What is an artifact? Students discover how to approach an artifact through a visible thinking routine. The program includes several artifacts for students to view, an interactive game, and a link for a lesson plan with rubrics and extension activities.
Delaware County Historical Society Artifact Cart Grade 1 Slide DeckCindy Kerr
This presentation is intended to help students develop critical thinking skills through analyzing historical artifacts. Teachers are encouraged to guide students through slides showing photographs of artifacts and have them practice describing, analyzing purpose and source, and materials using the D.A.T.E. thinking routine. Extension activities include a Then and Now Venn diagram and poster to compare past and present items. Additional educational resources on artifacts can be found on the library website.
Delaware County Historical Society Artifact Cart Grade 3Cindy Kerr
This presentation from the Delaware County Historical Society is intended to help students develop critical thinking skills through analyzing artifacts from the past. It provides examples of artifacts like a washboard, stereoscope, coffee grinder, and butter mold. Students are guided through describing, analyzing the purpose, source, and materials of each artifact. The presentation concludes with activities for comparing "Then and Now" items and supporting the Historical Society.
This document outlines tasks for a ceramics unit focused on craftsmanship and shelter building. Students will:
1) Describe their home and research housing through history, focusing on materials and factors influencing shelter design.
2) Study Aboriginal shelters and build a miniature shelter collaboratively for a scenario.
3) Learn clay techniques like slab building and use them to create a decorated shelter blending into an environment.
4) Be inspired by Indigenous artist Gloria Thanacoupie's techniques in creating their shelter.
This document outlines a 10-session lesson plan focused on teaching primary school students about dinosaurs. The plan incorporates English language learning, art, and science activities across its sessions. Students will read stories, identify dinosaur characteristics, sort plant-eating and meat-eating dinosaurs, make fossils and footprints, roleplay in a dinosaur museum, and take a field trip to a real museum. The goal is for students to learn about dinosaurs, prehistoric life, and improve their English language skills.
This lesson plan introduces students to spirals in art and nature. Students will create a booklet focused on drawing spirals. They will learn about the earthwork Spiral Jetty by Robert Smithson, a 1,500 foot coil that extends into Great Salt Lake. Students will discuss how spirals appear in both Smithson's work and in nature, guided by the book "Swirl by Swirl: Spirals in Nature". The lesson encourages students to observe and draw spirals in animals, objects, and landscapes.
This document contains information about several children's books and proposed activities to accompany each book. The activities are designed to connect to specific science and language arts standards and involve hands-on projects, experiments, and discussions to engage multiple intelligences. Examples include making frog habitats after reading The Princess and the Frog, collecting "space dust" after reading Eliot Jones, Midnight Superhero, and singing and dancing to "Baby Beluga" after a lesson on Antarctic animals.
The document describes several children's books and proposes hands-on activities to accompany each one. The activities focus on science, math, language arts, and multiple intelligences. For "The Princess and the Frog" students will make dioramas of frog habitats. For "Eliot Jones, Midnight Superhero" they will collect and examine micrometeorites. For "Skippyjon Jones, Lost in Spice" students will design Mars rovers.
Delaware County Historical Society Artifact Cart Grade 1 Slide DeckCindy Kerr
This presentation is intended to help students develop critical thinking skills through analyzing historical artifacts. Teachers are encouraged to guide students through slides showing photographs of artifacts and have them practice describing, analyzing purpose and source, and materials using the D.A.T.E. thinking routine. Extension activities include a Then and Now Venn diagram and poster to compare past and present items. Additional educational resources on artifacts can be found on the library website.
Delaware County Historical Society Artifact Cart Grade 3Cindy Kerr
This presentation from the Delaware County Historical Society is intended to help students develop critical thinking skills through analyzing artifacts from the past. It provides examples of artifacts like a washboard, stereoscope, coffee grinder, and butter mold. Students are guided through describing, analyzing the purpose, source, and materials of each artifact. The presentation concludes with activities for comparing "Then and Now" items and supporting the Historical Society.
