Methods of Archeological Site Measurements
Developed by: Connie Wood
Spring 98

Summary:
The purpose of this lesson is to introduce middle school students to the methods of triangulation, compass/tape measure/ diagonal and 6-8-10 (Pythagorean Theorem) to set square archeological sites. Also an example of a grid system will be used to plot objects.

Connection to the Curriculum:
The curriculum connection to eighth grade science is referenced to the TEKS 112.24. Science, Grade 8, Introduction number 5:

Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions.

Time:
This lesson should take approximately two weeks of five hours of class a week

Season:
This lesson would require clear weather. The fall and spring would be the best time to implement it.

Materials:

Objectives:
Students will learn the application of The Pythagorean Theorem : In right triangle ABC, 90 degrees angle C, c2 = a2+ b2

Students will measure a plot of 5 meters by 5 meters using a compass, measuring tape, string and stakes.

Students will determine grid length of site grid.

Students will determine the scale of actual grid to graph paper map.

Students will set squares of site grid with 6-8-10 geometric equation by application of Pythagorean theorem.

Students will learn the application of triangulation to record the location of items on site map.

Students will form hypothesis as to why items are in the conditions and locations in which they are found.

Students will develop an hypothesis as to what type of functional site this model represents.

Procedures:
1. Introduce the concepts of classification of objects such as pencils, marbles, rocks, etc.

2. Students will develop classification categories for chosen material.

3. Discuss the connection between math and science. Review Pythagorean Theorem and 6-8-10 method of measuring right angles.

4. Students will measure a 5 meter by 5 meter plot.

a. Place a maker where you want your datum point (one corner ) to be.

b. Use a compass and measuring tape to move 5 meters in a cardinal direction. North is suggested. Place a second marker at the end of this transect. Tie a string to both markers. This forms one side of the site plot.

c. Use the 6-8-10 method to form a right angle with string at the second marker. Use a measuring tape or meter stick to mark 60 centimeters on one side, 80 centimeters on the second side and 100 centimeters ( 1 meter ) to make hypotenuse. This will result in a right angle.

d. Follow the meter stick with a sting and measuring tape for 5 meters. Place a marker at this third corner.

e. Check the second side with a compass for direction.

f. Use 6-8-10 method to make a right angle corner as in procedure 4c. Make side 3 as in procedure 4d.

g. Check the third side of the plot with a compass as to direction.

h. Follow procedures 4c-e to make the fourth side of the plot.

i. Check the plot site at the diagonal for accuracy.

5. Measure one meter increments from the corner of side one and the corner of side three. Mark them with a marker and string. Make sure that these line are parallel to the sides.

6. Measure one meter increments from the corner of side two and side four. Mark them with a marker and string. This should produce a grid on the surface with strings and markers.

7. Students will now develop a scale correlation between the actual plot and the graph paper on which they will be developing their archeological map.

8. Students will brainstorm the type of artifacts that might be found at a given site (Central Texas) in a given time period (100BC).

9. Students will use internet searches to determine what people would be In a given area at a given time. They would determine what kinds of dwellings they had , if any, if they were hunters, gathers, permanent or nomadic.

10. A set of models will be constructed for at least two categories of people.

11. These models will be classified and models (cutouts) will be cut or torn into pieces Theses pieces will be distributed tin the site plot.

12. Students will use triangulation to mark the artifact pieces on their scaled site map.They will be record by measuring from two corners of the grid in which the are found from a standard direction, suggested north. The first corner will be on the right and designated as distance y. The second line will be from the left corner and designated as x. The distance from the corners to the object will be record and scaled on the graph map.

13. Students will develop a site map and then answer questions about the condition, location and type of site they have mapped.

Use of Triangulation
to Plot Object

 6 - 8 - 10 Method for
Right Triangle

 

Questions:

Evaluation:
Students will develop a rubric for the understanding of each method of measurement. They will be graded on a map rubric as to scale, neatness, accuracy, and detail completeness. They will be graded on the plot construction rubric. They will be turn in an essay about the site and hypothesis as to the characteristics of the people who lived there. They will also turn in their form notes from their internet search.

Expanding the Lesson:
Students build models of plaster of paris and expose them to geologic process of water, gravity or pressure.

Students make computer presentations on their site and site research information.

Students use a GPS receiver to plot the exact latitude, longitude and elevation or their site.

Resources:
Joukowsky, Martha. A Complete Manual of Field Archaeology. New York: Prentice Hall, 1980. ISBN 13-162156-4pbk

McMillon, Bill. The Archaeology Handbook. New York: John Wiley & Sons, 1991. ISBN 0-471-55015-9

Internet Resources:
Bureau of Land Management. Environmental Education Homepage. http://www.blm.gov/education/mesas/classify.html

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