Project G.L.A.D.
Early Man/Prehistoric
Upland Unified School District
Ellen Sperling, Ana Esquivel, Jane Droubay
(Level 6)
Idea Pages
I. Unit Theme
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Identify the locations where early people were living during the later
years of the last Ice Age.
Describe how early humans found food and shelter.
Describe how early humans populated the major regions of the
world.
Describe the ways in which these people adapted to a variety of
environments
Describe what is known through archaeological studies of the early
development of humankind, including the development of tools.
II. Focus/Motivation
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Observation Charts
Inquiry Chart (Prehistory/Early Man)
Big Book
Picture File Cards
Archaelogist Awards
Realia and Videos
III. Closure
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Process all charts
Group presentation of team tasks
Student made tools
Student made big books
Realia and Videos
IV. Concepts- 6th grade (California Standards)
SOCIAL STUDIES STANDARDS Grade 6
Chronological and Spatial Thinking: Grade 6-8
1. Students explain how major events are related to one another in time.
2. Students construct various time lines of key events, people, and periods of the
historical era they are studying.
3. Students use a variety of maps and documents to identify physical and
cultural features of neighborhoods, cities, states, and countries and to explain
Idea Pages
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the historical migration of people, expansion and disintegration of empires, and
the growth of economic systems.
Research, Evidence, and Point of View: Grade 6-8
1. Students frame questions that can be answered by historical study and
research.
2. Students distinguish fact from opinion in historical narratives and stories.
3. Students distinguish relevant from irrelevant information, essential from
incidental information, and verifiable from unverifiable information in historical
narratives and stories.
4. Students assess the credibility of primary and secondary sources and draw
sound conclusions from them.
5. Students detect the different historical points of view on historical events and
determine the context in which the historical statements were made (the
questions asked, sources used, author’s perspective).
Historical Interpretation: Grade 6-8
1. Students explain the central issues and problems from the past, placing
people and events in a matrix of time and place.
2. Students understand and distinguish cause, effect, sequence, and correlation
in historical events, including the long- and short-term causal relations.
3. Students explain the sources of historical continuity and how the combination
of ideas and events explains the emergence of new patterns.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new
information is uncovered.
World History and Geography: Ancient Civilizations: Grade 6
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.
Idea Pages
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V. Vocabulary
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prehistory
archaeology
artifact
fossil
theory
hominid
Paleolithic era
migrate
humankind
technology
adapt
environment
extinct
hunters
gatherers
hunters and gatherers
consequence
latitude
longitude
prime meridian
longitude
latitude
nomad
society
role
culture
prehistoric
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AD
BC
theories
australopithecines
Homo erectus
land bridge
societies
Abu Hereyra
Monte Verde
Clovis points
Homo habilis
population
Neanderthal
dwelling
BCE
CE
increase
decrease
glaciers
scientist
excavating
fossil
grassland
accelerate
VI. Content Standards for English-Language Arts
ELA Standards: 6th grade
READING (ELA Standards) - Grade 6
1.0
1.1
1.2
1.3
1.4
1.5
WORD ANALYSIS
Reads aloud from narrative and expository
Identifies and interprets, figurative and multiple meanings
Recognize and uses common foreign words used in English
Use of context and syntax for meaning (softly vs. quietly)
“Shades of meanings”
2.0
2.1
READING COMPREHENSION
Structural features of popular media
Idea Pages
Page 4
2.2
2.3
2.4
2.6
2.7
Compare/contrast organizational patterns
Connect and clarify main idea to sources
Use of outline, notes, etc. to clarify meaning
Determine adequacy of author’s conclusion
Support own assertions with citations
3.0
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
LITERARY RESPONSE AND ANALYSIS
Identify major forms of fiction and characteristics
Analyze influence of setting/character on plot
Analyze influence of setting/character on plot
Tone/meaning in poetry
Identify 1st/3rd person narrative
Identify and analyze themes
Common literary devices: imagery/metaphor, etc.
Critique plot and characterization
WRITING
1.0
STRATEGIES
1.1
Matches writing form to purpose
1.2
Multi-paragraph composition
1.3
Use a variety of organizational patterns
1.4
Uses electronic text for information
1.5
Formats in word processing
1.6
Revises and edits
2.0
2.1
2.2
2.3
2.4
2.5
APPLICATION
Writes narrative
Writes expository
Write research reports
Writes responses to literature
Writes persuasive composition
WRITTEN AND ORAL CONVENTIONS
1.1
Uses simple to compound, complex sentence structure
1.2
Identifies and uses indefinite pronoun present perfect, past perfect
1.3
Correct punctuation
1.4
Correct capitalization
1.5
Spells frequently misspelled words (their, they’re)
ELD Standards: Grades 6-8
Listening and Speaking
Beginning Level
o Begin to speak a few words or sentences by using some English phonemes
and rudimentary English grammatical form (e.g., single words or phrases)
o Ask and answer questions by using simple sentences or phrases
o Demonstrate comprehension of oral presentations and instructions through
nonverbal responses (e.g., gestures, pointing, drawing)
o Independently use common social greetings and simple repetitive phrases.