This document outlines tasks for a ceramics unit focused on craftsmanship and shelter building. Students will:
1) Describe their home and research housing through history, focusing on materials and factors influencing shelter design.
2) Study Aboriginal shelters and build a miniature shelter collaboratively for a scenario.
3) Learn clay techniques like slab building and use them to create a decorated shelter blending into an environment.
4) Be inspired by Indigenous artist Gloria Thanacoupie's techniques in creating their shelter.
This document outlines a 10-session lesson plan focused on teaching primary school students about dinosaurs. The plan incorporates English language learning, art, and science activities across its sessions. Students will read stories, identify dinosaur characteristics, sort plant-eating and meat-eating dinosaurs, make fossils and footprints, roleplay in a dinosaur museum, and take a field trip to a real museum. The goal is for students to learn about dinosaurs, prehistoric life, and improve their English language skills.
This lesson plan introduces students to spirals in art and nature. Students will create a booklet focused on drawing spirals. They will learn about the earthwork Spiral Jetty by Robert Smithson, a 1,500 foot coil that extends into Great Salt Lake. Students will discuss how spirals appear in both Smithson's work and in nature, guided by the book "Swirl by Swirl: Spirals in Nature". The lesson encourages students to observe and draw spirals in animals, objects, and landscapes.
This document contains information about several children's books and proposed activities to accompany each book. The activities are designed to connect to specific science and language arts standards and involve hands-on projects, experiments, and discussions to engage multiple intelligences. Examples include making frog habitats after reading The Princess and the Frog, collecting "space dust" after reading Eliot Jones, Midnight Superhero, and singing and dancing to "Baby Beluga" after a lesson on Antarctic animals.
The document describes several children's books and proposes hands-on activities to accompany each one. The activities focus on science, math, language arts, and multiple intelligences. For "The Princess and the Frog" students will make dioramas of frog habitats. For "Eliot Jones, Midnight Superhero" they will collect and examine micrometeorites. For "Skippyjon Jones, Lost in Spice" students will design Mars rovers.
This document outlines a proposed children's history project called the SquirreLee Field School for Stratford Hall. It has three main goals: 1) Have families enjoy historical research at Stratford Hall, 2) Create a memorable storyline for Stratford Hall to use for outreach, and 3) Introduce kid-friendly historical research tools. It describes welcoming research interns to do historical research in the house as part of the SquirreLee Field School program. Interns will be given a research kit and assignments to document artifacts found in rats' nests around the property to help with the school's research goals. Outreach recommendations include marketing it as a field research program rather than tasks for kids, and using "Squ
The document discusses using children's toys and other small objects to create a typeface. It analyzes three potential materials: fake flowers, mini forks, and knocker balls (also called klick klacks). The author selects knocker balls as they are colorful, plastic, and easy to dismantle. Plans are outlined to use the balls to form letters, name the typeface "Youth" based on the toy's childhood nostalgia, and photograph it arranged in grass to evoke playground memories.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
This lesson plan consists of 10 sessions teaching primary level students about dinosaurs through English. A variety of activities are used, including reading stories, making crafts, playing games, role playing at a dinosaur museum, and a field trip to a real museum. The goal is for students to learn about dinosaurs, practice English vocabulary and sounds, and have fun while learning in a cross-curricular way.
Year 7 ceramics Families are unique totem-2021 JulietteWegdam1
This document provides instructions for a ceramics unit where students will design and create a totem representing their family. Students will interview family members to learn about their cultural heritage and genealogy to incorporate meaningful symbols and imagery onto their totem. They will research inspiring ceramic artists and Aboriginal totems for design inspiration. Step-by-step instructions are provided to guide students through sketching their design, constructing a ceramic cylinder, and decorating it to visually communicate an aspect of their family's cultural identity or history in 3 sentences or less.
The document outlines a kindergarten learning experience about insects. It includes procedures, materials, standards, and activities for introducing students to different types of insects through books, discussions, outdoor exploration, classification, math games, and arts projects. Students will learn about insect anatomy, life cycles, habitats, and care for insects. Assessment will include a checklist to evaluate student understanding.
