Title: Hide and Seek with Bones: A Mapping and Scaling Comparison

Author: Kathy Kruthoff, Washington Elementary, Stevens Point, WI

Grades: 3-6

Overview of Lesson:
Students create and learn how to use a grid in real space and then map it to scale on a smaller grid. A team of students use a real space of 3 ft x 3 ft to hide and find objects and then use a 3 in x 3 in grid to map the objects' placements. This activity models mapping done by paleontologists and archaeologists

Suggested Time: 45-60 minutes

Students' Prior Knowledge:
Students have been introduced to the concepts of grids and grid maps, map scales and area. An accompanying lesson, "Area and Scale", should be used prior to this lesson. How do others learn about certain places and spaces if they can't actually be there? They use "models"! Maps are models of real spaces. Maps are drawn to "scale" which means drawn to a size that will fit in a book, a chart, or on a computer screen. Good maps have scales listed somewhere on the front. Scales may be written and/or drawn. They will say something like "1 inch equals 1 foot", or "2 inches equals 50 miles", or "5 centimeters equals 100 kilometers". Along with photographs and written facts, these "reference materials" are called "atlases".  Background Information:
Students are shown that researchers often find specimens like bones and artifacts scattered and/or layered in a matrix. Reasons for this may be scavenging, weathering and erosion or land shifting. Some objects are easily seen on the surface, others pieces are partially seen, while others are completely hidden. Some things are embedded or are fragile and therefore not able to be removed. Records of where specimens are located need to be kept and mapping is one way to record and to transmit this information.

Student Activity:
Students are in small cooperative groups to perform the tasks. Outside in a sandbox or area where dirt is able to be dug, each group creates a 3 ft x 3 ft grid using the yardsticks and string, positioning large craft sticks to indicate each foot. Teams also have grid paper with 1 inch squares to map their real space using the 1 in =1 ft scale. Use large dots to show sticks. Label the columns with letters (A, B, C) and the rows with numbers (1, 2, 3). Have teams put members in various spaces (i.e.. A-3) to assess understanding. Have each team hide a bone in a predetermined box (ie. B-3). Have 4 other bones or objects placed in the other grid spaces. If possible, have some pieces hidden and others poking out. For later comparisons, have students record on their grids where they placed their set of objects. Have teams exchange places. Have them find the first hidden bone and record it on a new grid. Have each group find and record the other objects. After all objects are found (or after a given time period) have groups compare their maps.

Teacher Notes:
Having an extra adult volunteer around is helpful so the teacher can do performance assessment. Time to discuss expectations and comparisons to actual digs before and after the student activity is important. Videos, pictures and readings could be used.

Vocabulary:
model, scale, atlas, grid, reference material, area, perimeter, intersection, paleontologist, archeologist, artifact, excavation, cartographer

Interdisciplinary Connections:
Math- Use of measurement, multiplication, area and perimeter and coordinates on a grid.
Social Studies- Use of maps, scale and regional studies.
Language Arts- Writing directions, using reference materials, reading novel "My Daniel" by Pam Conrad or "Time Detectives" in Scholastic Library Sourcebook.

Extension Activities:
*determine areas and perimeters of larger sites, both in real space and on scale drawings.
*draw 2-D or make 3-D models, investigating the size of real dinosaurs and other prehistoric creatures. (Carnegie models work well.)
*study effigy mounds in Wisconsin. An especially good resource is available through the State Historical Society of Wisconsin, Office of School Services, Digging and Discovery: Wisconsin Archaeology by Dr. Diane Young Holiday and Dr. Bobbie Malone, a book written for students that ties in well.
*study the dinosaur trackways in real space and then map them to scale, using the large plastic sheets traced from the Colorado site.
*start with a scaled copy of the walkway to make real space tracks in a hallway or outside.

Wisconsin State Science Standards:
A.4.3
http://www.dpi.state.wi.us/standards/scia4.html
When investigating a science-related problem, decide what data can be collected to determine the most useful explanations

C.4.4
http://www.dpi.state.wi.us/standards/scic4.html
Use simple science equipment including rulers safely and effectively to collect data relevant to questions and investigations

C.4.6.
http://www.dpi.state.wi.us/standards/scic4.html
Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means