Idea Pages
Page 5
Early Intermediate Level
o Begin to be understood when speaking but may have some inconsistent use
of standard English grammatical forms and sounds (e.g., plurals, simple past
tense, pronouns such as he or she)
o Ask and answer questions by using phrases or simple sentences
o Restate and execute multiple-step oral directions
o Restate in simple sentences the main idea of oral presentations in subject
matter content
o Orally communicate basic needs (e.g., “I need to borrow a pencil”.)
o Prepare and deliver short oral presentations
Intermediate Level
o Respond to messages by asking simple questions or by briefly restating the
message
o Listen attentively to stories and information and identify important details and
concepts by using both verbal and nonverbal responses.
o Make oneself understood when speaking by using consistent standards
English grammatical forms and sounds: however, some rules may not be
followed (e.g., third person singular, male and female pronouns)
o Participate in social conversations with peers and adults on familiar topics by
asking and answering questions and soliciting information.
o Identify the maid idea and some supporting details or oral presentations,
familiar literature, and key concepts of subject-matter content.
o Prepare and deliver short presentations on ideas, premises or images
obtained from various common sources.
Early Advanced Level
o Listen attentively to more complex stories and information on new topics
across content areas and identify the main points and supporting details.
o Retell stories in greater detail by including the characters, setting and plot.
o Make oneself understood when speaking by using consistent Standard English
grammatical forms, sounds, intonations, pitch and modulation but may make
random errors.
o Participate in and initiate more extended social conversations with peers and
adults on unfamiliar topics by asking and answering questions and restating
and soliciting information.
o Recognize appropriate ways of speaking that vary according to the purpose,
audience and subject matter.
o Respond to messages by asking questions, challenging statements or offering
examples that affirm the message.
o Use simple figurative language and idiomatic expressions (e.g., “heavy as a
ton of bricks,” “soaking wet”) to communicate ideas to a variety of
audiences.
o Prepare and deliver presentations that use various sources.
Idea Pages
Page 6
Advanced Level
o Listen attentively to stories and information on topics; identify the main points
and supporting details.
o Demonstrate an understanding of figurative language and idiomatic
expressions by responding to such expressions and using them appropriately.
o Negotiate and initiate social conversations by questioning, restating, soliciting
information and paraphrasing the communication of others.
o Consistently use appropriate ways of speaking and writing that vary
according to the purpose, audience and subject matter.
o Prepare and deliver presentations and reports in various content areas,
including a purpose, point of view, introduction, coherent transitions and
appropriate conclusions.
o Speak clearly and comprehensibly by using Standard English grammatical
forms, sounds, intonation, pitch and modulation.
Word Analysis
Beginning Level
o Recognize and correctly pronounce most English phonemes while reading
aloud.
o Recognize the most common English morphemes in phrases and simple
sentences.
Early Intermediate Level
o Produce most English phonemes comprehensibly while reading aloud one’s
own writing, simple sentences or simple texts.
o Use common English morphemes in oral and silent reading.
o Recognize obvious cognates in phrases, simple sentences, literature and
content area texts.
Intermediate Level
o Apply knowledge of common English morphemes in oral and silent reading to
derive meaning from literature and texts in content areas.
o Identify cognates (e.g., agonía, agony) and false cognates (e.g., éxito, exit)
in literature and texts in content areas
Early Advanced Level
o Apply knowledge of word relationships, such as roots and affixes, to derive
meaning from literature and texts in content areas.
o Distinguish between cognates and false cognates in literature and texts in
content areas.
Advanced Level
o Apply knowledge of word relationships, such as roots and affixes, to derive
meaning from literature and texts in content areas
Idea Pages
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Distinguish between cognates and false cognates to derive meaning from
literature and texts in content areas.
Fluency and Systematic Vocabulary Development
Beginning Level
o Read aloud simple words presented in literature and subject matter texts;
demonstrate comprehension by using one to two words or simple-sentence
responses.
o Respond with appropriate short phrases or sentences in various social and
academic settings(e.g., answer simple questions)
o Create a simple dictionary of wards frequently used by the student.
o Retell stories by using phrases and sentences
o Produce simple vocabulary (single words or short phrases) to communicate
basic needs in social and academic settings (e.g., locations, greetings,
classroom objects)
Early Intermediate Level
o Use knowledge of literature and content areas to understand unknown
words.
o Read simple paragraphs and passages independently.
o Demonstrate internalization of English grammar, usage and word choice by
recognizing and correcting some errors when speaking or reading aloud.
o Read aloud with appropriate pacing, intonation and expression one’s own
writing of narrative and expository texts.
o Use standard dictionary to find the meaning of known vocabulary.
Intermediate Level
o Use a standard dictionary to determine meanings of unknown words.
o Use knowledge of English morphemes, phonics, and syntax to decode text.
o Recognize simple idioms, analogies, figures of speech, (e.g., “take a fall”)
and metaphors in literature and texts in content areas.
o Demonstrate internalization of English grammar, usage, and word choice by
recognizing and correcting errors when speaking or reading aloud.
o Use decoding skills and knowledge of both academic and social vocabulary
to read independently.
o Recognize that some words have multiple meanings.
Early Advanced Level
o Use knowledge of English morphemes, phonics and syntax to decode and
interpret the meaning of unfamiliar words.
o Recognize that some words have multiple meanings and apply this
knowledge to read literature and texts in content areas.
o Use a standard dictionary to determine the meaning of unknown words (e.g.,
idioms and words with multiple meanings)
Idea Pages
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Use decoding skills land knowledge of academic and social vocabulary to
achieve independent reading.
Recognize idioms, analogies and metaphors used in literature and texts in
content areas.
