Introduction of Artifacts as a Primary Source (Lesson 2)
Created By: Debbie Hohulin, Gibson City Melvin Sibley Elementary School (Gibson City, IL)
Grade Level: 1st
Content Area: Social Studies, Language Arts, Fine Arts, Technology
Database Integration: Students will
learn about the TDC
database, and use it for a final project.
Background information for the teacher:
Main page to access TDC database.
Materials:
- Artifacts from Lesson
1 (already on display in room)
- Digital camera and disk
- Computer and printer
- Overhead projector
- Tape
- Xerox copies of photographs
of artifacts from TDC
database (Enough for each pair of students, plus extra for demonstration)
- Copies of Digital sheet
to give to each pair
- Large Primary Source Poster
(will remain up throughout the unit
- Examples: pottery, dolls,
woven baskets, toy trucks, tools, cooking utensils, etc.
Procedures:
- A. Introduction: teacher directed.
- 1. Show Artifacts:
at the carpet, show artifacts that each group worked on in Lesson 1
- 2. Open-ended questions:
- a.
How can we tape this up on our Primary/Secondary Poster? Is it too
big...too heavy? Get input. What if we take a picture of it and tape
the picture of it? Would that work?
- b. Take a
picture of the artifacts with each group that worked with them with
the digital camera.
- c. Move whole
class over to computer and demonstrate how to take the disk out of
the camera and print out the pictures. Have each group hang up their
photo on the Primary Source Poster.
- d. Show photograph
of an artifact (retrieved off the TDC
database on transparency). Talk about it.
- e. Show example
of Artifact Sheet on transparency and fill it in together. Ask for
volunteers to write in class answers as we go.
- B. Hands-on Activity: pairs.
- 1. Divide
into pairs. Distribute xeroxed copies of photographs of artifacts
retrieved from the TDC
database to each pair. They can work at their desks or anywhere in
the room. Ask them to discuss the photograph and together fill in
the Artifact Sheet.
- 2. What is
it? What is it used for? How was it made? How has it changed? How
does the change make our lives different? Do you prefer the old one
or the new one? Why? Is it real or make-believe? How do you know?
- C. Wrap-Up:
- 1. Call over to carpet area.Ask for several volunteers to share what
they wrote about their artifact photograph.
- 2. Collect
all papers. (Make into a class book and put display with our other
artifacts).
- 3. Point back
to large poster paper and say: Artifacts, real objects, are a primary
source of information about something you want to know about. You
may have the actual artifact or you may have a photograph of the artifact.
Assessment:
Students will be able to write about and orally describe the artifact
photographs: what it is made of, how it looks and may feel, color, texture,
etc. Students will also discuss what the artifact is used for, or who
might use it. Is it important and why? They will continue to be exposed
to the terms: artifacts, photographs of artifacts, primary and secondary
sources.
Observations:
Changes for next lesson:
Lesson Plans in this Unit:
University Library