Evolution and the Study of Early Hominids

By: Caroline Hardeman

 

Subject: 6th Grade Social Science

 

Estimated Lesson Time: Approximately 5 hours, broken into 45-60 minutes lessons

 

California 6th Grade Science Content Standards

Investigation and Experimentation

6.7.g. Students interpret events by sequence and time from natural phenomena.

 

6.7.h. Students identify changes in natural phenomena over time without manipulating the phenomena.

 

California History-Social Science Content Standards:

World History and Geography: Ancient Civilizations

Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.

6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
  1. Describe the hunter-gatherer societies, including the development of tools and the use of fire.
  2. Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
  3. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

 

Lesson Objectives:  This lesson is intended to introduce 6th grade students to the different early hominid groups that over time evolved into the modern humans we are today.  Students will look at early hunter-gatherer societies and the adaptations made by each in order to survive for extended periods of time. They will be able to identify the specific characteristics of each group and will be able to clearly distinguish these groups from one another.

 

Key Vocabulary:        prehistory       archaeology                artifact                        ritual

hominid           capabilities                 anthropology              remains

biped               migrate                       community                  land bridge

 

Vocabulary Worksheet w/definitions

           

Anticipatory Set: Prior to the lesson s on early hominids, students will be taught about geologic time using their Holt Science Text and  2 lesson plans by Judith Scotchmoor adapted from How Long Is a Long Time? published by the National Association of Biology Teachers.  They will utilize a lesson plan (Sequencing Time) on charting their own lives on a timeline, and will then utilize a lesson on geologic time (What Came First?) which will conclude with the creation of a geologic timeline to border the classroom.

 

PreAssessment– Test your knowledge of early hominid groups.  Students will be provided with a PowerPoint quiz to test their knowledge of the early hominid groups.  They will be given a score on a scale of 1-10 and will receive a rating based on their results.  The class will also create a K-W-L chart about the early humans.

           

Input: Utilizing the textbook and various additional resources students will learn about the evolution of early hominid groups. 

 

 

Modeling: Students will be guided through the creation of an Early Hominid guidebook.  The guidebook will summarize what they have learned about each group.  Prior to introducing the assignment, the teacher may want to preassemble flipchart books for students.  Simply take 3 sheets of plain white paper for each student (copy paper will work) and fold them over in an uneven half (the top half should be about 1 inch shorter than the bottom)  Then staple these to a whole sheet of paper – I use cardstock, staggered so they create the flaps seen on the example. (Staple at the fold)

 

Guide book instruction sheet (for students)

 

Independent Practice: Students will complete the guidebook and any workbook pages on their own or in small groups.

 

Guided Practice: Students will complete the post unit review, a PowerPoint of Early Hominid Dates, on their own in order to test their readiness.

 

Closure: We will also be completing an art project using the facts we have learned about Early Hominids. This will be yet another study tool for students to utilize to prepare for the exam.

 

Assessment: Instructor can utilize textbook assessment or design their own.

           

 

 

 

Adaptations For:

ESL:  Emphasize the vocabulary and how it relates to each phase

DHH: Make sure student’s interpreter has vocabulary and lesson plans ahead of time; possibly give to student as well.

LD:  Create a visual vocabulary guide and provide to resource teachers.

GATE:  Offer an in-depth project on one of the hominid groups, web research.

Learning Modalities:

Auditory:  Lecture notes, Instructions for lessons, web enhanced portions of the activities

Visual: Notes on the board, Teacher demonstrations, Power point

Kinesthetic:  Offer students an opportunity to create a living timeline utilizing their ages.
 
 

 

 

 

 

 


Classroom Management: Students can be in small groups, table groups or at their regular seats.  They will need access to a computer to work through the pre-assessment for vocabulary and post-unit date PowerPoint presentations.  A computer lab setting would be ideal, but if there is not access to a class set of computers,  students can work on the computers over a few days.

 

Paraprofessional Management:

Aides/DHH Interpreters in the classroom will assist students as they need based on their individual situations.  They will bring any specific problems that they cannot address to the teacher’s attention for individual assessment. 

 

Materials/Technologies:

-         Computers with PowerPoint Access for pre-Assessment, web access for class presentation

-         Art supplies for timelines/Guidebooks (Pencils, eraser, colored pencils, paper)

-         Science and History text books

-         LCD project or projection equipment to share lesson components, web links with students

-         Paper timeline approximately 25.5 yards in length

-         Note cards (Event cards) / 40-50 total

-         Pre-assembled flipchart books

 

Internet Sources:

http://www.pbs.org/wgbh/evolution/humans/index.html  - Evolution site from PBS

http://www.quia.com/cb/84380.html Early Man Jeopardy

http://www.quia.com/cb/84380.html Flashcards, additional vocabulary review

http://members.aol.com/donnandlee/#earlyhumans Mr. Donn’s Site

http://members.aol.com/Donnclass/EarlyMan.html#Top – Early Man section from Mrs. Donn

http://www.becominghuman.org/ - Great site

http://users.hol.gr/~dilos/prehis.htm - Another prehistory site