Read aloud with appropriate pacing, intonation and expression increasingly
complex narrative and expository texts.
Advanced Level
o Recognize that some words have multiple meanings and apply this
knowledge consistently in reading literature and texts in content areas.
o Apply knowledge of academic and social vocabulary to achieve
independent reading.
o Use common idioms and some analogies (e.g., “shine like a star”, “let the cat
out of the bag”) and metaphors.
o Use a standard dictionary to determine the meaning of unknown words.
Reading Comprehension
Beginning Level
o Read simple text and orally respond to factual comprehension questions by
using key words or phrases.
o Understand and follow simple multiple-step oral directions for classroom or
work related activities.
o Orally identify, using key words or phrases, the main ideas and some details of
familiar texts.
o Point out text features, such as the title, table of contents and chapter
headings.
o Use pictures, lists, charts, and table found in information materials,
newspapers and magazines to identify the factual components of compareand-contrast patterns.
o Orally identify examples of fact and opinion and cause and effect in simple
texts.
Early Intermediate Level
o Read and orally respond to simple literary texts and texts in content areas by
using simple sentences to answer factual comprehension questions.
o Identify and follow some multiple-step directions for using simple mechanical
devices and filling out basic forms.
o Identify and orally explain categories of familiar informational materials by
using simple sentences.
o Read text and orally identify the main ideas and details of informational
materials, literary text, and text in content areas by using simple sentences.
o Read and orally identify examples of fact and opinion and cause and effect
in written texts by using simple sentences.
o Orally identify the factual components of simple informational materials by
using key words or phrases.
Idea Pages
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Intermediate Level
o Read literature and respond orally to it by answering in detailed sentences
factual comprehension questions.
o Read text and use detailed sentences to explain orally the main ideas and
details of information text, literary text and text in content areas.
o Identify and use detailed sentences to explain orally the differences among
some categories of informational materials.
o Understand and orally identify the features and elements of informational
materials (e.g., magazines and books)
Early Advanced Level
o Identify and explain the main ideas and critical details of informational
materials, literary texts, and texts in content areas.
o Identify and explain the differences between various categories of
informational materials (e.g., textbooks, newspapers, instructional materials)
o Analyze a variety of rhetorical styles found in consumer (e.g., warranties,
contracts, manuals) and informational materials (e.g., magazines,
newspapers, textbooks)
Advanced Level
o Identify and explain the main ideas and critical details of informational
materials, literary text and text in content areas.
o Analyze a variety of rhetorical styles, found in consumer (e.g., warranties,
contracts) and informational materials (e.g., magazines, newspapers,
textbooks and signs)
o Identify and analyze the differences between various categories of
informational materials (textbooks, newspapers, instructional manuals and
signs)
Literacy Response and Analysis
Beginning Level
o Respond orally in one or two words to factual comprehension questions
about simple literary texts.
o Identify orally different characters and settings in simple literary texts by using
words or phrases.
o Role-play a character from a familiar piece of literature by using words and
phrases.
o Create pictures, lists, and charts and table to identify the sequence of events
in simple literary texts.
o Recite simple poems
Early Intermediate Level
o Respond orally to factual comprehension questions about brief literary texts
by answering simple sentences.
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Idea Pages
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Read literary texts and orally identify the main events of the plot by using
simple sentences.
Read a selection and orally identify the speaker or narrator.
Identify the difference in points of view between first person and third person
by using simple sentences.
Distinguish orally the characteristics of different forms of fiction and poetry by
using simple sentences.
Describe orally in simple sentences a character in a brief literary text by
identifying the thoughts and actions of the character.
Intermediate Level
o Use expanded vocabulary and descriptive words in paraphrasing oral and
written responses to texts.
o Read text and use detailed sentences to respond orally to factual
comprehension questions about three forms of brief prose (e.g., short story,
novel, essay)
o Apply knowledge of language to analyze and derive meaning from literary
texts and comprehend them.
Early Advanced Level
o Identify literary devices, such as narrative voice, symbolism, dialect and irony.
o Describe orally the major characteristics of several forms of poetry by using
detailed sentences.
o Describe the author’s point of view in literary text by using detailed sentences.
o Compare and contrast a similar theme across several genres by using
detailed sentences.
o Describe orally and in writing a similar theme or topic by using detailed
sentences.
o Read a literary selection and orally explain the literary elements of plot,
setting and characters by using detailed sentences.
o Describe the major characteristics of several forms of fiction and poetry: short
story, essay, novel, ballad, lyric and epic.
Advanced Level
o Analyze the setting (place, time customs) and its influence on the meaning of
and conflict in a literary text.
o Identify and describe several literary elements and techniques in literary tests
(e.g., figurative language, imagery, and symbolism)
o Compare and contrast a similar theme or topic across genres and explain
how the genre shapes the themes or topics.
o Analyze recurring themes across literary works (e.g., good and evil, loyalty
and betrayal)
o Compare and contrast the motivation and reactions of characters across a
variety of literary texts.
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Idea Pages
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Analyze the elements of a plot, including its development and the way
conflicts are addressed and resolved.
Writing
Beginning Level
o Organize and record information from selected literature and content areas
by displaying it on pictures, lists, charts and tables.
o Create simple sentences or phrases with some assistance.
o Write a brief narrative by using a few simple sentences that included the
setting and some details.
o Use the writing process to write brief narratives and stories with a few
standard grammatical forms.
o Write simple compositions, such as descriptions and comparison and
contrast, that have a main idea and some detail.
