Today we had shortened classes but we were able to look at yesterday's map projects and go over some of the criteria for a project due on Tuesday.
AIM: I will demonstrate that I can successfully plot 9 fossil sites on a world map using longitude and latitude and explain why hunter-gatherer societies migrated to the New World.
Standard: 7.1.4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.
Do Now:
We took a practice quiz to see how well students knew the evolution of hominids and also the structure of hunter-gatherer societies.
Lesson Steps:
We quickly went over the practice quiz and then I explained that there was a choice in projects that students could do to show what they have learned about nomadic hunter-gatherers. Classes were very short due to the early dismissal so we merely went over the project criteria.
Homework: Complete project is due on Tuesday. You must choose only one project to do. Monday will be a work day.
Handouts: Scroll down through the many handouts to find the project of your choice.
The Reading: Here is the reading that you can use to complete these projects.
HG Reading
Cartoon Project
Cartoon HG Project
MEAL Paragraph Project
HG MEAL Paragraph
Broadcast News Project
Broadcats News HG Project
Friday, November 21, 2008
Thursday, November 20, 2008
Mapping Hominids
Today we started our mini project on mapping the migration patterns of hominids.
AIM: I will successfully plot 9 fossil sites on a world map using longitude and latitude to demonstrate the migration patterns of hominids.
Standard: 7.1.4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.
Do Now:
1) Vocabulary word: A very, very long time
2) Vocabulary word: Latin for “Wise man.”
3) Vocabulary word: To get used to a new environment by changing your behavior or tools.
4) First advisory word: To cause someone to do something or to start something.
Lesson Steps: Once we finished the Do Now we moved onto a quick review of the Cause and Effect reading of yesterday. We highlighted the important points of the structure and behaviors of hunter-gatherer society.
We then got into our Mapping Hominids project in which students used a world map (you can print one from National Geographic's Xpedition site: http://www.nationalgeographic.com/xpeditions/atlas/) and plotted information relevant to the the migration of hominids. See today's handout to understand the required elements that were mapped today.
Once students completed their plotting exercise, I reminded them that we would use this map for class discussion tomorrow and to finish the land-bridge section for homework. We will use this tomorrow to review how hominids evolved and also where they migrated.
Homework: Complete Homework section of the Mapping Hominid section (front side)
Handout: Today we only used page one of this handout, we will go over page two tomorrow for work that is due on Tuesday.
Mapping Hominids PDF for Webpage
AIM: I will successfully plot 9 fossil sites on a world map using longitude and latitude to demonstrate the migration patterns of hominids.
Standard: 7.1.4 Articulate the theoretical basis for modern human evolution that led to migration out of Africa, first to Europe and Asia, and later to the Americas and Australia.
Do Now:
1) Vocabulary word: A very, very long time
2) Vocabulary word: Latin for “Wise man.”
3) Vocabulary word: To get used to a new environment by changing your behavior or tools.
4) First advisory word: To cause someone to do something or to start something.
Lesson Steps: Once we finished the Do Now we moved onto a quick review of the Cause and Effect reading of yesterday. We highlighted the important points of the structure and behaviors of hunter-gatherer society.
We then got into our Mapping Hominids project in which students used a world map (you can print one from National Geographic's Xpedition site: http://www.nationalgeographic.com/xpeditions/atlas/) and plotted information relevant to the the migration of hominids. See today's handout to understand the required elements that were mapped today.
Once students completed their plotting exercise, I reminded them that we would use this map for class discussion tomorrow and to finish the land-bridge section for homework. We will use this tomorrow to review how hominids evolved and also where they migrated.
Homework: Complete Homework section of the Mapping Hominid section (front side)
Handout: Today we only used page one of this handout, we will go over page two tomorrow for work that is due on Tuesday.
Mapping Hominids PDF for Webpage
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Wednesday, November 19, 2008
Organizational Text Structures
Today we review the organizational structure of a few pages in our textbook to understand it better.
AIM: I will define the organizational structure of a text and highlight 7 elements on our handout.
Standard: 7I.T-E.3 Use organizational structure of text to improve comprehension.
Do Now:
1) Vocabulary term: a human-made object that is left behind from a past civilization.
2) Vocabulary term: hominid that was known to be the first to make stone tools.
3) Vocabulary term: hominid that was the first one to walk upright.
4) Vocabulary term: time of day just as the sun is setting.
Lesson Steps:
Once we finished the Do Now we then reviewed Mr. Leslie's lesson and shared our connections to the vocabulary word: Mesopotamia. We then reviewed our activity in which we spent time highlighting the migration journey of hominids over millions of years.
