Your students are archeologists at the Jamestown Settlement.  The settlement directors (teachers) would like to include information on the new website, and the students have been asked to make a program (ie presentation) on settlers first arriving in Jamestown and their first few years there.  They must target this program to people who are not familiar with the Jamestown settlement to attract their attention and curiosity to want to see more of the settlement and get them to come visit Jamestown.  Their program’s artifact should include pictures of real artifacts, maps, etc to help explain the sequence (ie timeline) of events or tell the story of the beginning of the settlement.  They should include a brief explanation with each slide.  They will present their presentation to peers who will give feedback as potential visitors to Jamestown.

Students will use map skills to compare using online maps and GPS to traditional maps. Then, they wll be led in a discussion about the adcantages and disadvantages of each,

1. Have the students bring a Math graphing problem that they have been working on in class.  **This will take some coordination with their homeroom teacher in order to work! or present a simple graphing problem for them to solve.  It needs to have 3-4 variables. This is so that they can use 3-4 coordinating colors of yarn for their design.In this lesson, we will translate the bar graph chart into a horizontal graph design.  Use the numbers to represent rows of weaving. For example, if a 5 is represented in the information then color in a section of rows on the graph paper to represent 5 rows that will be woven in that color. Tell the students to use the same colors that they have on their math bar graph, when creating their graph for weaving so that there is less confusion.