The document describes several children's books and provides suggested activities to accompany each book. For the book "Mouse, Mole, and the Falling Star", the summary explains that it tells the story of Mouse and Mole, best friends who see a falling star but argue over who saw it first, causing a quarrel. As summer passes, they miss each other more until a change in weather and a golden leaf bring about a change in their friendship. Suggested activities include discussing predictable and unpredictable events, and having students list fun things they've done with friends.
Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
The document provides instructions for an activity where students will identify similarities and differences in how tools were used in the past compared to now. Students are asked to select an image from options of artifacts commonly used in the past, like wood, clay, animal skins or bones, and stone. They will then identify how each was used historically and how its use has evolved today. The purpose is to help students understand technological progress over time.
The curriculum statement summarizes the plans for Year 4 students in Term 1. It outlines that students will study the topics of Active Planet and Explorers and Adventurers. As part of Active Planet, students will learn about earthquakes, volcanoes and storms globally and in Vietnam. For Explorers and Adventurers, students will study historical and geographical sources to learn about explorers and their journeys. Additional subject areas covered include art, literacy, mathematics, science, physical education, music, ICT and PSHE. The curriculum aims to develop students' skills and knowledge through engaging topics and activities.
The document provides a week-long lesson plan for teaching students about the history and traditions of Halloween. Each day focuses on a different activity, such as identifying where pumpkins originate on a map, discussing the economics of pumpkin farming, sequencing the events in a story about pumpkins, exploring the inside of a real pumpkin, and researching the origins and customs of Halloween in different countries. The activities incorporate several subjects including language arts, math, science, music, and social studies. The goal is for students to learn about the history and cultural aspects of Halloween.
This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.
Due by 8 30 am Friday 10312014Assignment 2 Exploring the Art .docxshandicollingwood
Due by 8 : 30 am Friday 10/31/2014
Assignment 2: Exploring the Art of Indigenous Cultures: Part 2
All of the indigenous cultures that we have explored this week were at one time “discovered” by European explorers who often connected traditional art objects to take back with them to Europe as “curiosities.” These objets d’art inspired collectors and artists alike and opened the Western world up to new ideas, new cultures, and new art forms.
This is part 2 of a two-part assignment and spans Week 3 and 4. Imagine that you are one of these intrepid European explorers who has set out to discover and collect the traditional art forms created by the five cultures we have learned about this week.
The Americas: North, Central, and SouthThe Pacific RimSub-Saharan Africa
As you travel and collect two works created by the indigenous cultures from each of these regions. You will collect:
2 traditional works of art representing 2 different cultures indigenous to North America2 traditional works of art representing 2 different cultures indigenous to Central America2 traditional works of art representing 2 different cultures indigenous to South America2 traditional works of art representing 2 different cultures indigenous to the Pacific2 traditional works of art representing 2 different cultures indigenous to sub-Saharan Africa
As you “travel” and collect two works from your five cultures, you need to document some important field notes that will help you to explain what these treasures are upon your return home. These field notes need to include for each object:
Name of the culture that produced the objectTitle or name of the objectDate of the objectMedium/materials used to create the objectCurrent location
Assignment Instructions
Using the textbook and Internet sources, locate 2 traditional works of art from each of your 5 cultures/areas. Label the following in the document template:Name of the artist (if known—otherwise, attribute the culture)Title of the workDate of the workMedium/materials used to create the workCurrent locationCapture the image of each example and place it in the document. Once you have done this, examine each object carefully.Use your textbook to find out as much as you can about cultural context for each object. Go online and find some reference sources to provide you with more information.Use the document to help you to organize your thoughts and research for each object. Thoroughly explain and analyze:What each object is.Why is it culturally important.How you think your European friends back home will react to each object, and why.Offer a citation of your sources for each image and the information provided as appropriate.
.
