GraphicOrganizer

Day
1

Standards

ELDStandard

Objective

Activity

Modifications
(EL,SPED,Gate)

Assessment

Standard6.1
Students
describewhat
isknown
through
archaeologic
alstudiesof
theearly
physicaland
cultural
development
ofhumankind
fromthe
Paleolithic
eratothe
agricultural
revolution.

InteractinginMeaningful
Ways:Productive
Topic:Presenting
Emerging:
Plananddeliverbrieforal
presentationsonavariety
oftopicsandcontent
areas.
Expanding:
Planand
deliverlongeroral
presentationsonavariety
oftopicsandcontentareas
usingdetailsandevidence
tosupportideas.
Bridging:
Plananddeliver
longeroralpresentations
onavarietyoftopicsand
contentareasusingdetails
andevidencetosupport
ideasaswellasgrowing
understandingofregister.

Afterreading
StoneAge
Boy,students
willworkin
groupstotell
theirown
fictionalstoryof
howlifewould
bedifferentin
theStoneAge.

ActiveAnticipatory
Set:
Askstudentshow
theirliveswouldbe
differentwithout
technology.Have
studentscompletea2
minutequickwriteand
sharewiththeirtable.
Studentswillbeplaced
ingroupsof4andgiven
thechoiceofacting,
writing,ordrawinga
picturetodemonstrate
howtheirlifewouldbe
differentintheStone
Age.Theywilltake
turnspresentingand
describingtheir
creations.

Homelink:
Students
willtakehometheir
Homelink,togivethem
timetotalkwiththeir
familyandtofindan

EL:
Emerging
:Picturebookshelpto
frontloadnewvocabulary.We
willusethedocumentcamerato
showabookaswearereading
it.Studentsaffectivefilterwillbe
loweredbyperformingin
groups.
Expanding
:Studentswillbe
abletochoosewhetherornot
theywanttoact,write,ordraw
toexplaintotheclasshowtheir
liveswouldbedifferent.The
bookwillaidincomprehensible
input.
Bridging
:Allowstudentstorefer
backtothebookasmuchas
theyneed.Askthemtogive
specificdetailsintheir
presentations.
SPED
:Studentsareplacedin
groupswithstudentswhocan
helpthemparticipateinthe
groupactivity.
GATE:
Asanextension,

Wouldyou
survivetheIce
Age?Online
informalpre
assessment.
Thiswould
allowthe
instructorto
seewhat
background
knowledge
studentshave
ofthecontent.

Day
2

Standard6.1
Students
describewhat
isknown
through
archaeologic
alstudiesof
theearly
physicaland
cultural
development
ofhumankind
fromthe
Paleolithic
eratothe
agricultural
revolution.

InteractinginMeaningful
Ways:Collaborative
Topic:Exchange
Information/Ideas

Emerging:
Engagein
conversationalexchanges
andexpressideason
familiartopicsbyasking
andanswering
yesno
and
wh
questionsand
respondingusingsimple
phrases.
Expanding:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking
relevantquestions,
affirmingothers,adding
relevantinformation,and
paraphrasingkeyideas.
Bridging:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking
relevantquestions,
affirmingothers,adding

After
participatingin
aclosereading
ofthe
Paleolithicera,
theywilltakes
notesanduse
annotations.
Studentswill
workingroups
towritearapat
least10lines
long,aboutthe
archaeological
findingsof
Richard
Leakey.They
willpresent
theirraptothe
restoftheir
classmates.

artifactthatisimportant
tothem.Thiswillbe
dueonDay3.

studentsareencouragedto
write/drawwhatitwouldbelike
forapersonintheStoneAgeto
comeintoourpresentday.

RapActivity:
Students
willworkingroupsto
writearapabout
informationabout
RichardLeakeys
archaeological
finds.Therapmustbe
atleast10lineslong,
andincludeimportant
eventsinhumanhistory
(ex:discoveryofhuman
skull,fossils,etc.).(Idea
adaptedfromAncient
Civilizations6thgrade
textbook).

