Introduction of Artifacts as a Primary Source (Lesson 3)
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:
- LDC projector
- Large white paper for teacher
and the class
- Large black marker for teacher
- Small black markers for
students
- List of four choices of
artifacts on board
Procedures:
- A. Introduction: teacher directed.
- 1. With LCD
projector, show TDC
website. Have a list of choices on board that kids can choose
from and show them how to look it up on the site. (Choices on board
would be those I checked on ahead of time to make sure they are on
the site).
- 2. After first
artifact is found demonstrate Quick Write/Quick Draw:
- Pass out large white
drawing paper to everyone.
- Show how to fold large
white paper into four squares. Draw a picture of the first artifact
on chalkboard. Then ask them to draw it in the first box.
- Dicuss artifact. Write
two or three sentences about it on the board. Have the students
copy it in the first box.
- 3. Tell them that this
is a Quick Draw/Quick Write and everyone will do it with the next
three artifacts.
- B. Hands-on Activity: Quick Draw/Quick Write.
- 1. As we show each of
the three other artifacts on the TDC
website:
- Give them 2-3 minutes
to draw it.
- Then 3-4 minutes to
write about it.
- C. Wrap-Up:
- 1.
Call over to carpet area. Ask for four volunteers (one for each artifact)
and show and read their Quick Draw/Quick Write paper.
- 2. Collect
all papers. (Make into a class book and put on disply with 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.
You can find these photographs on the computer at sites like the TDC
site we used today. Write TDC website on our Class Primary Source
Poster.
Assessment:
Students will be able to write about and orally describe the artifact
photographs. They will continue to be exposed to the terms: artifacts,
primary source, and the idea that websites like the TDC,
are places they can go to find artifacts.
Observations:
Changes for next lesson:
Lesson Plans in this Unit:
University Library