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
The document discusses light and how it interacts with different materials through reflection and refraction. It provides examples of regular and irregular reflection using aluminum foil and describes how light bends as it passes from one medium to another with different densities, as in a refraction experiment using a pencil and water. Students are asked to observe and analyze how light interacts with dense and less dense materials and predict how light will affect animals in an aquarium when a light is turned on above.
This book tells the story of a boy who delivers newspapers early in the morning. The author captures the stillness and magic of the early morning hours. As the boy completes his paper route, his family wakes up to sunlight while he returns to bed, ready for dreamland. The story shows the responsibility and thrill of having a job at a young age.
Students are assigned fortnightly homework from a list of activities related to history and culture. They must complete two activities per fortnight using one page per activity or two pages if photos/diagrams are included. Activities include making words from "HORRIBLE HISTORIES", designing weapons or jewelry from historical cultures, creating maps or diagrams, writing stories or reports, and researching topics like castles or famous people. Students must also keep a reading log and participate in an online math program to earn points each week.
The document describes procedures for a series of simple machines lab experiments involving pulleys, inclined planes, screws, wedges, wheel and axles, levers, and potential energy. Students will perform tasks using various materials like ropes, balls, screws, wedges, toys, and more. They will observe how each simple machine works, sketch diagrams, and answer questions about the forces involved and how changing variables affects lifting and moving objects.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document outlines a proposed children's history project called the SquirreLee Field School for Stratford Hall. It has three main goals: 1) Have families enjoy historical research at Stratford Hall, 2) Create a memorable storyline for Stratford Hall to use for outreach, and 3) Introduce kid-friendly historical research tools. It describes welcoming research interns to do historical research in the house as part of the SquirreLee Field School program. Interns will be given a research kit and assignments to document artifacts found in rats' nests around the property to help with the school's research goals. Outreach recommendations include marketing it as a field research program rather than tasks for kids, and using "Squ
The document discusses using children's toys and other small objects to create a typeface. It analyzes three potential materials: fake flowers, mini forks, and knocker balls (also called klick klacks). The author selects knocker balls as they are colorful, plastic, and easy to dismantle. Plans are outlined to use the balls to form letters, name the typeface "Youth" based on the toy's childhood nostalgia, and photograph it arranged in grass to evoke playground memories.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
This lesson plan consists of 10 sessions teaching primary level students about dinosaurs through English. A variety of activities are used, including reading stories, making crafts, playing games, role playing at a dinosaur museum, and a field trip to a real museum. The goal is for students to learn about dinosaurs, practice English vocabulary and sounds, and have fun while learning in a cross-curricular way.
Year 7 ceramics Families are unique totem-2021 JulietteWegdam1
This document provides instructions for a ceramics unit where students will design and create a totem representing their family. Students will interview family members to learn about their cultural heritage and genealogy to incorporate meaningful symbols and imagery onto their totem. They will research inspiring ceramic artists and Aboriginal totems for design inspiration. Step-by-step instructions are provided to guide students through sketching their design, constructing a ceramic cylinder, and decorating it to visually communicate an aspect of their family's cultural identity or history in 3 sentences or less.
The document outlines a kindergarten learning experience about insects. It includes procedures, materials, standards, and activities for introducing students to different types of insects through books, discussions, outdoor exploration, classification, math games, and arts projects. Students will learn about insect anatomy, life cycles, habitats, and care for insects. Assessment will include a checklist to evaluate student understanding.
The document describes several children's books and provides suggested activities to accompany each book. For the book "Mouse, Mole, and the Falling Star", the summary explains that it tells the story of Mouse and Mole, best friends who see a falling star but argue over who saw it first, causing a quarrel. As summer passes, they miss each other more until a change in weather and a golden leaf bring about a change in their friendship. Suggested activities include discussing predictable and unpredictable events, and having students list fun things they've done with friends.
Historical inquiry for s1 workshop notes (anthropology, archaeology and accou...Lloyd Yeo
These are a set of notes form a workshop conducted for S1 History Teachers on how to interpret Singapore History in pre-modern times (14th century to 15th century) using the historical lenses of archaeology, anthropology and historical accounts.
