Costa Rica Archaeology Exhibit: Pre/Post-Visit Activity

Transcription

1 Exploring the KU Natural History Museum Costa Rica Archaeology Exhibit: Pre/Post-Visit Activity Target Audience: Middle school and above Objective: Explore two NGSS crosscutting concepts (Patterns/Scale) using an archaeology exhibit. Activity Description: Students organize the artifacts on display in our Imagery From The Natural World: Ancient Costa Rica archaeology exhibit and consider what kinds of information might be explored or communicated by different presentations. Varied grouping options can be used for this activity (e.g. small groups, peer partners). 1. Students cut out the artifact cards for the objects on display, and then sort/organize the cards in one or more ways that make sense to them for how to present the objects. Students can use the exhibit introductory text and object information (page two), and the map (page three) for reference. 2. Discuss similarities and differences among the organizational schemes used and what kinds of ideas or patterns might be explored or communicated by different presentations. 3. Visit the museum, before or after the activity, to view the exhibit and compare and contrast the museum display with the organizational schemes used by students. Materials Needed: Student o Costa Rica archaeology artifact cards (object size scaled to US quarter) o Costa Rica archaeology exhibit introductory text and artifact description, and map Optional: magnifying glass for close examination of object images. Teacher o Example Introduction/Discussion Questions Selected NGSS Crosscutting concepts (NGSS Lead States, 2013) Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system s structure or performance. Example Introduction/Discussion Questions Patterns. How did you organize the objects? Why did you choose that approach? Why do you think the museum presented the objects in the way that it did? What kinds of information could or would be communicated by different presentations? Scale, proportion, and quantity. How might these objects be thought of differently within the context of the entire museum or outside the museum? What patterns do you notice at different sizes or scales? How are the properties of the objects communicated? Are there multiple examples presented? The University of Kansas Natural History Museum (2015) 1

2 Exploring the KU Natural History Museum Content: Exhibit introductory text and description of artifacts Title Imagery From The Natural World: Ancient Costa Rica Introductory text Costa Rica is a small, ecologically diverse Central American country. Indigenous groups used the diversity of plants and animals for food, shelter and clothing, and portray the natural world in their designs. The iconography or imagery on these artifacts reflect both real and mythical attributes of humans and other animals. These artifacts represent three cultural regions of pre-columbian Costa Rica, dating prior to European contact. Artifacts Ocarina. An ocarina is a flute-like wind instrument that generates high-pitched whistles. Stamp or Roll. Stamps and rolls may have been used to decorate clothing or the body. Figurine. Figurines depict experiences of everyday life and special occasions. Vessel. Vessels serve many purposes in everyday life and ceremonies. Tripod vessels often have clay balls in the legs that rattle. Metate (muh-tah-tee). Commonly used for grinding food, metates may have also served a ceremonial purpose. Materials. is a fine-grained rock or soil material with one or more clay minerals. Basalt. Basalt is a fine-grained igneous rock formed by rapid cooling of magma or lava. Volcanic Tuff. Volcanic tuff is rock formed from volcanic ash. Stone. Stone is a general term that refers to unspecified rock. The University of Kansas Natural History Museum (2015) 2

3 Exploring the KU Natural History Museum Costa Rica archaeology exhibit map The University of Kansas Natural History Museum (2015) 3

4 Metate 1,700 1,300 years ago Stone Vessel Diquis Subregion 2,000 1,300 years ago

5 Metate 1, years ago Stone Vessel Gran Nicoya Region 1, years ago

6 Metate 1,700 1,300 years ago Stone Metate 1,500 1,000 years ago Basalt

7 Stamp 2,100 1,500 years ago Vessel (tripod) Gran Nicoya Region 1, years ago

8 Vessel (tripod) Gran Nicoya Region 1, years ago Vessel (tripod) Gran Nicoya Region years ago

9 Vessel (tripod) 1,500 1,200 years ago Roll Gran Nicoya Region 2,000 1,300 years ago

10 Ocarina Gran Nicoya Region 2,300 1,700 years ago Figurine Diquis Subregion 1, years ago

11 Ocarina 1,300 1,000 years ago Ocarina 1,300 1,000 years ago

12 Vessel Gran Nicoya Region 1, years ago

13 Figurine Gran Nicoya Region 1, years ago Ocarina Diquis Subregion 1, years ago

14 Stamp 2,100 1,500 years ago Figurine 1, years ago Basalt

15 Vessel Diquis Subregion years ago Mano (grinder used with metate) 1, years ago Basalt

16 Vessel Gran Nicoya Region 1, years ago

17 Vessel (tripod) 1,600 1,300 years ago

18 Vessel Gran Nicoya Region 2,300 1,500 years ago

19 Vessel 1,500 1,200 years ago Vessel (tripod) Gran Nicoya Region 1,500 1,200 years ago

20 Vessel Gran Nicoya Region 2,800 2,300 years ago Figurine Diquis Subregion 1, years ago

21 Ocarina 2,100 1,500 years ago Roll 2,100 1,500 years ago

22 Vessel Gran Nicoya Region 1, years ago

23 Figurine 1, years ago Volcanic tuff

24 Figurine 1,300 1,000 years ago Volcanic tuff

25 Figurine 1, years ago Basalt

26 Figurine Diquis Subregion 1, years ago Volcanic tuff

27 Ocarina 1,300 1,000 years ago