We then turned to today's reading. We started with speculating on vocabulary word definitions by using context clues in discussion. We then looked at the cause and effect structure of today's reading. Students then got into groups and read pages 9-11 while filling out examples of cause and effect for each section of the reading. We then reviewed their answers before ending class.
Homework: No homework tonight.
AIM: I will define the organizational structure of a text and highlight 7 elements on our handout.
Standard: 7I.T-E.3 Use organizational structure of text to improve comprehension.
Do Now:
1) Vocabulary term: a human-made object that is left behind from a past civilization.
2) Vocabulary term: hominid that was known to be the first to make stone tools.
3) Vocabulary term: hominid that was the first one to walk upright.
4) Vocabulary term: time of day just as the sun is setting.
Lesson Steps:
Once we finished the Do Now we then reviewed Mr. Leslie's lesson and shared our connections to the vocabulary word: Mesopotamia. We then reviewed our activity in which we spent time highlighting the migration journey of hominids over millions of years.
We then turned to today's reading. We started with speculating on vocabulary word definitions by using context clues in discussion. We then looked at the cause and effect structure of today's reading. Students then got into groups and read pages 9-11 while filling out examples of cause and effect for each section of the reading. We then reviewed their answers before ending class.
Homework: No homework tonight.
Tuesday, November 18, 2008
Mesopotamia Lesson
Today Mr. Leslie took over the class as he is completing his internship with his teaching program at American University.
AIM: I will define Mesopotamia and label it and its surrounding physical features.
Standard: 7.3.1 Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilization.
Do Now:
1) What are two aspects of civilizations?
2) What are two things needed to grow food?
3) Where did hominids move from?
Lesson Steps:
We started with the Do Nows and then went into a discussion of the Greek roots of Mesopotamia. Then we discussed the meaning of "between two rivers" as it relates to DC.
We then did an activity using the textbook to label the location of Mesopotamia and to discuss the possible advantages and disadvantage of living in such an area.
We closed class with a review of the meaning and importance of Mesopotamia.
Homework: One vocabulary connection card for Mesopotamia.
AIM: I will define Mesopotamia and label it and its surrounding physical features.
Standard: 7.3.1 Locate and describe the major river systems and the physical settings that supported permanent settlement and early civilization.
Do Now:
1) What are two aspects of civilizations?
2) What are two things needed to grow food?
3) Where did hominids move from?
Lesson Steps:
We started with the Do Nows and then went into a discussion of the Greek roots of Mesopotamia. Then we discussed the meaning of "between two rivers" as it relates to DC.
We then did an activity using the textbook to label the location of Mesopotamia and to discuss the possible advantages and disadvantage of living in such an area.
We closed class with a review of the meaning and importance of Mesopotamia.
Homework: One vocabulary connection card for Mesopotamia.
Monday, November 17, 2008
Migration to New World
Today we started to look at the migration of hominids out of Africa and the locations of fossil sites to prove it.
AIM: I will locate 5 fossil sites throughout the world using longitude and latitude and trace the development of 4 hominid species through the Old World and New World.
Standard: 7.1.4 Explain the theory of how hominids evolved and moved out of Africa.
Do Now:
1) Vocabulary term: to disagree or argue against.
2) Vocabulary term: to eat both meat and vegetables.
3) Vocabulary term: to run lightly and quickly.
4) Vocabulary term: to find meat as a leftover from someone else’s hunt.
Lesson Steps:
We reviewed the information that Professor Noitall gave on Friday and corrected the information. We then turned to the World History textbook and looked at pages 4-5 for the world map that shows all the major fossil sites of hominids. We used the coordinate system of longitude and latitude to locate sites and we determined the type of hominid based on the age of the fossils. We then completed class by answering a few questions related to Old versus New world and how people managed to travel between both worlds.
Homework: No homework tonight.
Today's Handout:
Hominid Migration and Ealy Society
AIM: I will locate 5 fossil sites throughout the world using longitude and latitude and trace the development of 4 hominid species through the Old World and New World.
Standard: 7.1.4 Explain the theory of how hominids evolved and moved out of Africa.
Do Now:
1) Vocabulary term: to disagree or argue against.
2) Vocabulary term: to eat both meat and vegetables.
3) Vocabulary term: to run lightly and quickly.
4) Vocabulary term: to find meat as a leftover from someone else’s hunt.
Lesson Steps:
We reviewed the information that Professor Noitall gave on Friday and corrected the information. We then turned to the World History textbook and looked at pages 4-5 for the world map that shows all the major fossil sites of hominids. We used the coordinate system of longitude and latitude to locate sites and we determined the type of hominid based on the age of the fossils. We then completed class by answering a few questions related to Old versus New world and how people managed to travel between both worlds.
Homework: No homework tonight.
Today's Handout:
Hominid Migration and Ealy Society
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