The document provides instructions for an activity where students will identify similarities and differences in how tools were used in the past compared to now. Students are asked to select an image from options of artifacts commonly used in the past, like wood, clay, animal skins or bones, and stone. They will then identify how each was used historically and how its use has evolved today. The purpose is to help students understand technological progress over time.
The curriculum statement summarizes the plans for Year 4 students in Term 1. It outlines that students will study the topics of Active Planet and Explorers and Adventurers. As part of Active Planet, students will learn about earthquakes, volcanoes and storms globally and in Vietnam. For Explorers and Adventurers, students will study historical and geographical sources to learn about explorers and their journeys. Additional subject areas covered include art, literacy, mathematics, science, physical education, music, ICT and PSHE. The curriculum aims to develop students' skills and knowledge through engaging topics and activities.
The document provides a week-long lesson plan for teaching students about the history and traditions of Halloween. Each day focuses on a different activity, such as identifying where pumpkins originate on a map, discussing the economics of pumpkin farming, sequencing the events in a story about pumpkins, exploring the inside of a real pumpkin, and researching the origins and customs of Halloween in different countries. The activities incorporate several subjects including language arts, math, science, music, and social studies. The goal is for students to learn about the history and cultural aspects of Halloween.
This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.
Due by 8 30 am Friday 10312014Assignment 2 Exploring the Art .docxshandicollingwood
Due by 8 : 30 am Friday 10/31/2014
Assignment 2: Exploring the Art of Indigenous Cultures: Part 2
All of the indigenous cultures that we have explored this week were at one time “discovered” by European explorers who often connected traditional art objects to take back with them to Europe as “curiosities.” These objets d’art inspired collectors and artists alike and opened the Western world up to new ideas, new cultures, and new art forms.
This is part 2 of a two-part assignment and spans Week 3 and 4. Imagine that you are one of these intrepid European explorers who has set out to discover and collect the traditional art forms created by the five cultures we have learned about this week.
The Americas: North, Central, and SouthThe Pacific RimSub-Saharan Africa
As you travel and collect two works created by the indigenous cultures from each of these regions. You will collect:
2 traditional works of art representing 2 different cultures indigenous to North America2 traditional works of art representing 2 different cultures indigenous to Central America2 traditional works of art representing 2 different cultures indigenous to South America2 traditional works of art representing 2 different cultures indigenous to the Pacific2 traditional works of art representing 2 different cultures indigenous to sub-Saharan Africa
As you “travel” and collect two works from your five cultures, you need to document some important field notes that will help you to explain what these treasures are upon your return home. These field notes need to include for each object:
Name of the culture that produced the objectTitle or name of the objectDate of the objectMedium/materials used to create the objectCurrent location
Assignment Instructions
Using the textbook and Internet sources, locate 2 traditional works of art from each of your 5 cultures/areas. Label the following in the document template:Name of the artist (if known—otherwise, attribute the culture)Title of the workDate of the workMedium/materials used to create the workCurrent locationCapture the image of each example and place it in the document. Once you have done this, examine each object carefully.Use your textbook to find out as much as you can about cultural context for each object. Go online and find some reference sources to provide you with more information.Use the document to help you to organize your thoughts and research for each object. Thoroughly explain and analyze:What each object is.Why is it culturally important.How you think your European friends back home will react to each object, and why.Offer a citation of your sources for each image and the information provided as appropriate.
.
This Grade 2 arts-integrated lesson plan teaches students to use a visible thinking protocol to discover differences and similarities between old and modern artifacts. The lesson includes extension activities and rubrics.
The document discusses light and how it interacts with different materials through reflection and refraction. It provides examples of regular and irregular reflection using aluminum foil and describes how light bends as it passes from one medium to another with different densities, as in a refraction experiment using a pencil and water. Students are asked to observe and analyze how light interacts with dense and less dense materials and predict how light will affect animals in an aquarium when a light is turned on above.
