Second Grade Time Capsules

Introduction:This year, your class has learned about many interesting topics. In September, your teacher will start all over with her new class. Those students will wonder what is in store them in the coming year. Think about the ways we know what people from the ancient past learned. One of the ways we find out is through archeological digs. The artifacts that people leave behind give us clues of the past.

Task:You and your classmates are going to leave clues from the past for students of the future by creating time capsules filled with artifacts from this year. It would be a huge task to create artifacts for everything you learned, so this project will concentrate on social studies. Your group will create artifacts for one major topic that you studied in social studies and these artifacts will be buried along with others on the school grounds. Next year's students will go on an archeological expedition to locate the time capsules and dig them up. Then they will try to discern what each artifact represents. You will also be tasked with creating hints that go along with each artifact for your teacher to use next year.

Process:

1. On the first day, the art teacher reads the book Motel of the Mysteries by David McAuley to introduce the concept of artifacts to the students. (***This book is for older students so we paraphrased the book, showing the pictures that were appropriate.)Then the classroom teacher introduces the idea of the time capsules. She divides the class into 6 groups. Each group will be responsible for a topic (Mali, Biographies, Economics, Native Americans, Explorers, Maps and Geography.) See the Time Capsule Topics worksheet for guidelines on what should be covered in the capsule.
2. Each group meets and reviews the guidelines. They brainstorm what artifacts might be used to represent the topics. They use data retrieval charts for some topics to gather information. For other topics they can go directly to appropriate software (MapMakers Toolkit for the Maps and Geography group.) Together they make a plan for all of their artifacts.
3. Each group fills out a Sketch and Supply form for each artifact. This includes drawing a sketch of what the artifact will look like, a justification for the choice and the supplies needed.
4. Students will use their art class time to create artifacts and some may use the computer lab.
5. During their next computer lab time, each group writes up hints that will help the teacher remember what artifact went with which topic of study next year. Students follow the guidelines for hints.
6. With the help of the teacher, students create written directions for next years class to locate the capsules.
7. Artifacts are loaded into waterproof, airtight containers (large pretzel jars). As they are loaded in front of the class, students share their reasons for choosing and creating the artifacts. The capsules are sealed and buried on the school grounds.
8. Students enjoy a capsule party complete with "X marks the spot" cookies and a drink.

*****Next fall, the plan is for the teacher to give the directions to her class and allow them to locate the capsules. They will unearth them and read the book Motel of the Mysteries by David McAuley. They'll ponder what each artifact means and then throughout the year, they'll revisit their capsule items and make the connections to their learning. The teacher also plans to use the artifacts on Back To School Night to entice parents into predicting what their children will be learning.

Opportunities to share:

1. Students had multiple opportunities to share. They worked cooperatively and collaboratively as groups to create their artifacts for the capsules.
2. They researched and revisited what they had learned throughout the year.
3. They created the artifacts in art, computer lab and the classroom.
4. They shared their artifacts with their classmates.
5. They created hints that were shared with the teacher for her use.

Assessment:

1. A checklist was created using the capsule guidelines and hint guidelines.
2. A rubric was used for group work.

To see pictures from the unit, click on the map.

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Unit designed by Natalie Vrbin andSonya Bannon
Page created by Brooks Widmaier
June 26, 2003