Early Intermediate Level
o Write simple sentences of brief responses to selected literature to show
factual understanding of the text.
o Use common verbs, nouns and high-frequency modifiers in writing simple
sentences.
o Create a draft of a paragraph by following an outline.
o Write an increasing number of words and simple sentences appropriate for
language arts and other content area (e.g., math, science, history-social
science)
o Write expository compositions, such as descriptions, comparison and contrast
and problem and solution, that include a main idea and some details in
simple sentences.
o Collect information from various sources (e.g., dictionary, library books,
research materials) and take notes on a given topic.
o Proceed through the writing process to write short paragraphs that contain
support in details about a given topic. There may be some inconsistent use of
standard grammatical forms.
o Complete simple informational documents related to career development
(e.g., bank forms and job applications)
Intermediate Level
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Narrate a sequence of events and communicate their significance to the
audience.
Write brief expository compositions (e.g., description, comparison and
contrast, cause and effect and problem and solution) that include a thesis
and some points of support.
Develop a clear purpose in a short essay by appropriately using the rhetorical
devices of quotations and facts.
Write responses to selected literature that exhibit understanding of the text,
using detailed sentences and transitions.
Idea Pages
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Use more complex vocabulary and sentences appropriate for language arts
and other content areas (e.g., math, science, history-social science)
Write documents related to career development (e.g., business letter, job
application)
Use complex sentence tin writing brief fictional biographies and short stories
that include a sequence of events and supporting details.
Use basic strategies of note taking, outlining, and the writing process to
structure drafts of simple essays, with consistent use of standard grammatical
forms. (Some rules may not be followed)
Investigate and research a topic in a content area and develop a brief essay
or report that includes source citations.
Early Advanced Level
o Write in different genres (e.g., short stories and narratives) including coherent
plot development, characterization and setting.
o Develop a clear thesis and support it by using analogies, quotations, and
facts appropriately
o Write responses to selected literature that develop interpretations, exhibit
careful reading and cite specific parts of the text.
o Use appropriate language variations and genres in writing for language arts
and other content areas.
o Write pieces related to career development (e.g., business letter, job
application, letter of inquiry)
o Write persuasive expository composition that include a clear thesis, describe
organized points of support, and address a counterargument.
o Write detailed fictional biographies or autobiographies.
o Use strategies of note taking, outlining, and summarizing to structure drafts of
clear, coherent and focused essays with consistent use standard
grammatical forms.
o Write an essay or report that balances information, has original ideas, and
gives credit to sources in a bibliography. Use appropriate tone and voice for
the purpose, audience, and subject manner.
Advanced Level
o Write persuasive expository compositions that include a clear thesis, describe
organized points of support and address counterarguments.
o Produce writing by using various elements of discourse (e.g., purpose,
speaker, audience, form) in narrative, expository, persuasive and or
descriptive writing
o Use appropriate language variations and genres in writing for language arts
and other content areas.
o Write pieces related to career development (e.g., business letter, job
application, letter of inquiry, memorandum)
o Write responses to literature that develop interpretations, exhibit careful
reading and cite specific parts of the text.
Idea Pages
Page 13
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Develop a clear thesis and use rhetorical devices (e.g., analogies, quotations,
facts, statistics and comparison) to support it.
Use strategies of note taking, outlining, and summarizing to structure drafts of
clear, coherent and focused essays by using standard grammatical forms.
Write documents (e.g., fictional biographies, autobiographies, short stories
and narratives) that include coherent plot development, characterization,
setting and a variety of literary strategies (e.g., dialogue, suspense)
Use various methods of investigation and research to develop an essay or
report that balances information and original ideas, including a bibliography.
English Language Conventions
Beginning Level
o Edit one’s own work and correct the punctuation.
o Identify basic vocabulary, mechanics, and sentence structures in a piece of
writing.
o Revise one’s writing for proper use final punctuation, capitalization and
correct spelling.
Early Intermediate Level
o Edit writing for basic conventions (e.g., punctuation, capitalization and
spelling)
o Revise writing, with teacher’s assistance, to clarify meaning and improve the
mechanics and organization
o Use clauses, phrases, and mechanics of writing with consistent variations of
grammatical forms.
Intermediate Level
o Revise writing for appropriate word choice and organization with variation in
grammatical forms and spelling.
o Edit and correct basic grammatical structures and usage of the conventions
of writing.
Early Advanced Level
o Create coherent paragraphs through effective transitions
o Revise writing for appropriate word choice, organization, consistent point o
view and transitions with some variation in grammatical forms and spelling.
o Edit writing for grammatical structure sand the mechanics of writing.
Advanced Level
o Revise writing for appropriate word choice and organization, consistent point
of view and transitions, using approximately standard grammatical forms and
spelling.
o Create coherent paragraphs through effective transitions and parallel
constructions
Edit writing for the mechanics to approximate standard grammatical forms.
Idea Pages
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VII. Math/Science Skills/Standards
SCIENCE STANDARDS: Grade 6
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this
concept, addressing the content in the other three strands, students
should develop their own questions and perform investigations.
MATHEMATICS STANDARDS: Grade 6
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant
from irrelevant information, identifying missing information, sequencing
and prioritizing information and observing patterns.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex
problems.
3.0 Students move beyond a particular problem by generalizing to other
situations:
3.1 Evaluate the reasonableness of the solution in the context of the
original situation.