This book tells the story of a boy who delivers newspapers early in the morning. The author captures the stillness and magic of the early morning hours. As the boy completes his paper route, his family wakes up to sunlight while he returns to bed, ready for dreamland. The story shows the responsibility and thrill of having a job at a young age.
Students are assigned fortnightly homework from a list of activities related to history and culture. They must complete two activities per fortnight using one page per activity or two pages if photos/diagrams are included. Activities include making words from "HORRIBLE HISTORIES", designing weapons or jewelry from historical cultures, creating maps or diagrams, writing stories or reports, and researching topics like castles or famous people. Students must also keep a reading log and participate in an online math program to earn points each week.
The document describes procedures for a series of simple machines lab experiments involving pulleys, inclined planes, screws, wedges, wheel and axles, levers, and potential energy. Students will perform tasks using various materials like ropes, balls, screws, wedges, toys, and more. They will observe how each simple machine works, sketch diagrams, and answer questions about the forces involved and how changing variables affects lifting and moving objects.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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Delaware County Historical Society Artifact Cart Grade 2 Slide Deck
1. CLICK HERE: Grade 2 Artifact
Lesson and Extension
Activities
Teachers,
This presentation is intended to help students develop critical
thinking skills while learning history content. We recommend that
you guide your students through these slides and lesson. Please
feel free to use the attached Grade 2 standards-based lesson plan
and the extension activities including the Then and Now Venn
Diagram and the D.A.T.E. poster.
4. An Artifact
An artifact is “a man-made object: old or new.”
Artifacts give us clues as to how people lived, what
they may have believed in, and what they used in
their environments.
6. Look closely.
The images will
give you a clue
about the
artifacts. What
can you guess
or infer from
the visual clues?
7. Let’s Practice!
1. DESCRIBE THE ARTIFACT-Can you describe
the different parts of this object?
What is your guess or conclusion?
2. ANALYZE ITS PURPOSE How do you
think this was used? What are the different
parts?
3. TELL ITS SOURCE-Who made this?
Where would I find this?
4. EXPLAIN ITS MATERIALS-What
materials were used to make this object?
Do we use those materials today?
8. D.A.T.E. Thinking Routine
Making your Thinking Visible
Do you know what this is?
Do you know what this is called?
How do you think this was used?
What might I do with this?
Have you ever used anything like this?
1 Describe Artifact 3 Tell Its Source
Who do you think this came from?
Do you know where I could find this?
Who do you think would make this?
4 Explain Its Materials & Components
Do you know what this is made of?
What materials were used?
How is this different from what
we may use today?
2 Analyze Its Purpose
9. 1. DESCRIBE THE OBJECT
2. ANALYZE ITS PURPOSE
3. TELL ITS SOURCE
4. EXPLAIN ITS MATERIALS
10. Hair curler or
Curling tongs
Vintage curling irons were heated
on the fire or the stove for the most
part. They were part wood and part
metal. The metal portion was
heated and the user held the
wooden handles, which would have
remained cooler than the rest of the
tool, and curled their hair with the
hot part.
12. Curling Irons have
been used for
hundreds of years.
Look closely at these
ladies and their 1800s
hairdos. Ringlets were
popular into the early
1900s.
14. 1. DESCRIBE THE OBJECT
2. ANALYZE ITS PURPOSE
3. TELL ITS SOURCE
4. EXPLAIN ITS MATERIALS
15. A darning egg is an egg-
shaped tool, made of stone,
porcelain, wood, or a similar
hard material. It would be put
into the toe or heel of the sock.
The egg holds the sock in the
proper shape so the hole can be
sewn and repaired.
Darning Egg
16. This is a darning egg used to
repair a hole in a sock.
30. And that’s the way it was.
How are things different today? Can you match the
items from long ago to the item today?
31. How are things different today from the past?
Can you match the items from long ago to the item today?
