Module IIA: Natural and Human History of the Meadowlands Marsh
Session 2: Archaeology of the Meadowlands
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
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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 Meadowlands Marsh
Session 2: Archaeology of the Meadowlands
Science Content
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Introduction to the field of
archaeology: description,
vocabulary, processes
Archaeologists study past
cultures through excavation
and analysis of artifacts
Archaeologists provide
knowledge about past
cultures and how people
lived
Classification
Making and testing
hypotheses
Meadowlands Content
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Science Tools and Technology
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Trowel
Shovel
Sifters
Grid
Measuring instruments
Hand-held recorders
Computer and ejournaling
software
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Natural and Human history
in the Meadowlands marsh
area
Impact of Humans on the
Meadowlands marsh
environment
- Meadowlands natural
environment 500 years
ago
- Meadowlands
environment 50 years
ago
- Meadowlands
environment today
Documentation
Archaeology journal
Map of excavation site with
grid overlay
Drawings of artifacts and
verbal descriptions of
physical appearance
ejournal
Instructional Objectives:
Participants will learn that:
 Archaeology is a branch of science.
 Archaeologists study past human cultures through the excavation and
analysis of artifacts.
 Archaeologists use a vocabulary specific to the field of archaeology to
conduct and describe their work.
 Archaeologists use specific tools and processes to excavate artifacts.
 Archaeologists follow specific procedures to record their findings.
 Humans in the Meadowlands area used resources in their environment
and consequently changed the environment.
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Most artifacts found in the Meadowlands area are from the landfills
that covered the Meadowlands environment.
 Meadowlands area is reverting to a more natural state given recent
and current environmental policies.
Participants will learn how to:
 Work as part of an excavation team with assigned responsibilities.
 Use tools to excavate artifacts.
 Mark locations of artifacts using a grid overlay and map of the
excavation site.
 Properly clean artifacts.
 Describe and classify artifacts according to possible use.
 Develop hypotheses about the culture of the people who left behind
artifacts.
Activities:
Introduction to Archaeology PowerPoint / discussion (10 minutes)
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.
Excavation: (60 minutes)
Hike to excavation site.
Instruction on processes, procedures, use of tools, documentation.
Excavation of artifacts using trowels and sifters. Have participants try
out different procedures and roles within an excavation team, e.g. digger,
recorder, cleaner, sifter, etc. Participants place their artifacts in designated
bags.
Recording of locations on grid. Participants mark the site of found
artifacts with an X or a simple sketch of the artifact.
UID – Educator explains entire excavation process to participants. Educator
physically demonstrates and verbally describe the tools used to excavate
while in classroom and at field site. Visual and written instructions provided
to supplement verbal instructions and demonstration. Tabletop excavation
containers are available to simulate excavation pit. A variety of each tool is
available. Participants manually record results in journal, use pre-printed
labels, or verbally record data using hand-held recorder. Journals with
Verdana font and 18 pt. size, with visual and text descriptors, peel off
response labels, large print, uncluttered design with white space.
Working with the artifacts (classroom): (20 minutes)
Cleaning of artifacts. Participants use brushes, and warm soapy water
to clean artifacts.
Recording, drawing and describing artifacts. Discuss artifacts with
participants, eliciting words that describe appearance, materials, size, shape.
UID – Educator explains all steps in the cleaning process. Educator physically
demonstrates and verbally describes the process for cleaning artifacts. A
variety of styles of each tool is available. Visual and written instructions
provided to supplement verbal instructions and demonstration. Participants
manually record results in journal, use pre-printed labels, or verbally record
data using hand-held recorder. Journals with Verdana font and 18 pt. size,
with visual and text descriptors, peel off response labels, large print,
uncluttered design with white space.
Making hypotheses about identification, purpose or use of artifacts.
(15 minutes)
UID – Participants work in small groups to examine and discuss artifacts.
Educator displays and passes artifacts to each group, modeling how to make
hypothesis (e.g. metal piece might be knob from cabinet; pottery shard
might be piece of bowl) Educator elicits responses. Participants manually
record results in journal, use pre-printed labels, or verbally record data
using hand-held recorder. Journals with Verdana font and 18 pt. size, with
visual and text descriptors, peel off response labels, large print, uncluttered
design with white space.
Extrapolating what the artifacts tell us about people who lived in the
Meadowlands area 50 - 60 years ago. (15 minutes)
UID – Educator displays and passes around artifact, modeling how to make
hypothesis (e.g., excavated clam shell: people ate clams, had tools for
opening clams, had method of transporting clams from ocean environment,
etc.). Educator elicits responses.
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 to field site; more time to
move from site to site; shortened program; raised excavation site available.
Limit number and type of artifacts for more simple analysis and
classification.
Materials – Simplified journals with images and single word descriptors;
large size peel off picture and/or text labels for recording information in
journals.
Equipment/Assistive Technologies – Raking and scooping devices with easy
to grip handles; long-handled raking and scooping devices. Variety of
sifters.
Teaching Strategies – use simple vocabulary; frequently repeat concepts;
speak slowly; ask multiple choice questions (only giving them two options);
and physically demonstrate how to use various tools. Break down
information into small chunks. Instruct participants on purpose and use of
equipment (for example, trowels) 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 at a table, one educator per table). If possible, train
partner staff first on all modules which enables them to better assist their
participants.
Mobility Disabilities
Learning Environment – Shorter walking route to field site; more time to
move from site to site; shortened program. Alternative indoor program with
table top bins simulating excavation pits; adjustable tables.
Materials - Larger journal page size attached to large clip board; large print
and peel off labels. Dycem to keep materials in place on table surface.
Equipment/Assistive Technologies – Raking and scooping devices with easy
to grip handles; trowels with extendable handles for wheelchair users or
those with physical access issues; clear plastic boxes to hold specimens on
lap for viewing, writing lap boards; portable tables placed at outdoor field
sites; hand lenses on neck lanyards; and large foldable magnifiers. Heightadjustable tables.
Teaching Strategies – open-ended questions, some multiple choice
questions, extra time to respond either verbally or with personal
communication device; specially designed communication boards and flip
books for non-verbal responses; 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 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 - Tactile models of trail and dig site.
Alternative indoor program with table top bins simulating excavation pits;
adjustable tables. Dycem to anchor materials to table top. Hand lenses on
neck lanyards; and large foldable magnifiers. Tape recorders to verbally
record data. Braille embosser and Braille translation software for converting
text documents into Braille; Indiana University software for converting
PowerPoint into accessible formats. Kenn – a - vision for enlargement of
artifacts for viewing.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and
verbally describes relevant pictures in detail. Careful presentation and
demonstration of tools with sharp edges. Hand-on-hand assistance with
excavation and cleaning. Verbal description of artifacts, including color,
shape, material, etc.
Deafness and Hearing Loss
Materials/equipment – Sound field and assistive listening devices. Written
and visual step by step instructions for all procedures and activities. Journals
with peel off picture and/or text labels for recording information.
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 to field site; more time to
move from site to site. Alternative indoor program with table top bins
simulating excavation pits; adjustable tables.
Materials - High level, high interest journals with large font, visually
organized with a great deal of white space separating text, images, answer
boxes. Communication boards with text and images serving as memory
prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Handheld magnifiers, large foldable
magnifiers, sound field and assistive listening devices; tools with different
types of handles / grips.
Teaching Strategies – slower pace of instruction (especially with those
individuals with aphasia), slower walk to the outdoor classroom site, 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.