Teacher Support Materials

STEP 1
(5 minutes)

Watch the video on Step 1 of the investigation. (2:20 min.)

Listen for the key questions that will help guide your investigation.

Direct students’ attention to the following before beginning the video:

In this video Aidan will break down the differences between natural resources, natural materials, and synthetic materials. Remember to take notes!

Key Vocabulary: natural resources, natural materials, synthetic materials

STEP 2
(10 minutes)

Compare each infographic below to determine which objects are synthetic.

Share your hypothesis with your partner or write it in your RAN.

Research Assistant Notebook (RAN): page 1

Students are looking for patterns that help them distinguish between natural and synthetic materials. In this case cotton is the only natural material.

Prior to starting this step, tap into students’ previous knowledge to discuss what they know about natural and synthetic products.

STEP 3
(10 minutes)

Drag and drop these statements into their correct place on the Venn diagram.

Research Assistant Notebook (RAN): page 1

The Venn diagram will mark correct responses with a green ‘check’ and incorrect responses with a red ‘x’.

Encourage students to apply the patterns they identified in the infographic.

STEP 4
(10 minutes)

Use your Venn diagram to construct a definition of synthetic materials and record it in your notes.

Research Assistant Notebook (RAN): page 1

Students will synthesize what they learned to develop a definition for synthetic materials.

Use this step to assess student reasoning and check for understanding.

STEP 5
(5 minutes)

Watch the video on Step 5 of the investigation. (5:23 min.)

Listen for tips to help you with your research.

Direct students’ attention to the following before beginning the video:

In this video Aidan will introduce us to Dr. Glenna Nielsen-Grimm, an archaeologist at the Natural History Museum of Utah. Her research focuses on one of the earliest known synthetics, ceramics. Listen for tips to help you with your research.

STEP 6
(55 minutes)

This is a multi-part interactive.

1. Select a Sherd
   Select a sherd to examine.
2. Observations
   Work through the same eight questions Dr. Glenna does to learn as much as you can about the sherd you selected.
3. Analysis
   Use your observation data to make comparisons between the characteristics of your sherd and the characteristics of common objects found in the places your sherd was found.
4. Synthesize
   Using the evidence you’ve collected about the sherd you are studying, communicate the form this sherd came from, your evidence for this idea, and what you think it may have been used for. Share your reasoning!
5. Reflection
   How do your observations and inferences compare with Dr. Glenna’s thinking? Reflect on and discuss these comparisons with your research partner. If needed, go back and revisit your findings.

This is a multi-part interactive: select a sherd, observations, analysis, synthesis, and reflection.

1. Select a Sherd
   You may choose to divide up all 11 sherds so that each sherd is evaluated. We recommend students work in pairs.
2. Observations
   Observation scaffolding is provided in the form of questions and pop-up screens with useful information. Hint: Green indicates a pop-up.
3. Analysis
   Direct students’ attention to the following before beginning the video:
   
   In this video Aidan and Dr. Glenna discuss how to use artifact observations to figure out what type of object a sherd comes from and what that object was used for. Listen for tips that will help you with your research.
   
   Click on the image to see information about each form that will help with comparing features.
4. Synthesize
   Guide students to use all of the evidence they collected to described the form and function their sherd came from.
5. Reflection
   Encourage students to compare their reasoning with Dr. Glenna’s and go back to re-evaluate their sherd, as needed.

STEP 7
(5 minutes)

Watch the video on Step 7 of the investigation. (5:49 min.)

Direct students’ attention to the following before beginning the video:

In this video you’ll reconnect with Aidan and Dr. Glenna to talk about the ways archaeologists think about and study ancient people and their communities. How do they think about the ways in which synthetic materials impact a society?

STEP 8
(10 minutes)

Use the interactive to examine several common tasks related to food. Think about whether the synthetic material (in this case, ceramics) or the natural material functioned best for the task and why. Then, when your ready for the face-off, click the “Next” button.

This step will give students a closer look at the artifacts they will compare in the next step. We recommend students work in pairs.

STEP 9
(20 minutes)

Select a scenario to see both the natural and synthetic objects react. Then compare their production details and performance stats to collect data.

Research Assistant Notebook (RAN): page 3

This is where students will collect their data to learn how societies used both natural and synthetic material. Then, students will determine which material type is best using the data they collect.

You may want to model this activity as a group. Use the animation and the production and performance stats to discuss the pros and cons of using natural or synthetic materials for a task.

You should let students know how many scenarios they should analyze and/or if you want to assign these by small research groups. This can be useful if you want students to share their findings in a mock scientific conference where collective knowledge can reveal new insights.

STEP 10
(15 minutes)

Now that you have made multiple comparisons between natural and synthetic materials determine which type of material would be preferred for a particular job. Be sure to include reasoning from what you learned about the production and performance of each material.

Use this activity as an assessment of student reasoning. There isn’t a “right” answer. Instead, look for reasoning that is supported by the evidence (production and performance stats). The goal is to have students reason, argue and defend their thinking. This is also an excellent time to foster flexibility in thinking. When presented with new perspectives, do students reflect on them and adjust their thinking where useful?

Modeling can be useful for some students. Consider choosing one scenario students didn’t evaluate to model how they can use their findings to construct an explanation.

STEP 11
(5 minutes)

Watch the video on Step 11 of the investigation. (4:59 min.)

Direct students’ attention to the following before beginning the video:

In this video Aidan checks back in with Dr. Glenna to find out how Dr. Glenna thinks about these same ideas you’ve been developing to explain how these ceramic sherds - these synthetic materials - impacted the societies who made and used them.

STEP 12
(20 minutes)

Use your findings from this investigation to develop an evidence-based claim to explain why you think humans started using ceramic pottery.

Research Assistant Notebook (RAN): page 4

Encourage students to use the evidence they collected to develop their argument.

You can have student pairs work with other pairs of students to discuss and test their reasoning.

STEP 13
(15 minutes)

Share your claim with other research groups in your class.

Then, consider the following question and discuss your thinking with your peers.

How has the invention of ceramics (A synthetic material) affected our lives today?

Research Assistant Notebook (RAN): page 4

Think, pair, share. Have students think about their own answer to the new question, then share their thinking with their partner, and then have a class or group discussion.

This can be an assessment opportunity. You may choose to use the Student Learning Assessment Tool to assess arguments.