1. Click on the link above.
2. Choose a card with your cursor, then find its match from a different time
period. For instance, an image of a kerosene lamp from long ago would be
matched with an item that would provide light to people today, such as a
lamp. Have fun!
3. If the two cards match a green frame will appear around each card. The
properly matched cards will disappear when you move to the next card
3. If you want to play again, press the back arrow at the top to shuffle the
cards and try again.
Sorting Game
Then and Now
Click HERE to play the Game
32. This Photo by Unknown Author is licensed under CC BY-SA-NC
Think about items you use everyday, like a
pencil. Did students in second grade always
write or draw with pencils? If not, what did they
use?
Make a chart of Then
and Now items.
Draw a picture for
each Then and Now
item.
Write a story about
the Then and Now
items.
37. Thank you for visiting the Delaware County Historical
Society Curriculum Resources.
Donations are greatly appreciated and allow us to continue
to operate our historical sites, research library, and
educational resources like this.
Contact us at Info@DelawareOhioHistory.Org
38. • Donate money https://delawareohiohistory.org/financial-donation/
• Become a member https://delawareohiohistory.org/join-us/
Support the Delaware County
Historical Society
The Delaware County Historical Society is supported by dues, grants,
donations and volunteers. We welcome your help with any of our
worthwhile projects:
Editor's Notes
Teachers-We hope that you download the lesson plan prior to sharing the slide deck with your students.
BOTH Hello, boys and girls! My name is Laurie, and my name is Roxann. We are volunteers with the Delaware County Historical Society and we’re here today to share some interesting items with you from the past.
These items are called artifacts.
Laurie Do you know what an artifact is? Did I hear someone say that they are man-made objects? Well, if you did, you are correct! They are things, old or new, that were made by people, and they give us clues about how that person lived, what they may have believed in, and what was used in their environments.
Read slide Then-The artifacts that we have with us today are very old, so you may not know what some of them are or how they were used. Take a guess about each artifact. Use your best thinking skills.
Roxann (reads slide first and then): Once you make your guess, can you conclude or figure out what the object is? Use your good reasoning skills to make a guess. What have you concluded about your artifact?
TEACHER NOTES:
Inference and draw conclusions–ELA standards Conclude from image- SS standard
(K-12) (Grade 2)
Ohio’s Learning Standards. Social Studies-Adopted 2018. History Strand- Topic: Historical Thinking Skills- Draw conclusions
(K-8)
Laurie (reads slide)
Roxann Here are steps that will guide your thinking as you look at each artifact. Let’s read through these steps. (Read through the poster}
Using these steps did you guess that this artifact is a telephone from long ago?
TEACHER NOTES: This Thinking Routine is based on VTS or Visible Thinking Strategies developed by Abigail Housen and Philip Yenawine in 1997. The research by the Isabel Steward Gardner Museum and Harvard’s Project Zero supports this as a simple but effective protocol to teach students how to address something new whether it is in art, history, science, ELA or general life skills. They learn to provide evidence for their thinking which develops critical thinking skills. You may wish to print this to hang in your classroom to guide their thinking while learning the steps. Ask the question and let the students respond. You needn’t correct their suggestions, but respond with “Okay” or “What makes you say that?” Students hear what their peers are thinking and learn that we do not always think the same thing when given the same information. They also learn to evaluate their peers’ comments and agree or disagree silently or aloud.
VTS https://vtshome.org/research/
Isabel Stewart Gardner Museum research https://vtshome.org/wp-content/uploads/2016/08/3Gardner-Museum-Thinking-Through-Art.pdf
Eighth Grade School Partnership with VTS program research https://vtshome.org/wp-content/uploads/2016/08/13-Adaptation-Final.pdf
Harvard’s Project Zero Research and additional thinking routines used across grade levels and domains https://pz.harvard.edu/thinking-routines
So keeping these questions in mind, let’s look at our first artifact.
Let’s Describe the artifact. Let’s Analyze its purpose. How do you think it may have been used? Let’s tell its source or where it came from, or where we could find it. Let’s Explain what materials were used to make this. Now, using the information you have discovered, what did you infer or conclude about this artifact? What were some of your guesses?
