Today we reviewed what Professor Noitall said yesterday and students had a chance to refute what he said on film.
AIM: I will refute 3 points made by Professor Noitall in order to explain hunter-gatherer society.
Standard: 7.1.5 Describe hunter-gatherer societies and how they worked.
Do Now:
We graded our Do Nows from the past two weeks.
Lesson Steps:
Once Students completed the grading of their Do Nows we reviewed the three main points that Professor Noitall delivered yesterday in his lecture. Students then were instructed to plan to refute what he said on camera. They were instructed to include three things in mind as they spoke. The first item was to restate what Professor Noitall said and to act incredulous. The second was to explain why he was wrong and to include a piece of evidence to refute his idea. The third thing to pay attention to was to look directly into the camera.
Once we finished filming some students enjoyed Friday Free Time while I worked with others on their missing work.
Homework: No homework this weekend.
Friday, November 14, 2008
Thursday, November 13, 2008
Professor Noitall
Today we had a visit from a very distinguished archeology professor and students ended up correcting him.
AIM: I will refute 3 points made by Professor Noitall in order to explain hunter-gatherer society.
Standard: 7.1.5 Describe hunter-gatherer societies and how they worked.
Do Now:
1) Vocabulary term: a person who picks up food from the ground, bushes and trees.
2) Vocabulary term: time of day as sun sets.
3) Vocabulary term: a group of people who go on a quest.
4) Vocabulary term: a very, very long time
Lesson Steps:
Once we finished the Do Now we went over a couple of the questions from last night's homework but we were in a rush because Professor Noitall was on his way to deliver a short lecture to our class. He visited us all the way from Australia.
Professor Noitall gave his brief lecture and students took notes about what he said but also had several questions. They realized that he did not necessarily know exactly what he was talking about. So on their handout, they had space to explain why they disagreed with the professor. I then told them that we would film their responses tomorrow.
We also reviewed the criteria for the vocabulary project that is due tomorrow and then had extra time to work on it in class.
Homework: Complete vocabulary project. The guidelines were given out on Monday (We are not doing "D" that will come next week).
Handout: Students took notes about Professor Noitall on the handout below.
Professor Noitall
AIM: I will refute 3 points made by Professor Noitall in order to explain hunter-gatherer society.
Standard: 7.1.5 Describe hunter-gatherer societies and how they worked.
Do Now:
1) Vocabulary term: a person who picks up food from the ground, bushes and trees.
2) Vocabulary term: time of day as sun sets.
3) Vocabulary term: a group of people who go on a quest.
4) Vocabulary term: a very, very long time
Lesson Steps:
Once we finished the Do Now we went over a couple of the questions from last night's homework but we were in a rush because Professor Noitall was on his way to deliver a short lecture to our class. He visited us all the way from Australia.
Professor Noitall gave his brief lecture and students took notes about what he said but also had several questions. They realized that he did not necessarily know exactly what he was talking about. So on their handout, they had space to explain why they disagreed with the professor. I then told them that we would film their responses tomorrow.
We also reviewed the criteria for the vocabulary project that is due tomorrow and then had extra time to work on it in class.
Homework: Complete vocabulary project. The guidelines were given out on Monday (We are not doing "D" that will come next week).
Handout: Students took notes about Professor Noitall on the handout below.
Professor Noitall
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Wednesday, November 12, 2008
Hunter Gatherers
Today we reviewed the vocabulary project and started the reading connected to hunting and gathering.
AIM: I will document 14 developments of a hunter gatherer society with Homo habilis and add 3 vocabulary words to my list.
Standard: 7.1.5 Describe hunter gatherer societies and how they worked.
Do Now:
1) Vocabulary term: a scientist who digs up artifacts to study the past.
2) Vocabulary term: a being that hunts for food.
3) Vocabulary term: a being that eats both vegetables and meant.
4) Vocabulary term: to get meat by finding leftovers from other kills.
Lesson Steps:
Once we completed the Do Now we reviewed last week's paragraphs and paid attention to citations as well as the necessary ingredients to a good MEAL paragraph. Then we went right into reading about how Homo habilis started to create human culture. While students read excerpt #6, I went around to each group and checked in with the vocabulary project that is due on Friday. There will be some time in class on Thursday to work on this.
Homework: Complete questions 1-14 on reading #6 and also get vocabulary project in order for Friday.
Handout: Here is reading #6 complete with 14 questions.
Hunter Gatherer
AIM: I will document 14 developments of a hunter gatherer society with Homo habilis and add 3 vocabulary words to my list.
Standard: 7.1.5 Describe hunter gatherer societies and how they worked.
Do Now:
1) Vocabulary term: a scientist who digs up artifacts to study the past.
2) Vocabulary term: a being that hunts for food.
3) Vocabulary term: a being that eats both vegetables and meant.
4) Vocabulary term: to get meat by finding leftovers from other kills.
Lesson Steps:
Once we completed the Do Now we reviewed last week's paragraphs and paid attention to citations as well as the necessary ingredients to a good MEAL paragraph. Then we went right into reading about how Homo habilis started to create human culture. While students read excerpt #6, I went around to each group and checked in with the vocabulary project that is due on Friday. There will be some time in class on Thursday to work on this.
Homework: Complete questions 1-14 on reading #6 and also get vocabulary project in order for Friday.
Handout: Here is reading #6 complete with 14 questions.
Hunter Gatherer
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Tuesday, November 11, 2008
Monday, November 10, 2008
Vocabulary Connection Day
Today we reviewed the vocabulary from the first and second advisory.
AIM: I will connect 7 vocabulary words from the second advisory to words from the first advisory using the connection example.
Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.
Do Now:
1) Which hominid was the first to travel outside of Africa?
2) Which hominid walked upright first?
3) Which hominid made the first stone tools?
4) Which hominid means “upright man?”
Lesson Steps:
We reviewed the lesson from Thursday which focused on the 4 types of hominids and their accomplishments. We then went into a game of connecting vocabulary words between the two advisories. We chose a vocabulary word randomly from the first advisory list and then students worked in groups to connect them to chosen words from the second advisory.
Students had to make sure that the words connected to each word and also made a logical connection between the words.
Students were then instructed to complete the front of the handout for homework and get started on the vocabulary project that is due on Friday.
Homework: Vocabulary Project is due on Friday.
Handout: This has the game on the front page and the project explanation on the back.
Vocabular Connections
AIM: I will connect 7 vocabulary words from the second advisory to words from the first advisory using the connection example.
Standard: 7.1.3 Explain the evidence supporting hominid origin in East Africa.
Do Now:
1) Which hominid was the first to travel outside of Africa?
2) Which hominid walked upright first?
3) Which hominid made the first stone tools?
4) Which hominid means “upright man?”
Lesson Steps:
We reviewed the lesson from Thursday which focused on the 4 types of hominids and their accomplishments. We then went into a game of connecting vocabulary words between the two advisories. We chose a vocabulary word randomly from the first advisory list and then students worked in groups to connect them to chosen words from the second advisory.
Students had to make sure that the words connected to each word and also made a logical connection between the words.
Students were then instructed to complete the front of the handout for homework and get started on the vocabulary project that is due on Friday.
Homework: Vocabulary Project is due on Friday.
Handout: This has the game on the front page and the project explanation on the back.
Vocabular Connections
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