3.2 Note the method of deriving the solution and demonstrate a
conceptual understanding of the derivation by solving similar problems.
3.3 Develop generalizations of the results obtained and apply them in
other circumstances.
Idea Pages
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VIII. Resources and Materials
FICTION
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Maroo of the Winter Caves by Ann Turnbull
Anooka’s Answer by Majorie Cowley
Mik's Mammoth by Roy Gerrard
Timespinners by Luli Gray
Boy of the Painted Cave by Justen Denzel
NON-FICTION
o Time Readers for Kids (Harcourt Press)
o The Secrets of Lascaux Cave
o Discovering the Ice Man
o Domesticated Plants and Animals
o First Painter by Kathryn Lasky
o Ice Mummy by Mark Dubowski & Cathy East Dubowski
o Painters of the Caves by Patricia Lauber
o Stones and Bones: How Archaeologists Trace Human Origins by
Geography Department, Runestone Press
o Early Humans by Eyewitness Books
o Early Humans by Roy A. Gallant
o The Early Human World by Peter Robertshaw and Jill Rubalcaba
o The Human Dawn: The Path of Evolution by Time Life Books
o Hominids:A Look Back at our Ancestors by Helen Roney Sattler
HOUGHTON-MIFFLIN STORIES
o Dinosaur Ghosts
BOOKS IN SPANISH
VIDEOS
Discovery of the Ice Man (Discovery Channel)
WEBSITES
o www.kidspast.com
o www.brainpop.com (videos)
Project G.L.A.D.
Early Man/Prehistory
Ellen Sperling, Ana Esquivel, Jane Droubay
Upland Unified School District
Planning Pages
I. Focus and Motivation
 Daily Read Aloud
 Inquiry Charts
 Observation Charts
 Exploration Chart
 Big Book
II Input
 Timeline
 Pictorial Input
 World Map: with emphasis on Africa
 Narrative Input-Boy of the Painted Cave
 Expert Groups
 Picture File Cards
 CCD
III Guided Oral Practice
 Lecture with 10/2
 Picture File Cards
 T-graph
 Process Grid
 CCD
 Where’s My Answer? (for practice test)
IV Reading/Writing
 Total Class
o Cooperative Strip Paragraph-transitions, conclusions
 Group Practice
o Team Tasks
o Team Writing Workshop
o Shoulder to Shoulder Reading
o Expert Groups
o Clunkers and Links
 Individual
o Learning Logs
o Text and You
o Interactive Journal
o Writer’s Workshop
o Individual Tasks
Planning Pages
Page 2
V. Extended Activities
 Make Big Book
 Posters
 20 Questions
 Jeopardy
 Ancient Man Tools
VI. Closure
 Process All Learning/Inquiry
 Early Man Test
 Student Generated Tests
 Where’s My Answer?
 Required Expository to Rubric
 Required Poetry Piece
 Personal Exploration
Project GLAD
Early Man/Prehistory
Grade 6
Sample Daily Lesson
DAY 1
FOCUS/MOTIVATION
• Set Standards – Archaeologist Awards
• Cognitive Content Dictionary with Signal Word
• Observation charts
• Inquiry Chart
• Big Book
INPUT
• Graphic Organizer: World Map
- L1 groups – 10/2 lecture
- Learning Log
- ELD review/retell
• Chants/poem
GUIDED ORAL PRACTICE
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Chant/poem
INPUT
• Pictorial
- Early Man: Australopithecine
- 10/2 lecture with primary language groups
- ELD Review
- Learning Log
GUIDED ORAL PRACTICE
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Chant/poem
Brainstorm /Mind map on cooperation
T-graph - Cooperation
Picture file cards
- Free exploration
- Classify/categorize (list, group, label)
- Exploration Report
Sample Daily Lesson Plan
Page 2
READING/WRITING
• Flexible group reading
• Writer’s Workshop
- Mini lesson
- Write
- Author’s Chair
CLOSURE
• Interactive Journal
• Process Inquiry Chart
• Home/School Connection
DAY 2
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Process Home/School Connection
• Read aloud
• Review with word cards
- World Map
- Pictorial
• Chant – highlight, sketch, picture file cards
INPUT
• Pictorial Input Chart -review
- 10/2 Lecture
- Paraprofessional – L1 groups
- Learning Log (sketch and write)
- ELD Review
• Add to map of Africa/Europe if necessary
GUIDED ORAL PRACTICE
• Chants/Poetry – highlight, add sketches and picture file cards
INPUT
• Narrative
• Read Aloud
READING/WRITING
• Flexible Group Reading
• Expert Group
- Team Tasks
• Writer’s Workshop
- Mini Lesson
- Write
- Author’s Chair
Sample Daily Lesson Plan
Page 3
CLOSURE
• Interactive journal
• Home/School Connection
• Process Inquiry Chart
DAY 3
FOCUS/MOTIVATION
• Cognitive Content Dictionary with Signal Word
• Process Home/School Connection
• Chants
• Read aloud
• Review Pictorial Input with word cards and picture file cards
• Poetry/Chants – highlight
• Review Narrative with word cards & conversation bubbles
GUIDED ORAL PRACTICE
• Sentence Patterning Chart (Farmer-in-the-Dell)
- Reading
- Trading Game
- Flip Chant
READING/WRITING
• Personal interaction
• Learning Log
• Expert Groups
- Team Tasks
GUIDED ORAL PRACTICE
• Mind Map
• Process Grid
READING/WRITING
• Coop strip paragraph – respond/revise/edit
• Writer’s Workshop
- Mini Lesson
- Write
- Author’s Chair
CLOSURE
• Interactive Journal
• Home/School Connection
• Read aloud
• Process inquiry chart
Sample Daily Lesson Plan
Page 4
DAY 4
FOCUS/MOTIVATION
