Module IIA: Natural and Human History of the NJ Meadowlands
Marsh
Session 3: Peek at the Past
This lesson is based upon work supported by the National Science Foundation under
Cooperative Agreement Number HRD 0638793. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation.
Permission is granted to copy these materials for educational, non-commercial purposes
provided the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IIA: Natural and Human History of the NJ Meadowlands
Marsh
Session 3: Peek at the Past
Science Content
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Natural and man-made
features of the
Meadowlands: description,
vocabulary, processes
(Review)
Archaeology: description,
vocabulary, processes
(Review)
Artifacts provide
Humans using resources
have changed the
environment
Environmental policies
impact on restoration of a
habitat.
Making and testing
hypotheses
Meadowlands Content
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Science Tools and Technology
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Digital Camera
Computer and ejournaling
software
Natural and Human history
in the Meadowlands marsh
area
Impact of humans changed
the Meadowlands
environment
- Meadowlands natural
environment 500 years
ago
- Meadowlands
environment 50 years
ago
- Meadowlands
environment today
Documentation
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Digital photographs
Picture journal
Ejournal
Instructional Objectives:
Participants will learn that:
 Natural and man-made resources are found in and around the
Meadowlands marsh environment.
 Humans in the Meadowlands marsh area used resources in their
environment and consequently changed the environment.
 Archaeologists study past human cultures from the analysis of artifacts
they excavate.
 Like archaeologists, we can learn about past human cultures by
studying artifacts left behind.
 Most artifacts found in the Meadowlands area are from the landfills
that covered the Meadowlands environment.

The Meadowlands area is changing back to a more natural state given
recent and current environmental policies.
Participants will learn how to:
 Examine tools and other artifacts found in the Meadowlands marsh and
make hypotheses about how the items were used.
 Use a digital camera to take photographs.
 Use photographs to create a picture journal or use a computer and
software to download photographs to create an ejournal.
Activities:
Introduction to Peek at the Past (20 minutes)
Content via PowerPoint
Examination of artifacts found in the Meadowlands. Pass around
artifacts and have participants make hypotheses about the use of the
artifacts (tools, playthings, entertainment).
Making hypotheses of the possible use of artifacts
Determining modern equivalents of the artifacts; show participants a
modern rollerblade, iron, mixer, milk carton, etc. Discuss the use of a variety
of natural resources in the past, and now, e.g. iron and wood, versus
aluminum and plastic.
Instruction on using a digital camera as a tool;
Capturing digital images of artifacts; using different types of digital
cameras, have participants take photographs of several artifacts of their
choice.
Universal Instructional Design (UID) – PowerPoint color contrast, font and
size meet accessibility standards; white space, no more than 6 lines of text,
no more than 6 words per line, images have alternate text tags. Copy of
PowerPoint available in color (1 or 2 slides per page) in a 3-ring binder. Use
of sound field system; assistive listening devices for those with hearing
impairments or attention difficulties. Educator reads and describes images
on slides. Participants work in small groups to examine artifacts. Educator
verbally describes and physically demonstrates how to use a digital camera
as a tool. Digital cameras with a variety of access styles available. Visual and
written instructions provided to supplement verbal instructions and
demonstration.
Lab Work: (80 minutes)
Instruction on process and procedures for using a computer as a tool
Instruction on process and procedures for uploading digital photos
Instruction on process and procedures for using Clicker 5 or
WebJournal
Recording of findings in e-journals
UID – Educator verbally describes and physically demonstrates how to use a
computer as a tool. Educator verbally describes and physically
demonstrates how to upload and manipulate digital pictures of artifacts.
Educator verbally describes and physically demonstrates how to record
findings in e-journal. Visual and written instructions provided to supplement
verbal instructions and demonstration. Participants manually record results
in e-journal or verbally record data using headset with microphone. Ejournals with Verdana font and 24 pt. size, with visual and text descriptors,
uncluttered design with white space. Visual and written instructions
provided to supplement verbal instructions and demonstration.
Exploration of Interactive Learning Museum as supplemental closure
to Module 2: Natural and Human Features of the Meadowlands,
Part A, Sessions 1-3 (20 minutes)
UID – Educator leads participants through three chambers of the Interactive
Learning Museum verbally describing each chamber’s content and displays
(visual, auditory and tactile). Educator verbally describes and physically
demonstrates how to explore via the interactive features throughout.
Participants explore in small groups to examine interactive features.
Educator elicits responses directly related to science content learned
throughout module.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found
effective, and currently in use or being tested for use by specific disability
groups in this program module.
Cognitive Disabilities
Content – Simplified program content.
Learning Environment – Shorter walking route from classroom to lab and
museum; more time to move from site to site; shortened program. Limit
number of artifacts found in Meadowlands; select artifacts more easily
identifiable to modern equivalents.