EL:
Emerging:
Writekeywordson
theboardsuchasfossil,theory,
andskull,andprovidepictures
andrealia.Studentwillbe
providedagraphicorganizerto
takenotes.Usinghandgestures
withthekeywordsintherapwill
aidintheacquisitionofnew
words.
Expanding:
Writekeywordson
theboard.Workingingroups
willallowforstudentstofeel
morecomfortablepresenting.
Bridging:
Studentcanwritethe
raponapieceofpaperanduse
itasaresourcewhilerecitingas
agrouptotheclass.
SPED
:Haveentireclass
discusswiththeirelbowbuddy,
whattheylearnedinclass.This
givesthestudentasafeplaceto
hearfromtheirpeersthelesson
reiteratedandgivesthemtime
toregurgitatethelessonaswell.
GATE:
Havestudentswrite3
openendedquestionsregarding

Progress
Monitoring
Assessment:
Therapswill
beassessed
forlearning
progress,
whetherornot
studentswrite
10lines,andif
theyinclude
specific
eventsand
keyterms.
Teacherwill
assess
studentraps
asthey
presentthem
totheclass.
Teacherwill
progress
monitorby
circulatingthe
classwhile
students
developtheir

relevantinformationand
evidence,paraphrasing
keyideas,buildingon
responses,andproviding
usefulfeedback.

whathappenedatLeakeys
archaeologicalsiteandthen
providethemwithadeviceto
lookuptheanswerstotheir
questions.

raps.Theywill
checkfor
participation&
contribution.

EL:
Emerging:
Pictures
accompaniedwiththeword
petroglyphwillbedisplayedon
theprojectortohelpfrontload
vocabulary.
Expanding:
Keepsamplesin
frontofclass,usesentence
frames,Icarved___intothe
claybecause___.Modelfor
thestudentswhilethinkingaloud
howtocompletetheactivity.
Bridging:
Teacherwillprovide
oralpromptsandhelpscaffold
theoraldiscussionabouthow
thisactivityconnectstotheir
dailylives.
SPED:
Usingclayallowsthe
concepttobecomemore
tangible.Iftheystruggletocarve
intotheirtheycanchooseto
painttheclayinstead.
GATE
:Studentswillbe
challengedtocompareand

Assessment:
Studentswill
turninaquick
writetelling
whatthey
learnedabout
their
classroom
peersbased
ontheir
inscribed
petroglyphs.
Theymust
includea
sketchoftheir
ownand
brieflyexplain
itsimportance.

Day
3

Standard6.1
Students
describewhat
isknown
through
archaeologic
alstudiesof
theearly
physicaland
cultural
development
ofhumankind
fromthe
Paleolithic
eratothe
agricultural
revolution.

InteractinginMeaningful
Ways:Collaborative
Topic:Supportingopinions
andpersuadingothers

Emerging:
Negotiatewith
orpersuadeothersin
conversations(e.g.,togain
andholdthefloororaskfor
clarification)usingbasic
learnedphrases(e.g.,
I
think...,Wouldyou
pleaserepeatthat?
),as
wellasopenresponses.
Expanding:
Negotiatewith
orpersuadeothersin
conversations(e.g.,to
providecounterarguments)
usinganexpandedsetof
learnedphrases(
Iagree
withX,but...
),aswellas
openresponses.
Bridging:
Negotiatewithor
persuadeothersin

Afterviewing
thepicturesof
petroglyphs,
studentswill
analyze
Paleolithic
drawingsand
discusshow
theyconnected
totheirdaily
livesatthat
time.

Due:Home
LinkActivity

ArtifactActivity:
In
smallgroups,the
studentswilldiscuss
theirpersonalartifact
andwhyitisimportant
tothem.Then,students
willbegivenpiecesof
clayandinscribetheir
ownpicturesto
symbolizesomething
thatrepresentstheir
lives.Usingatoothpick,
studentswillcarvea
visualrepresentation
(suchasgoingto
school,eating,or
playingwithfriends)
intotheirpieceofclay.
Theteacherwillleada
discussionbasedon
howthisactivityof
usingvisualsymbolsto
ourdailylives.

conversationsusing
appropriateregister(e.g.,
toreflectonmultiple
perspectives)usinga
varietyoflearnedphrases,
indirectreportedspeech
(e.g.,
IheardyousayX,
andGabrieljustpointed
outY
),aswellasopen
responses.

Day
4

Standard6.1
a.Describe
thehunter
gatherer
societies,
includingthe
development
oftoolsand
theuseof
fire.

