group's hypotheses on origins and uses of historic artifacts

Museum Visit Lesson


Formative Assessment:
Write- Students will be taking notes and new information that they have found out during the
field trip. They will also answer the three questions they had of their mystery artifact.
Say- Students share with each other the new artifact that they have discovered and as a
group they will investigate how these new artifacts all are related to each other and the
original mystery artifact.

Summative Evaluation:
Write- Museum Notes
Say- Students will share with peers about their original artifact, what their hypothesis was and
if they were correct

Post Museum Trip


Assessment Tool
● Group presentation
Evaluation
● Student’s presentation contain the following components: answers to the pre-field trip
questions, each student participated, one visual aid, chronological order.
Parksville Museum Pre-trip Lesson
Subject: Socials Grade(s) 6-7 By:Jesse Littlelight

Rationale
It is important to teach students how to become comfortable searching for information on the internet and other
variety of sources. Scavenger hunts help facilitate this lesson because it requires students to complete a series of
questions designed to acclimate them to a variety of research tools.
Big Ideas
● English Language Arts 6/7- Questioning what we hear, read, and view contributes to our ability to be
educated and engaged citizens.
● Social Studies 6- Media sources can both positively and negatively affect our understanding of important
events and issues.
Curricular Competencies
● Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions
Key skills
● Collect and organize information on a topic/item of your choice
● Draw conclusions from collected information
Content
● Features and characteristics of civilizations
Learning Intentions
● I can gather and form my observations together to form a hypothesis.
Materials and Resources
Teacher Student

● Museum Powerpoint Slide-Link to ● Museum Pre-trip Pictures-Link to images of each


images of museum items for of the historic artifacts. Each student group should
students to view and form get one artifact to look at and study.
hypotheses about. https://imgur.com/a/Yu3Aa
https://docs.google.com/presentation/d/1XZN ● Museum Item Worksheet-Link to the worksheet
AmUdC5UbzkyzITgPuw_QfKXXM9oXpsZgex for students for the lesson
sVqBK4/edit?usp=sharing https://docs.google.com/document/d/1QzYdhCke1Bq35Dd1
WzVFvlny6RAbmlvSb9Q57M89k8M/edit?usp=sharing)
● Parksville Museum Youtube Video-
A brief video about Parksville
museum and its historic significance.
https://www.youtube.com/watch?v=xx4lM-
8jvZc&t=117s
Formative Assessment:
Write- Write will be activities in which the learner will have a chance to work with written activities such as
worksheets
Say- Students will work in groups to form hypotheses and ideas about possible origins and uses for historic artifacts

Summative Evaluation:
Museum Item Worksheet & Debrief
Write-Museum Item Worksheet completion
Say-Class Debrief of each group's hypotheses on origins and uses of historic artifacts

Lesson Activity
Teacher Activity Student Activity Pace*

Introduction

Hook- Play Youtube video introducing


Parksville museum and its historical
significance
https://www.youtube.com/watch?v=xx4lM-
Students before they watch the video clip should be
8jvZc&t=117s
asked to think about-
● What time period do you think these
Have a discussion about the video, have
buildings and objects are from?
students share their answers to the questions-
● Why might these buildings and objects
● What time period do you think
have been preserved?
these buildings and objects are
from?
● Why might these buildings and
objects have been preserved?

Transition from the video into the Powerpoint


Slides-
https://docs.google.com/presentation/d/1XZNA
mUdC5UbzkyzITgPuw_QfKXXM9oXpsZgexs
VqBK4/edit?usp=sharing
As the teacher goes through the powerpoint pictures
Each slide contains a picture of a artifact from have the students thinking about for each picture-
the Parksville museum. Dont tell students What does each artifact look like?
what the artifacts are or what they are used Where might it have come from?
for. Start the powerpoint and showcase each What might it be for?
picture giving students time to think about the
prompted questions- Students will individually reflect on these questions
What does each artifact look like? for each slide picture. When the teacher says
Where might it have come from? students will turn and share with a partner their
What might it be for? answers to the prompted questions.
Allow time on each picture for students to
individually think about these questions. When
the teacher feels enough time has been given
(approx. 2mins) allow students a time to pair
and share their answers to the prompted
questions with a neighbour.
Continue through each of the slides pictures
repeating the process above for each artifact
picture.

Body
Teacher explains that in the next activity
students are going to break into groups of
three or four. While in these groups you will
receive a picture of one of the artifacts from
the Powerpoint slide along with a worksheet.
In the worksheet students will analyse and as
a group fill out the worksheet, ultimately
forming a hypothesis for what the artifact may
have been used for and its purpose.

Get the class to divide into groups of three or Students will get into groups of three or four upon the
four. Once groups have been formed and teacher's request (premade groups should be formed
now by the teacher should they wish).
settled, provide each group with a picture of
one of the museum artifacts. Museum Pre-
trip Pictures-Link to images of each of the
historic artifacts. Each student group should
get one artifact to look at and study.
https://imgur.com/a/Yu3Aa
Also provide each group with Museum Item
Worksheet-Link to the worksheet for students
for the lesson.
https://docs.google.com/document/d/1QzYdhC
ke1Bq35Dd1WzVFvlny6RAbmlvSb9Q57M89k
8M/edit?usp=sharing)

Allow time for students to engage in group


activity, circle and help groups. Don't tell
groups what the artifact is.
Students work as a group to fill out the sheet the best
they can, with the knowledge they have so far and to
Closure formulate questions they still have

As groups finish and depending on the time


encourage groups to present their finding and
hypotheses on the artifacts they had.

Remind groups that during the trip to the


Parksville museum they will have a chance to
encounter and see the artifacts they studied
today, and ultimately find out the artifacts
purpose.

