Archeological Adventures: Exploring Lake Champlain by Diving into History

Name of Participant(s) : Kevin Larkin, LaShauna Quarles, Marjorie Light, and Russell Puschak

Overview of purpose: Students will learn how to analyze data and write technical reports using underwater archeological findings. By learning about artifacts discovered on the bottom of Lake Champlain, students will make hypotheses regarding the events surrounding how these artifacts came to be located on the bottom of Lake Champlain. Students will utilize current technology, such as GPS systems and see a diving demonstration. Local experts who are archeological divers and preservationists will present to the students. A webpage will be designed to assist the students in their research. The students will use Moodle forums for literature circles and blog based on reading the novel Spitfire (by our own Kate Messner). Mrs. Messner will present to the students about how she used underwater archeological findings in the creation of her novel. Students will then use the information from their notes on a Lake Champlain wreck to create a short fictional piece.

length of instructional time for unit: Three weeks

grade/age level of audience: Seventh Grade Trailblazer Team, including special education push-in students.

NYS Learning Standards(s) Addressed:

Social Studies Standards:

Standard 1: History of the United States and New York

Standard 2: World History

Standard 3: Geography

Standard 5: Civics, Citizenship, and Government

ELA Standards:

Standard 1: Students will read, write, listen, and speak for information and understanding.

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Standard 3: Students will read, write, listen, and speak for social interaction.

Standard 4: Students will read, write, listen and speak for social interaction.

Mathematics, Science and Technology Standards:

Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

PCSD Standards

  • Critical Thinker
  • Effective Communicator
  • Responsible Citizen
  • Lifelong Learner

Essential Questions:

  • Why do we need to research and learn about history?
  • How does underwater archeology help us understand our past?
  • How does the health of the lake shape our ability to research?
  • How does where we live influence how we live?
  • How do writers get their ideas?
  • How do successful writers hook and hold the listener’s attention?

Content Knowledge:

Declarative

(What do you want students to know/understand?)

  • Students will study the terminology of underwater archeology.
  • Students will become familiar with artifacts discovered in Lake Champlain.
  • Students will study the history of the Champlain Valley and Lake Champlain.
  • Students will listen to an underwater archeologist’s presentation and question him on his findings.
  • Students will understand the type of writing used in a technical report.
  • Students will understand the components of the 6 + 1 writing model for both the technical report and the fictional piece.
  • Students will focus their research by using a website designed by Mr. Puschak to help them explore the history of the lake and underwater archeology.
  • Students will study the way underwater archeologists record data.
  • Students will become familiar with depth charts of Lake Champlain.
  • Students will learn about what is involved in preserving artifacts found in Lake Champlain.
  • Students will learn the different types of invasive species in Lake Champlain.
  • Students will use a graphic organizer to take notes on Mrs. Messner’s presentation about her novel Spitfire.

Procedural: (What do you want students to be able to do?)

  • Students will analyze data from archeological dives in Lake Champlain.
  • Students will focus their technical report using information that they have learned in class, researched in the library and online, and from guest presenters.
  • Students will create a fictional piece based on Lake Champlain artifacts.
  • Students will share, both in writing and orally, the results of their research. Students will identify invasive species and relate the impact (if any) these have on underwater archeology.
  • Students will use GPS systems and Lake Champlain depth charts to plot artifacts in the water.
  • Students will present their work on the class website.
  • Students will participate in literature circles, making connections, reflections, and asking one another questions, via Moodle.
  • Students will apply the knowledge they gained from the presenters to both their technical and fiction pieces .