InteractinginMeaningful
Ways:Productive
Topic:Justifying/Arguing

Emerging:
Justifyopinions
byprovidingsometextual
evidence(e.g.,quoting
fromthetext)orrelevant
backgroundknowledge,
withsubstantialsupport.
Expanding:
Justifyopinions
orpersuadeothersby
providingrelevanttextual
evidence(e.g.,quoting
fromthetextorreferringto
whatthetextsays)or
relevantbackground
knowledge,withmoderate
support.
Bridging:
Justifyopinions
orpersuadeothersby

contrasttheirclayinscription
withthatofapetroglyphfrom
backintime.

Afterwatching
ashortvideoon
theoriginsof
humans,
studentswill
workinpairsto
drawand
compare
australopithecu
s,Homo
erectus,and
Homohabilis.

AncestorActivity:
Studentswillworkin
pairstocompareand
contrast(usinga
thinkingmap)the3
differentancestors:
Australopithecus,Homo
erectus,
and
Homo
habilis.

Then,teacherwilllead
adiscussionontherole
ofmen&womenin
huntergatherer
societiesandthe
importanceofthese
speciesteamworkto
meettheirbasichuman
needs.

EL
:
Emerging
:Studentswillbe
providedwithvocabularyonthe
boardandpicturestoaidin
comprehension.
Expanding:
Teacherwillprovide
visualsof
Australopithecus,
Homoerectus
and
Homohabilis
ontheboardasaresource.
Encouragestudentstoshare
theirfindingswiththeirpartner.
Bridging:
Sentenceframeswill
beprovidedontheboardtoaid
studentsinfillingouttheir
thinkingmaps.(Forexample:
Thehomoerectuswere____in
size.)
SPED
:Studentscanfillina
venndiagramwithwordsand
picturestouseasaresource.
Theycanusebulletpointsor

Progress
Monitoring
Assessment:
Studentswill
beassessed
oniftheyhave
3clearly
different
species
labeled,andif
thespecies
havethe
correct
identifying
characteristics
(ex:
Homo
erectus
hada
biggerbrain).

providingdetailedand
relevanttextualevidence
(e.g.,quotingfromthetext
directlyorreferringto
specifictextualevidence)
orrelevantbackground
knowledge,withlight
support.

Day
5

Standard6.1
b.Identifying
thelocations
ofhuman
communities
that
populatedthe
majorregions
oftheworld
anddescribe
howhumans
adaptedtoa
varietyof
environments
.

InteractinginMeaningful
Ways:Interpretive
Topic:ListeningActively

Emerging:
Demonstrate
activelisteninginoral
presentationactivitiesby
askingandanswering
basicquestions,with
promptingandsubstantial
support.
Expanding:
Demonstrate
activelisteninginoral
presentationactivitiesby
askingandanswering
detailedquestions,with
occasionalpromptingand
moderatesupport.
Bridging:
Demonstrate
activelisteninginoral
presentationactivitiesby
askingandanswering

mainwordstofillintheirthinking
map.
GATE
:Aftercompletingthe
drawingofthe3species,have
studentswriteaparagraph
explainingthedifferencesthey
foundinthe3species.Have
themuseaGATEiconto
deepentheirexplanation.
Afteractively
engaginginan
online
interactivemap
inclass,
studentswill
familiarize
themselveswith
themajor
regionsin
which
prehistoric
people
migratedto.

ClassroomMigration
Activity:
The
classroomwallswillbe
labeledasdifferent
continents.Teacherwill
explainthatwhenfire
wasdiscoveredpeople
wereabletomoveto
colderareasand
surviveinharsher
conditions.Havethe
studentspractice
movingtodifferent
areasoftheclassroom
tosimulatethis
concept.

Aftercompletingthis
activity,allowstudents
tolabeltheirownmaps
anddrawarrowsto
placesofmajor

EL:
Emerging
:Theteacherwillbring
aglobelabeledwiththeareas
thattheearlyhumansmigrated
to.Priortothisactivitythe
teacherwillbriefthestudenton
thenamesofthecontinentsso
theyarefamiliarwiththewords
andcanactivelylistenand
engageintheactivity.Teachers
willmodelTPRtodescribethe
nomadiclifestyle.
Expanding:
Writekeywordson
theboardandencourage
studentstousethemintheir
languagewhensharingideas
withapartner.
Bridging:
Encouragestudentsto
usevocabularywordsfromthe
lessonwhensharingideaswith
theclass.Modelacademic
languageandscaffoldclass

Assessment:
Onaprintout
ofamapof
theworld,
studentswill
labelanddraw
arrows
demonstrating
their
knowledgeof
where
migrationtook
place.

detailedquestions,with
minimalpromptingand
support.