*The pace of the lesson will vary depending on the class and teacher.
Parksville Museum Field Trip Lesson
Subject: Socials Grade(s) 6-7 By: Edgar Alejandro Mujica

Rationale
The purpose of this lesson is to teach students to make connections between historical objects and their historical
significance as shown at the Parksville Museum. It is important to teach students how to use an investigative eye and
explore resources, in this case the Parksville Museum. Students will also learn how to respectfully explore a museum
and make connections with the exhibits, displays, and artifacts to content learned and explored in the classroom.
Big Ideas
● English Language Arts 6/7- Questioning what we hear, read, and view contributes to our ability to be
educated and engaged citizens.
● Social Studies 6/7 - Media sources can both positively and negatively affect our understanding of important
events and issues.
Curricular Competencies
● Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions
Key skills
● Collect and organize information on a topic/item of your choice
● Draw conclusions from collected information
Content
● Features and characteristics of civilizations
Learning Intentions
● I can look at the resources around me and make connections.
Materials and Resources
Teacher Student

● Spare phone/ipads/camera ● Phones/Ipad - to take photos of artifacts around


● phone/ipad chargers their original artifact.
● Photos of students artifacts, ● Photo of artifact they are trying to find
including list of who has been ● Notebooks
assigned to which artifact
Formative Assessment:
Write- Students will be taking notes and new information that they have found out during the field trip. They will also
answer the three questions they had of their mystery artifact.
Say- Students share with each other the new artifact that they have discovered and as a group they will investigate
how these new artifacts all are related to each other and the original mystery artifact.

Summative Evaluation:
Museum Item Worksheet & Debrief
Write- Museum Notes
Say- Students will share with peers about their original artifact, what their hypothesis was and if they were correct
Lesson Activity
Teacher Activity Student Activity Pace*

Introduction
In their predetermined groups students will walk 10 min
Teachers will challenge students to look
around the museum and try to identify their artifact
around the museum to find their artifact, using using the picture that they received in the previous
the photo that they have brought. Once they lesson.
have found the artifact and identified it. On their worksheet they will record if their prediction
Students will state if their prediction was of the artifacts use was correct, if it was incorrect
correct or not. students will record its correct use.

Body

Teacher will then challenge the student groups


to look around at the artifacts near their
Each student will then choose another artifact to
original artifact. Each group member will then study. They will take a picture of it, record its name, 10 min
look at the artifacts near the original artifact record its use and state the link it has to the original
and chose another artifact (one per student). artifact.
They will record the name and use of the
artifact, as well as taking a picture and stating The group members will then come back together
how it was linked to their original artifact. and each share what the new artifact that they 10 min
discovered is.

Closure

Teacher will bring the groups back together as


a class.
Each group will get the opportunity to share
their original artifacts photo and what the
group has learned about that artifact. Each group will pick one or two people to share the
Teacher will have a predetermined order for original artifact. They will show the picture that they 2
group sharing so that as they walk around the have been given and then walk the class over to the min/grou
museum there is a flow to the sharing and actual artifact in the museum and tell their classmates p
students aren’t walking back and forth. one fact about the artifact
Parksville Museum Post- Field Trip Lesson
Subject: Socials Grade(s) 6-7 By: Brian Brito

Rationale
This lesson is to develop the ability of students to report their findings orally to their peers. This
opportunity will help students explain their research process and what they found.

Big Ideas
● English Language Arts 6/7-Developing our understanding of how language works
allows us to use it purposefully.
● Social Studies 6- Media sources can both positively and negatively affect our
understanding of important events and issues.
Curricular Competencies
● Synthesize ideas from a variety of sources to build understanding
● Exchange ideas and viewpoints to build shared understanding and extend thinking.
Key skills
● Present information orally
● Work in groups
Content
● Oral language strategies
● Features of oral language
● Presentation techniques
Learning Intentions
● I can do an oral presentation.
● I can communicate what I learned to my peers.

Materials and Resources


Teacher Student

Worksheet Visual aid (object’s picture)

Assessment Tool
● Group presentation
Evaluation
● Student’s presentation contain the following components: answers to the pre-field trip
questions, each student participated, one visual aid, chronological order.
Lesson Activity: Parksville Museum historical item presentation Post-Field Trip

Teacher Activity Student Activity Pace*

Introduction

Students will work with their teams to Students share their experience in the field
prepare a presentation for the class trip and confirm that they found the
about their research process and their information necessary for the presentation.
findings from the Parksville Museum
field trip.

Debrief about the fieldtrip; ask


students general questions about
their experience in the field trip and
check that each group have the
information necessary for the
presentation.

Instruct student to prepare for their 3 Students work in groups to prepare for a
minute presentation. Remind students quick presentation about the process of
of the expectations for the their research.
presentation:
● Answer the questions on their
worksheet. .
● Each student has to
participate equally in the
presentation.
● Have at least one visual aid for
their presentation (Picture of
historical object)
● Presentation must follow
chronological order (pre-field
trip,, field trip, post field trip).

Body

Teacher ask students to wrap up their Students start their presentation, while the
meeting and indicates that the rest of the class fill out the worksheet.
presentations are starting.

Before the presentation starts, the


teacher will hand out worksheets to
students. Explain to students that they
have to write interesting facts about
the object.

Students start their presentation. The


rest of the class will write on the
worksheet an interesting fact about
the object being presented.

Closure

After the presentations, have a class Students discuss about their learning
discussion about the research process and share what new things they
process they went through and about learned during this process.
what they learned.

One person from the group will hand Students hand in worksheet.
out the worksheets.

*The pace of the lesson will vary depending on the class and teacher.
Post-Field Trip Worksheet

Object Interesting Facts