• Cognitive Content Dictionary with “stumper word”, student
selected vocabulary
• Share Home/School Connection
• Re-read Big Book
• Chant/Poem
• Read aloud
GUIDED ORAL PRACTICE
• Story Map with Narrative
• Chant/Poem
READING/WRITING
• Flexible reading groups
- Clunkers and Links with SQ3R (at or above)
- ELD Group Frame - Story Retell (Narrative)
• Team Tasks
- Team Evaluation – oral
• Model Strip Book
• Writer’s Workshop
• Memory Bank – Inventions and discoveries
CLOSURE
• Home/School Connection
• Interactive Journal
• Process charts
DAY 5
FOCUS/MOTIVATION
• Cognitive Content Dictionary with “stumper word”, student
selected vocabulary
• Process Home/School Connection
• Video: The Ice Man
• Chants/Poetry
• Read aloud
GUIDED ORAL PRACTICE
• L1 group discussion of “The Ice Man”
• Chants/Poetry
Sample Daily Lesson Plan
Page 5
READING/WRITING
• Listen and Sketch
• Flexible Group Reading with Coop Strip Paragraph (struggling
readers)
- Team Tasks – written evaluations
- Team presentations
• Focused Reading with Personal Cognitive Content Dictionary
• Ear to ear reading poetry booklet
• Writer’s Workshop
• Found Poetry
CLOSURE
• Team exploration with rubric
• Personal exploration with rubric
• Process Inquiry Chart
• Evaluate week
• Letter home
Big Book Text
Did you know…Early Man
Page 1
Did you know that artifacts and fossils provide information on how early
humans might have lived and looked like?
o In 1974, Donald Johanson discovered bones from a female
australopithecine that became known as “Lucy.”
o This female was about 20 years old and about 4 feet tall when she
died.
o This discovery showed that early australopithecines could walk on two
legs, leaving their hands free to hold things.
I just thought you should know that artifacts and fossils provide information
on how early humans might have lived and looked like.
Page 2
Did you know that australopithecines lived in different kinds of
surroundings?
o Some australopithecines lived in the forests of Africa. They ate mostly
plants, especially fruit, and perhaps small animals.
o Other australopithecines learned to live on the open grasslands of
Africa. They ate different plants and perhaps more meat than those
living in the forests.
o They also moved over long distances in search of food. This diet and
movement caused them to be different than other australopithecines.
Their brain size increased, and they grew larger and stronger.
I just thought you should know that australopithecines lived in different
kinds of surroundings.
Page 3
Did you know that by 2.5 million years ago Homo habilis lived in Africa?
o The Leakey family first discovered bones from the kind of hominid in
1960 in Olduvai Gorge.
o Soon, scientists found more Homo habilis bones in other parts of
Easterm Africa.
o Near Homo habilis bones, scientists have found simple tools, making
this hominid the first known toolmaker.
o In fact, the name Homo habilis means “handy person.”
o The appearance of the first chipped stone tools began what is known
as the Paleolithic era, or Old Stone Age. (This period began about 2.5
million years ago and ended about 10,000 years ago.)
I just thought you should know that by 2.5 million years ago Homo habilis
lived in Africa.
Page 4
Did you know that like australopithecines, Homo habilis walked upright?
o However, it had a larger brain in a rounder skull, and its face and jaw
were smaller.
o Homo habilis chipped stones to make tools, which they used to chop,
scrap and do other simple tasks.
o Homo habilis lived only in Africa, mainly in grassy areas near water
sources and trees.
o They ate mostly plants and some meat. Experts believe that Homo
habilis got meat by hunting or by eating pieces left behind by animals.
I just though that you should know that like australopithecines, Homo
habilis walked upright.
Page 5
Did you know that about 1.9 million years ago, another kind of hominid
appeared in Africa?
o Today it is known as Homo erectus, meaning “upright person.”
o The first discoveries of Homo erectus were made near Lake Turkana, in
Kenya.
o It was larger and stronger than earlier hominids.
o It also had shorter arms and longer legs. Its brain was much larger too.
o Flexible hands allowed Homo erectus to make better tools, including
stone axes for chopping and digging up roots to eat.
o Later, Homo erectus made spears from wood for hunting.
I just though you should know that about 1.9 million years ago, another
kind of hominid appeared in Africa.
Page 6
Did you know that Homo erectus was the first-known hominid to master
the use of fire?
o Homo erectus learned to start fires. With fire, Homo erectus cooked
food, kept away wild animals, and stayed warm in colder places,
o With a larger brain, homo erectus may have developed some speech.
o With speech, Homo erectus could live and travel farther in groups.
o Members of these small groups hunted together, shared food, and
solved problems.
I just though you should know that Homo erectus was the first-known
hominid to master the use of fire.