Here are some clues. It was used by women.
It would be found in a bedroom on a dressing table.
It would most often be used at the beginning of the day or before going out to a dance.
What are some of your guesses or inferences? What was your conclusion?
This is a “hair curler” or curling iron that would be used today. It looks a little different. Do you see the cord? Why does it have this?
Here is our next object. Do you know what it is? Describe it. Analyze its purpose or how it was used. Tell its source. Explain its materials. Here is a clue. It was used with socks.
Did you guess that it was a darning egg for mending a hole in a sock? It was placed inside the sock so that you could easily see the hole and sew it with a needle and thread. (Then read slide.)
Here is our third object. Can you tell what it is? Remember our thinking steps: First, Describe the object. Second, Analyze its purpose or how it was used. Third, Tell its source and fourth, Explain its materials.
Did you guess that it is a fishing pole?
Have you ever gone fishing? Many types of poles are used for fishing today.
This is our fourth artifact. What is it? What are some of your guesses? Let’s go through your thinking steps. Describe the object. Let’s analyze its purpose. Can you tell its source? Can you explain its materials? What is your inference or guess? Let’s look at this second photo. I am showing you some clues to help you guess the artifact.
Our artifact object is used to add something to bottles. So, what type of bottle is this? Do you see a clue in the photos above?
Did you guess that our artifact is a bottle capper? Its name also tells what it did. It was used to add caps to the tops of bottles. In this photo, you also see a milk bottle from the past. After these bottles were filled with milk, a cap was then added.
Here is the last artifact I want to share with you. I can hold these in my hand. What do you think these are? Remember to use the thinking steps. (Read the slide.)
https://commons.wikimedia.org/wiki/File:Clay_marble.png
Did you guess that these are marbles? They are made of clay, but children played with them just like you play with marbles today.
These are marbles from today. How are the marbles of today different from the marbles of the past? How are they alike?
Have you ever played a game of marbles?
Can you tell that this painting shows boys playing a game of marbles from the past? How do you know? What clues do you see?
Marbles https://commons.wikimedia.org/wiki/File:Karl_Witkowski_-_Game_of_Marbles.jpg
Think about the artifacts we have shared with you. Many of them are from the past.
Laurie (Read the slide.)
Here is a fun sorting game we think you will like. See if you can match the objects from Long Ago or Then, to objects we Use Today, or Now. You will click the blue colored instruction that says, “Click Here to play the Game.” When you click on two objects that you think match, the area around the objects will turn green if you are correct, or red if your guess is wrong. And don’t forget that once you match an object that was used ‘Then’ to an object that is used ‘Now,’ be sure to remove it from the game by clicking on it. This will help you! Good luck!“
Here is something you might do. (Read the slide.)
Here is an example of a Then and Now activity. Draw a picture of an item from Then or from the past. Next, draw a picture of the item from Now or today. Include several details in your drawing.
LAURIE Here is another way of comparing objects of the past, or Then, to objects of the present, or Now. The light blue circle above the old-fashioned telephone shows characteristics of the object from Then. It has a dial and two parts that are connected with a cord. The light blue circle above the cell phone which we use now has buttons, apps, and a camera. Now look at where they overlap. These are the characteristics that they have in common. They both use a cord, they can be black and shiny and have ring tones, and they make phone calls. Think about what you might write as attributes or characteristics for each of the Then and Now artifacts.
TEACHER NOTES:
Ohio English Language Arts Learning Standards- Grade 1 –Attributes
Ohio Social Studies Learning Standards- Grades 1-3- Characteristics
(Read the slide.)
All together. Each read one phrase.
ROXANN Those are all the artifacts we have to share with you today, but we have many more at the Delaware County Historical Society to view. We hope you will come and visit us at our two museums some day soon! In the meantime, look around your home and see if you have any man-made objects that give clues about YOUR life!
Goodbye!