The EXPLORE section may be completed online, using the virtual tools provided (Jamboard, digital noteook, screenshot, etc.)

OR

You may complete the activity by printing the Field Notebook and using chart paper to replace the Jamboard activity. We recommend students work in groups for the EXPLORE section, to encourage group work and peer-to-peer learning.

SET UP:

Ahead of time:

1. THIS ACTIVITY CAN GET MESSY.

2. STUDENTS WILL GO OUTSIDE FOR THIS ACTIVITY.

3. You will need access to a water source for this activity. It may be done outside.

4. Each group should be equipped with: Various types of plant matter (e.g., leaves, stems, various sizes, dry and fresh), Dirt (e.g., sand, silt, clay, pebbles, gravels), Model artifacts, Trays for mixing, A jar, Water, Jewelers loupe, Field Notebook. You may want to set up each group's materials head of time, depending on time constraints.

5. We recommend students work in groups of 3 for this activity.

Activity Facilitation:

1. Organize students into groups of three.

2. Follow instructions in the Activity 1 module to complete the activity with students.

3. After students have completed the sediment activity and recorded their ideas in their Field Notebooks, facilitate a discussion as a whole class:

   1. What did the sediment do?

   2. Where did your artifacts end up?

   3. How did energy move your artifacts around? What added energy to your system?

   4. What does this mean for your research proposal? What will you have to do or where will you have to look to find ancient human artifacts?

SET UP:

Ahead of time:

1. THIS ACTIVITY CAN GET MESSY.

2. STUDENTS WILL GO OUTSIDE FOR THIS ACTIVITY.

3. You will need access to a water source for this activity. It should be done outside.

4. Each group should be equipped with: Baby pool, Various sediments: sand, silt, clay, pebbles, gravels, Artifact models (various shapes, brightly colored), Safety glasses, Face masks, Hair dryer, Watering can. You may want to set up each group's materials ahead of time, depending on time constraints.

5. Students may work in larger groups for this activity and take turns at the baby pool.

6. It is important that the class starts testing WIND sediment movement first. If WATER is tested first, the sediment sticks and cannot be blown by the fan.

Activity Facilitation:

1. Follow instructions in the Activity 2 module to complete the activity with students.

2. After students have completed the sediment activity and recorded their ideas in their Field Notebooks, facilitate a discussion as a whole class:

   1. What kind of sediments does water move around? Small, large, heavy, light?

   2. What kind of sediments does wind move around? Small, large, heavy, light?

   3. Knowing what you know about where human populations live, where might we start to look for artifacts?

   4. After observing how wind and water move sediments around your artifacts, what can you say about how or where to look for them?

SET UP:

Ahead of time:

1. Set up for this activity is minimal, as it is completed with maps either online or provided as hard copies.

2. We recommend students are organized in groups of no more than 3 for this activity.

Activity Facilitation:

1. Divide students into groups.

2. Follow instructions in the Activity 3 module to complete the activity with students.

Once students have engaged in activities, they need time to EXPLORE ideas. EXPLORE activities are designed so all students have common, concrete experiences which can be used later when formally introducing and discussing scientific and technological concepts and explanations. Students have time to investigate objects, events, or situations. As a result of their mental and physical involvement in these activities, students question events, observe patterns, identify and test variables, and establish causal relationships.

The teacher’s role in the EXPLORE phase is to facilitate learning. They initiate activities and allow time and opportunity for students to investigate objects, materials, and situations. The teacher coaches and guides students as they record and analyze observations or data and begin constructing models or initial explanations.

STUDENT BEHAVIORS

• Tests predictions and hypotheses; Forms new predictions and hypotheses

• Discusses problems with others

• Plans and conducts investigations in which they observe, describe, and record data

• Tries different ways to solve a problem or answer a question

• Creates initial models

• Compares ideas with those of others

TEACHING STRATEGIES

• Provides or clarifies questions or problems

• Provides common experiences

• Observes and listens to students as they interact

• Acts as a consultant for students

• Encourages student-to-student interaction

• Asks probing questions to help students make sense of their experiences and redirect them when necessary

• Provides time for students to puzzle through problems