Page 7
Did you know that most experts believe that Homo sapiens appeared in
tropical Africa by 200,000 years ago, which represents the beginning of
human kind?
o The physical development of Homo sapiens, or early modern humans
was superior to that of earlier hominids.
o With fingers and hands like ours, early humans could handle things with
more skill.
o Also, their bigger, rounder skulls held larger brains, giving them greater
intelligence.
o In fact, the name Homo sapiens means “wise person.”
I just though you should know that most experts believe that Homo sapiens
appeared in tropical Africa by 200,000 years ago, which represents the
beginning of human kind.
Page 8
Did you know that using their greater intelligence, early humans
advanced the development of tools with new technology?
o They developed more complex tools for specific purposes.
o They made tools from antler, bone, wood, and stone for cutting and
scraping.
o They also crafted bone needles for sewing animal skins into clothing.
o Early humans designed weapons such as stone points attached to
wood spears as well as spear throwers.
o They also used their greater intelligence in other ways, such as
improved communication.
o They also went on to create jewelry, cave paintings, and sculptures,
and to form religious beliefs.
I just though you should know that using their greater intelligence, early
humans advanced the development of tools with new technology.
Pictorial: Australopithecines
Location/Dates
o May have lived in Africa
o About 1 million years ago
o Found by the Leakey family in 1974
o Donald Johnson
 Lucy
Adaptations
o Ate mostly plants, small animals
o Learned to live on open grasslands
o Lived in forests
Physical Development
o About 4 feet tall
o Could walk on two legs
o Hands free to hold things
o Brain size increased
b/c of movement
o Grew larger and stronger
Achievements
o Moved longer distances
o Searched for food
Interesting Facts
o Hominid: species with human like
characteristics
o Discoveries of them provide
strong evidence that human life
began in Africa
o Donald Johnson named “Lucy”
after a song
Narrative Input
Adapted from Boy of the Painted Cave
By Justen Denzel
Tao winced as he saw the worn face, the pinched cheekbones. He was
worried, but he knew the old man would not want him to show concern.
“The cave is ready,” Tao said. “But first you must eat and rest.” He took
some dried meat and fish from his leather pouch and they sat with their
backs against an old red oak and ate their meal. Tao wondered if
Graybeard remembered his promise.
When they finished, they started across the valley. Graybeard stopped
many times, poking around the streambeds and gravel banks with the
shaft of his spear, searching. Then he found what he was looking for. He
picked up a stick and dug out a handful of bright red earth.
“Here,” he said, as he poured it into empty leather sack. “This will make
good red paint. Now we must find yellows and whites.”
“I have yellow clay,” said Tao. The old man did remember. “Good. We
can dig up some limestone powder near the foot of the cliffs. That will mix
well for the lighter colors.”
When they had all the red, white and yellow earth they needed, they
went up to the top of the cliff, using the easy path that Graybeard had
found. They reached the tunnel to the Hidden Cave and removed the
cover of branches to let in the sunlight.
In the cave Graybeard sat on the ground and Tao squatted beside him.
The old man poured some of the red earth into one of the saucer –
shaped rocks that Tao had collected. Then, using a smooth, round stone,
he began grinding it into a fine red paint. He poured a small amount of
this into three other shallow stone dishes. In the first one he added a lump
of yellow clay, in the second he sprinkled limestone powder and the third
he added charcoal dust. Using a small, clean stick for each, he mixed
them well, ending with three different colors: a bright orange, a salmon
pink, and a dark brown.
Tao was amused. He sat quietly, watching. This too was magic, he
thought. Graybeard spread out more saucers and began blending
shades of yellows, browns, grays and blacks. Some he mixed with honey
and some with the boiled fat and clotted blood from the boar.
“Next we must make our brushes,” he said. He took a handful of twigs
from his pouch and began mashing the ends with a stone until they were
soft and ragged. He held one up in the shaft of the sunlight beaming
through the cave entrance. He turned it around for Tao to see. “These are
small,” he said, “for painting eyes and fine lines of hair and fur.”
He made larger brushes by tying feathers and boar bristles around the
ends of long sticks with strings of vegetable fiber.
When all the paints and brushes were made the old man go to his feet.
“Now,” he said, “we are ready to paint.” Tao held out the shoulder blade
of the horse, while Graybeard poured spots of the colored paints onto its
broad white surface. He handed the boy one of the large brushes and
pointed to Tao’s pictures of the rhinos, bison and mammoths.
The boy held his breath. He never had a brush in his hand before. “Which
one will I paint?”
Graybeard smiled. “You are the image maker. Paint the one you like the
best.” “The mountain that walks,” said Tao. Graybeard nodded. “Then
begin.” Tao hesitated, glancing at the paints on the shoulder blade,
uncertain. “You saw the mammoths,” said Graybeard. “What color were
they?”
“Reddish brown.”
“Good,” said the old man. “Then mix a little black with red until you have
the color you wish.” Tao dipped his brush into the spot of black, then
mixed it with red. He lifted his hand and touched it to the drawing. It was
still too light, so he dipped in another dab of black. Again his brush
touched the drawing. He smiled. It was a deep reddish brown, the color
he wanted. He continued to dip and touch.
Graybeard watched as Tao repeated the motion again and again. He
reached out and stopped the boy’s hand. “You are not painting on an
antler or a seashell,” he said. “You are painting on a wall. Do not dab.
Swing the brush with your whole arm.”