Materials – User guide for digital camera with visual and simplified written
instructions. User guide for e-journal with visual and simplified written
instructions.
Equipment/Assistive Technologies – Digital cameras with a variety of access
options. Specially designed e-journal created with simple user interface;
navigation buttons designed with image, single word descriptor, alt tag,
audio tag, and high-contrast colors; pre-designed word banks with words
and images, audio tags, and capability of input within journal via single
keystroke. Headsets with microphones for recording information in ejournals.
Teaching Strategies – Use simple vocabulary; frequently repeat concepts;
speak slowly; ask multiple choice questions (only giving them two options);
use specially designed communication boards and flip books for non-verbal
responses; physically demonstrate how to use various tools; allow additional
time to execute activities. Break down information into small chunks.
Instruct participants on purpose and use of equipment (for example,
cameras) before introducing the equipment in the STEM content activity.
When necessary, demonstrate, hand-over-hand, how to do an activity. Have
participants work with a partner. Group subdivided into smaller groups (4 in
a group, one educator per group). If possible, train partner staff first on all
modules which enables them to better assist their participants.
Mobility Disabilities
Learning Environment – Shorter walking route from classroom to lab and
museum; more time to move from site to site; shortened program. Limit
number of artifacts found in Meadowlands; select artifacts more easily
identifiable to modern equivalents.
Materials - Dycem to keep materials in place on table surface.
Equipment/Assistive Technologies – Digital cameras with a variety of access
options. Writing lap boards; adjustable height computer stations; a variety
of digital cameras with hand straps and carrying cases; specially designed ejournal created with simple user interface; navigation buttons designed with
image, single word descriptor, alt tag, audio tag, and high-contrast colors;
pre-designed word banks with words and images, audio tags, and capability
of input within journal via single keystroke; headsets with microphones for
recording information in e-journals.
Teaching Strategies – Ask open-ended questions; move to multiple choice
questions if necessary; allow extra time to respond either verbally or with
personal communication device; use specially designed communication
boards and flip books for non-verbal demonstrative responses; allow
additional time to execute activities. Participants subdivided into small
groups (4 at a table) with one educator and an assistant. Flexible approach
to all activities (e.g. eliminating activities or re-calculating time spent on
each portion of the program; developing new methods for accomplishing
physical tasks based on trial and error, participant or chaperone suggestion).
Blind and Low Vision
Materials - Journal and other documents created with high-contrast and
enlarged to Verdana 20 pt.; documents converted to Braille; PowerPoint
offered in a binder, with one slide per page; PowerPoint available in
electronic, accessible formats for personal viewing following the scheduled
program.
Equipment/Assistive Technologies - Hand lenses on neck lanyards; large
foldable magnifiers; alternate access computer software programs installed
(e.g., WindowEyes, ZoomText); headsets with microphones for recording in
journals. Braille embosser and Braille translation software for converting
text documents into Braille; Indiana University software for converting
PowerPoint into accessible formats.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and
verbally describes relevant pictures in detail. Hand-on-hand assistance with
examination of artifacts. Detailed verbal descriptions throughout program.
Deafness and Hearing Loss
Materials/equipment – Sound field and assistive listening devices. Written
and visual step by step instructions for all procedures and activities.
Teaching Strategies – Use of interpreter(s), who has been provided with key
vocabulary ahead of time. Educator speaks slowly and clearly, to
accommodate interpreters and those who lip read; educator stands in a
central, front of room location so all participants who lip-read can clearly see
the face of the educator. Educator physically demonstrates how to use
various tools/equipment, waiting between steps for interpreter to complete
translation, and to wait for any questions. Participants break up into small
groups (4 or less) during activity, with assistant working with each group,
and interpreters moving from group to group as needed. Educator refers to
simplified and standard text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching
strategies described above would be implemented based on the functional
ability /disability (cognition, mobility, hearing, vision) of the participant.
Content: High level, age appropriate content, closely related to expected life
experiences of participants.
Learning Environment – Shorter walking route from classroom to lab and
museum; more time to move from site to site.
Materials – E-journal designed with large font, visually organized with a
great deal of white space separating text, images, and answer boxes.
Communication boards with text and images serving as memory prompts, or
for use in non-verbal response.
Equipment/Assistive Technologies – Digital cameras with a variety of access
options. Handheld magnifiers; large foldable magnifiers; sound field and
assistive listening devices; lap boards; a variety of digital cameras with hand
straps and carrying cases; headsets with microphones.
Teaching Strategies – Slower pace of instruction (especially with those
individuals with aphasia), slower walk to sites, allowing extended time to ask
and answer questions. Use of whiteboard to write down key concepts during
lecture/discussion phase of program. Relating science content to life
experiences. Participants break up into small groups (4 or less) during
activity to encourage interaction and participation.