migration.Theirmaps
mustbeaccurately
labeledandcoloredto
helpshowmigration
movements.

discussionswhennecessary.
SPED
:Thisactivityallowsfor
movementintheclassroom,and
givesstudentsanactualvisual
ofwherepeopletraveledto.
GATE
:Challengestudentsafter
labelingtheirmaps,towrite
whattypesofresourcesmight
theyfindincertainnewland
areas(ex:Coastalcommunities
mightusefishasfood)

ActItOutActivity:
Teacherwilldescribea
certaintypeofclimate
withinthemajorregions
oftheworldand
studentswillactout
howtheywouldadapt
tothesituation.(i.e.If
theclimateisfreezing,
theymightactouthow
tomakeafireduring
thattimeperiod,they
alsomightmimichunter
gatherersocietiesby
splittingupduties).

EL:
Emerging:
Allowthemtobein
smallergroupstohelplower
theiraffectivefilter.Actingout
processwillallowtoaddnew
meaning.
Expanding:
Studentswillbe
placedingroupsofproficient
englishspeakerssothatthey
willbeabletofollowthemodel
oftheirgroupmembers.
Bridging:
Studentswillactively
listentotheteacherexplainthe
climateanduseTPRtofullyact
outhowtheywouldadaptinthe
environmentbeingdescribed.
SPED:
Actingitoutisatotal
physicalresponsethatallows
studentstobecomecompletely
engagedintheactivity.This

Day
6

Standard6.1
b.Identifying
thelocations
ofhuman
communities
that
populatedthe
majorregions
oftheworld
anddescribe
howhumans
adaptedtoa
varietyof
environments
.

InteractinginMeaningful
Ways:Interpretive
Topic:ListeningActively

Emerging
:Demonstrate
activelisteninginoral
presentationactivitiesby
askingandanswering
basicquestions,with
promptingandsubstantial
support.
Expanding:
Demonstrate
activelisteninginoral
presentationactivitiesby
askingandanswering
detailedquestions,with
occasionalpromptingand
moderatesupport.
Bridging:
Demonstrate
activelisteninginoral

Afterreading
aboutthe
effectsofthe
IceAgeintheir
textbooksand
otherreading
sources,
studentswillbe
groupedintoa
specifictypeof
environment
andusetheir
problemsolving
skillstoactout
howtheywould
adapttotheir
habitat.

Progress
Monitoring
Assessment:
Studentswill
beassessed
ontheir
participation
andifthey
havea
general
understanding
ofhowthey
mightadaptto
thevarious
climatesthat
arepresented.
Thisactivity
helpsseethe
students
critical

presentationactivitiesby
askingandanswering
detailedquestions,with
minimalpromptingand
support.

alsolowerstheiraffectivefilter.
thinkingskills.
GATE:
Providesome
challengingclimateoptionsfor
studentstoactout.Havethem
includeadepthandcomplexity
iconsuchasPatternsorDetails.

Day
7

Standard6.1
a.Describe
thehunter
gatherer
societies,
includingthe
development
oftoolsand
theuseof
fire.

InteractinginMeaningful
Ways:Collaborative

Emerging
:Engagein
conversationalexchanges
andexpressideason
familiartopicsbyasking
andansweringyesnoand
whquestionsand
respondingusingsimple
phrases.
Expanding:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking
relevantquestions,
affirmingothers,adding
relevantinformation,and
paraphrasingkeyideas
Bridging:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking

Usinga
conceptmap,
studentswill
writethe
varioususesof
fireandhowit
wasusedby
hunter
gatherers.

FireActivity:
Introduce
thediscoveryoffireand
haveaclassdiscussion
abouthowfire
drasticallychangedthe
livesof
huntergatherers.Allow
studentstoworkwitha
partnertocompletea
conceptmapaboutthe
developmentoffireand
theimplicationsithad
ontheearlyhumans.
Studentswillbe
providedwithaconcept
mapandwillworkin
pairstofillitin.They
willusetheirtextbooks
asaresource.

EL:
Emerging:
Usepictureswith
wordstoshowdifferentusesof
fire.
Expanding:
Studentswillbe
pairedwithproficientenglish
speakerstofurthermodel
properenglish.
Bridging:
Studentswillusethe
visualsprovidedtoshowfire
uses,aswellasdraw
informationgainedfromthe
classdiscussiononfireuses.
SPED:
Beginwitha
brainstormingsessionwiththe
classtohelpstudents
understandtheconcepts.Model
thethoughtprocessandaction
ofconceptmapping.
Gate
:Havethestudentsmakea
conceptmapofwhattheyhave
learnedsofarabouttheearly
humans.

