1. All information and images from www.iceman.it/enwww.iceman.it/en and Gudrun Sulzenbacher The Glacier Mummy: Discovering the Neolithic Age with the Iceman 3rd updated edition 2011 ISBN 978-3-85256-591-0

2. Technical Vocabulary Activity Ideas 1. Given a list of eight to twelve academic and domain specific vocabulary words, students in small groups select six of the eight or ten of the twelve words and create a dialog using those words to demonstrate that they know and understand the words. An assessment rubric would include the fact that the word is explained or defined by its usage. Small group, pair 2. Board games. Students create a board game that uses their knowledge of the vocabulary words in the game. It could in the game board or in the questions asked to move along the path. An assessment rubric would include this requirement. A sample board game template can be found here. Pair, Individual 3. Evaluation ladder. Students take a list of eight vocabulary words and will rank them from most to least relevant to the subject or text. They then defend their rank in writing or may do so in a group orally as the teacher listens in. There is no correct rank, but student should be able to demonstrate their knowledge of the words by their explanation of the ranking. Pair, individual 4. Word Sort. Students take a list of 8 or so vocabulary words from a text, write them on slips of paper. Next they arrange the words in group, identifying a title for each group. Finally students explain their product and in doing so, will demonstrate their understanding of the terms and the relationships between them. Pair, individual Reading: NonFiction Texts Meets Standard RI.5.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area. Possible Words Shaman Artifact Retoucheur Settlement Menhir, stele Eimkorn Pathologist Radiocarbon (carbon 14) dating Transhumance Bast Tinder Flint CT (CAT) scan Sinew Sheath Quiver Endoscope radiologist Smelt Haft Malachite Casting Flights embers

3. Presentation: INSTRUCTIONS FARMER Find artifacts and evidence to support this theory. SHEPHARD Find artifacts and evidence to support this theory. HUNTER Find artifacts and evidence to support this theory. SHAMAN Find artifacts and evidence to support this theory. TRADER OR PROSPECTOR Find artifacts and evidence to support this theory. LEADER Find artifacts and evidence to support this theory. Present your evidence in a presentation. Each member of your group must explain at least one piece of evidence or artifact. Some of the information will not be relevant and you should not include it.

4. Counter-arguments FARMER If he was a farmer why was he away from his village? SHEPHARD Why was there no evidence of animal hair on him or his clothes? HUNTER Why were most of his arrows not ready to be used? SHAMAN Why didn’t he have special clothes? TRADER OR PROSPECTOR Why didn’t he have tools for finding minerals? What could he have traded apart from his equipement? LEADER Why was he travelling alone? Beware! There are some some questions about all of the theories. The last part of your presentation should try to answer these.

5. Reading: NonFiction Texts Meets Standard RI.5.2 Identify the central ideas and use details to explain. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text. Use specific information in the text. RI.5.8 Identify reasons and evidence for a particular point made in a text. Evaluate how they support the point. RI.5.9 Integrate and evaluate information from several similar and/or different texts (e.g. Nonfiction books, electronic texts, web sites, magazine articles, etc…) on the same topic in order to write or speak about the subject knowledgeably. Expository Writing / Presentation (W.2.) Meets StandardExceeds standard Focus/ Ideas Focussed on topic Provides a general observation /understanding Understanding is demonstrated through all aspects of the topic and quality of ideas chosen Organisatio n Introduces topic clearly Uses formatting e.g. Headings Provides a concluding statement Intro is elaborated Paragraphs are purposeful Uses varied transitions Provides an insightful conclusion Support/ Evidence Develops the topic with facts, definitions, concrete details, quotations, or other information and examples Support is substantial and well integrated Sources are varied Language Uses precise language and technical vocabulary to inform about or explain the topic Uses correct and varied sentence structures Demonstrates grade level appropriate conventions; errors are minor and do not interfere with the readability Establishes and maintains a formal style. Uses sentence structure and conventions purposefully and creatively to enhance meaning