The Professional Development On Integrating Mathematics And Archaeology

I will start out the activity by reading The M&M Counting Book written by Barbara Barbieri McGrath. After the book has been read, I will place my students in pairs of two. I will than provide my students each a small cup of 40 M&M’s instructing them not to eat the candy, because we are using it for our Math lesson I will also provide my students each with a Math journal, sticky notes, and a copy of the M&M family reunion task:

Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send

Presentation: How will the teacher present the experience? The teacher would have to give instructions and help the children color the marshmallow and sort them according to their size. Then after several attempts the teacher will become part of the group

This project’s aim is to produce a collaborative archeological study of Serpent Mound. The goal of the project is to use applied archaeology to understand Serpent Mound through oral histories of the descendant community, the Eastern Shawnee of Oklahoma, and traditional archaeological methods, creating an updated narrative about Serpent Mound that can be accessed by the public. Archaeological methods utilized will be done with the Eastern Shawnee of Oklahoma as to show them how archaeology explains Serpent Mound’s construction. This project accepts that Serpent Mound was constructed ~2,300 years ago by Adena people, and will use this narrative when talking about the site from an archaeological perspective.

As we met and tried to discussed our up and coming group presentation, we tried to figure what we were going to do. As we tried to figure out a solution to our problem we begin to think. We went over a number of questions in our heads. Such as, what will align with North Carolina Essential Standards for 6-8 grade science, BIO 2302 course outline and PEA Mission? Then I thought to myself, what would I want to do for an engaging activity if I were in a 6th, 7th, or 8th grade science class. Each meeting we started to ask each other important questions. Do we want talk about ecosystems, rocks, life science, etc? Will that be engaging enough for the students? Should we do something dealing with building things?

I know that students learn best by hands on activities and creating. I choice to have the students use cheerios as part of the hands on activity and to create their own arrays, equations and story problems. They were free to pick numbers of their choosing with in my parameters of numbers. This supported the rigor because I asked them to create from scratch but also gave them to freedom to choose their own numbers and stories. As a teacher this was a great lesson to visually see who understand the standards and goals and who needs more practice. Most of the students who struggled with this lesson struggle with addition. I gathered the struggling student into a small group the following day to work on those skills. The learning outcome for this

Distribute M&M’s to students and have them look at the outside candy coating. Then have students break an M&M to look closely at the coating from the inside.

The students sang along, and some even dance along, while getting to their seats. They soon transitioned into their math lesson. Mrs. Lisa then used a headpiece microphone to speak, and the classroom projector to reflect the word problem on the white board. She soon distributed a mini cups full of m&m’s to each student, which were going to be used to practice word problems. To get the students attention, she either rang a bell or she said an attention getter. Both methods seemed to work very well. After a few problems, she allowed the students to have one m&m. I was really surprised that none of the student tried to eat the candy before the teacher allowed them. They waited until she announced that they could, and they would also eat the specific amount that she would say. After the lesson, the teacher distributed a math sheet that contained five math problems, where students were to work individually. After a few minutes of the students working silently, the teacher began walking around and checking each of their math sheets. As the students began to finish, they were told to get their iPads

Despite Indiana Jones making archaeology out to be nothing more than leather, bullwhips and paranormal activity, it – archaeology – is actually a noble career, fit for the best of the best. In addition to excavating ancient artifacts,

From my personal understanding, the artifacts, archaeology, museums, pictures and such that I will be exposed to, shares a story. A story of various moments of time that convey how life was back then, and how it relates, presently. Not only does this course theme pique my curiosity, but it will enable me to alter my perception, with a new set of lenses. This course will be immensely didactic by having me develop a better understanding of artifacts, archeology, museums, and all through inspection, questioning of rightful possession, value, and lastly its purpose. This will correlate with how I will think and write to improve my writing skills. In other words, this course will be the pillars to the temple of my writing and thoughts. Never had I perceived everyday objects as an artifact before, until I got a taste of this course. This indicates that taking this course will expand my mind further, along with a plentiful amount to write

This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked the problem in a different manner and used different accommodations based on their ability level; nevertheless, they solved the problem. Communicating the error

To help students have a better appreciation of archeology and it’s role in American Indian studies I am designing a class to help students better understand archeology and its contexts surrounding Native American people. The title of this class will ARCH 123: Exploring Archeology and it’s Impact. This title is very relevant because it will reflect the two main themes we will focus our energies on during the semester. These themes are the evolution of archeology and the importance of archeology, encompassing it’s effects on people. The title of this class will give students a basic idea of what they will learn from taking it. Exploring archeology will take into context the transition from old archeology to the new wave of feminist archeology.

I can pinpoint my decision to pursue a career in archeology to a single day. I was touring the old city of Quebec in the summer of 2012 and happened upon an archeological dig site that was being opened to the public. It contained the foundations of some of the first houses built by the French when they settled in Quebec. Pieces of shattered pottery and rusted coins were on display. I marveled at the thought of unearthing something previously lost to history.