Progress
Monitoring:
Students
conceptmaps
willbe
assessedfor
knowledgeof
whatthe
prehistoric
peopleused
fireforin
hunter
gatherer
societies.

relevantquestions,
affirmingothers,adding
relevantinformationand
evidence,paraphrasing
keyideas,buildingon
responses,andproviding
usefulfeedback

Day
8

Standard6.1
a.Describe
thehunter
gatherer
societies,
includingthe
development
oftoolsand
theuseof
fire.

InteractinginMeaningful
Ways:Productive

Emerging:
Writeshort
literaryandinformational
texts(e.g.,anargumentfor
protectingtherainforests)
collaboratively(e.g.,with
peers)andindependently.
Expanding:
Writelonger
literaryandinformational
texts(e.g.,anargumentfor
protectingtherainforests)
collaboratively(e.g.,with
peers)andindependently
usingappropriatetext
organization.
Bridging:
Writelongerand
moredetailedliteraryand
informationaltexts(e.g.,an
argumentforprotectingthe
rainforests)collaboratively
(e.g.,withpeers)and
independentlyusing

Afterviewing
varioustoolson
theoverhead
projectorfrom
EarlyHumans
picturebook,
studentswill
constructtheir
owntoolusing
cardboardand
string.

ToolTimeActivity:
Studentswillbegiven
cardboardandstring
andaskedtomakea
tooltohelptheminthe
PaleolithicEra.
Studentscannotuse
scissorsorglue
(adaptedfrom
Pinterest).Thisactivity
portraystheproblem
solvingskillsand
adaptiontoresources
thattheearlyhumans
utilized.Theywill
practicebeing
resourcefulwiththe
materialstheywere
provided.Theywillthen
doaquickwriteonhow
thetooltheycreated
connectstotoolsused
duringtheprehistoric
periods.Studentswill

EL:
Emerging:
Teacherwillmodel
onewaystudentscould
constructatoolbyusing
gesturesandwillprovide
sampletoolsmadeofcardboard
todemonstratewhatthefinal
productmightbe.Teacherwill
alsoprovidesentenceframes
forpromptingthestudents
quickwrite.
Expanding:
Teacherwillprovide
samplesforstudentstoreferto
whenmakingtheirowntool.
Bridging:
Studentwilldrawa
modeloftheirtoolintotheir
journalandlabelpartsofthe
toolthatmakeiteffective.
SPED:
Handsonactivitywill
givestudentopportunitytobe
fullyengagedintheactivity.
GATE:
Challengestudentsto
writewhattheirtoolwouldbe
usefulforbackinthePaleolithic

Assessment:
Studentswill
completea
quickwrite
describingthe
usefulnessof
theirtool.
Studentswill
beassessed
onwhetheror
notthetool
wouldbeused
forhuntingor
agricultural
purposes.

appropriatetext
organizationandgrowing
understandingofregister

Day
9

Standard6.1
c.Discuss
theclimatic
changesand
human
modifications
ofphysical
environment
thatgaveride
tothe
domestication
ofplantsand
animalsand
newsources
ofclothing
andshelter.

InteractinginMeaningful
Ways:Collaborative

Emerging:
Engagein
conversationalexchanges
andexpressideason
familiartopicsbyasking
andansweringyesnoand
whquestionsand
respondingusingsimple
phrases.
Expanding:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking
relevantquestions,
affirmingothers,adding
relevantinformation,and
paraphrasingkeyideas
Bridging:
Contributeto
class,group,andpartner
discussionsbyfollowing
turntakingrules,asking

Afterfillingina
graphic
organizerabout
thecomingof
theagricultural
revolution,
studentswill
workingroups
tolisthowtheir
plantoranimal
couldprovide
forthem.

beencouragedtodraw
amodelofthetoolthey
madeandlabelpartsof
thetoolandexplain
whatmakesiteffective.
Theywillincludehow
huntergathererscould
usethistool.

Era.

Theteacherwill
introducethe
domesticationofplants
andanimalstothe
class.Theywilluse
pages3839inthe
book
PrehistoricPeople
toshowhowfarmersin
differentregionsofthe
worldgrewdifferent
typesofcrops.Wewill
alsoleadadiscussion
onwhat
domestication
meansandhowthe
domesticationof
animalshaschanged
ourlives.
FarmActivity:
Teacherwillbringin
picturesorstuffed
animalsofvarious
agriculturalitemssuch
as:goat,cow,fish,

EL:
Emerging:
Studentwillbegiven
avocabularyflipbookandwill
drawapictureanddefinethe
vocabularywordsofthelesson
intheirownwords.
Expanding:
ELstudentswill
havenotestousetohelpthem
understandtheconceptand
workwiththeirsmallgroup.
Bridging:
Studentwillbe
scaffoldedtouselanguageof
thedisciplinewhensharingwith
thewholeclass.
SPED:
Studentswillusetheir
notesandgrouppartnersto
assistinlistingresources.
GATE:
Challengestudentsto
writeaparagraphexplainingthe
benefitstheagricultural
revolutionhadonprehistoric
people.
Ex:morefoodsources,abilityto

Assessment:
Studentslists
willbe
evaluated
whetherornot
they
understand
thetypesof
resourcesthe
animalor
plantprovides.

relevantquestions,
affirmingothers,adding
relevantinformationand
evidence,paraphrasing
keyideas,buildingon
responses,andproviding
usefulfeedback

Day
10

AllStandards
Reviewed

InteractinginMeaningful
Ways:Productive

Emerging:
Writeshort
literaryandinformational
texts(e.g.,anargumentfor
protectingtherainforests)
collaboratively(e.g.,with
peers)andindependently.
Expanding:
Writelonger
literaryandinformational
texts(e.g.,anargumentfor
protectingtherainforests)
collaboratively(e.g.,with
peers)andindependently
usingappropriatetext
organization.
Bridging:
Writelongerand
moredetailedliteraryand
informationaltexts(e.g.,an
argumentforprotectingthe
rainforests)collaboratively
(e.g.,withpeers)and
independentlyusing

corn,etc.Ingroups,
settleinsteadofwander,etc.
studentswilllist
everythingthatcanbe
createdandprovided
fromtheirselecteditem.
(i.e.chickensprovide
eggs,meat,orfeathers)
After
completingthe
chapter
readings/notes/
activitiesin
class,students
willworkin
teamsto
answer
questions
pertainingto
prehistoric
people.

Classwillparticipatein
classroomJeopardy
gametoreviewtheunit
content.

JournalActivity:
Pick
oneadvancement
discoveredby
prehistoricpeople(ex:
tools,fire,
domesticatinganimals,
shelter,etc)andwrite
howdifferentourlives
todaywouldbehadthis
technologynotbeen
discovered.Theymust
includehowour
ancestorevolvedtothe
advancementthey
selected.Theymust
includesspecificdetails
andfactsthatsupport
theirstatement.
Studentswritingmust

EL:
Emerging:
ELstudentswillbein
varietyofteamstoensurethey
haveanenglishspeaking
partnertohelpthemwiththe
Jeopardygame.ELstudentswill
alsobegiventheirjournal
promptwithpicturesto
accompanythetechnology
formstobetterhelpthem
rememberwhateachvocab
termwas.
Expanding:
Theteacherwill
providethepromptwrittenon
theboard.
Bridging:
Theteacherwill
encouragestudenttouse
vocabularywordswithintheir
journalentry.
SPED:
Studentswillalsobein
groupswithotherpeerstohelp
themviewwhathowtheirpeers
arebehavingduringthe
Jeopardygame.Journalprompt

Progress
Monitoringwill
takeplace
duringthe
Jeopardy
Gametoseeif
studentsare
abletoanswer
thequestions.

Summative
Assessment:
Students
journalswill
alsobe
assessedto
seeifthey
understand
how
prehistoric
peoples
discoveryof
technology
affectsus

appropriatetext
organizationandgrowing
understandingofregister

bewellwritingandthey
mayuseanyresources
fromthroughoutthe
unit.

willalsogivethesestudentsan today.
opportunitytodrawtheiranswer
instead,ifwritingistoohardfor
themtoconcentrateon.
GATE:
Studentswillbe
challengedtonotonlywritehow
lifewouldbedifferentifa
technologywouldnothavebeen
invented,butalsohowtheir
technologychoiceaffectedthe
discoveryofothertechnologies.
Forex:discoveryoffireleadto
thediscoverofmeltingcertain
metalstomakerjewelry.