Graybeard took the brush and began sweeping it across the drawing,
following the lines of the mammoth’s body. Tao saw the old man’s face
brighten as he worked, laying on great swaths of color. He felt the
excitement as the picture came alive. “Do not be afraid,” said
Graybeard, his eyes glowing. “You can always go over what you do not
like.” He gave the brush back to Tao and the boy tried again. This time he
let his arm go free, swinging the brush across the wall. He mixed gray with
yellow to fill in the light areas around the chest and stomach. He painted
dark shadows on the shoulder and back to add shading. He saw his
mammoth begin to breathe as he filled in the eye and the waving trunk.
When the painting was finished, Graybeard cracked open the duck eggs.
He separated the yolks and set them aside. He poured the whites into a
clean cockleshell, stirred them a stick and handed the shell to Tao.
The boy was puzzled. “What is this for?”
“Spread it over your painting and you will see.”
With a feather brush Tao washed the egg white over the picture. This time
the mammoth came alive with bright new colors. He stared at in surprise.
This had been done by his own hand. He smiled. Never had he felt so
happy.
Super Archaeologist Awards
Australopithecines
o Walked upright
o Estimated to live about 4.5 million
years ago
Homo Erectus
o
o
o
o
o
Larger, stronger than other hominids
Shorter arms, longer legs
Made spears, more tools
Mastered making fire
Lived about 1.9 million years ago
Homo Habilis
o Walked upright
o Said to have a larger brain than
australopithecine
o Smaller face/jaw
o Made tools
o Handy person = Homo habilis
o Lived about 2.5 million years ago
Homo sapiens
o Lived about 200,000 years ago
o Called the modern human
Prehistoric
Poetry Booklet
Name :__________________________
Yes Ma’am
Is this an australopithecine?
Is this an australopithecine?
How do you know?
How do you know?
Give me some examples…
Give me some examples…
Yes Ma’am!
Yes Ma’am!
Hands held things
Walked on two legs
Moved long distances
Ate mostly plants
Is this homo habilis?
Is this homo habilis?
How do you know?
How do you know?
Give me some examples…
Give me some examples…
Yes Ma’am!
Yes Ma’am!
“handy person”
Larger brain
First known toolmaker
Did simple tasks
Is this homo erectus?
Is this homo erectus?
How do you know?
How do you know?
Give me some examples…
Give me some examples…
Yes Ma’am!
Yes Ma’am!
Shorter arms
Longer legs
Flexible hands
Mastered the use of fire
Is this homo sapien?
Is this homo sapien?
How do you know?
How do you know?
Give me some examples…
Give me some examples…
Yes Ma’am!
Yes Ma’am!
“wise person”
Fingers like ours
Better communication
Traveled long distances
Is this a Neanderthal?
Is this a Neanderthal?
How do you know?
Yes Ma’am!
Yes Ma’am!
5 to 6 feet tall
How do you know?
Give me some examples…
Give me some examples…
Did you tell me true?
Is this chant through?
Slightly larger brains
Made and used tools
Adapted to the environments
Yes Ma’am!
Yes MA’AM!
-E. Sperling
5/19/09
Here, There
Hominids here, hominids there,
Hominids, hominids everywhere!
Strong hominids migrating,
Determined hominids hunting,
Clever hominids making tools,
and witty hominids creating fires.
Hominids in Africa
Hominids in Olduvai Gorge
Hominids near Lake Turkano
And hominids in Asia and Europe.
Hominids here, hominids there,
Hominids, hominids everywhere!
-E. Sperling
5/19/09
I Know an Early Human
I know an early human,
an ancient early human,
an ancient early human,
known in prehistory as an australopithecine.
The earliest early hominid
was discovered in 1974.
She was as “Lucy”
and was only about four feet tall
The fossils of australopithecines
were found in Africa.
These discoveries provide strong evidence
that human life began there.
-E.Sperling
5/19/09
Early Human Cadence
We don’t know what we’ve been told
The Paleolithic era is really old
It started with the finding of the first stone chipped tool
Homo habilis was no fool!
Sound off-early
Sound off-humans
Sound off -1, 2, 3, 4
Paleolithic Era!
It was also known as the Old Stone Age
Making tools was all the rage
Homo erectus mastered the use of fire
Staying warm, and protecting their hearts desire
Sound off-early
Sound off-hominids
Sound off-1, 2, 3, 4
Old Stone Age!
Archaeologists study the past
Found fossils in Africa’s grass
Early humans migrated to Europe and Asia too
During the Ice Age moving to where it’s warm was the thing to do
Sound off-early
Sound off-humans
Sound off-1, 2, 3, 4
Survival!
Homo sapiens appeared in Africa about 200,000 years ago
With bigger skulls and brains-they had much more to know
They made tools from antlers and wood
Designed weapons to hunt what they could
Sound off-early
Sound off-modern
Sound off- 1, 2, 3, 4
Early modern humans!
-E. Sperling
5/19/09
Archaeologist BUGALOO!
I’m an archaeologist and I’m here to say
I excavate sites everyday
Sometimes I dig a plot
Sometimes I record a lot
But when I find a fossil, I’ll examine what I’ve got
Excavating, shoveling, labeling too,
Doing the archaeologist BUGALOO!
I clean and label everything I find
Then I send it to the lab for scientific research this time
When the artifacts are just too old
Radio carbon dating can give the story to be told
(for fossils 40,000 years or younger)
Estimating, measuring, testing too,
Doing the archaeologist BUGALOO!
I work at sites all over the world
Finding fossils to help educate boys and girls
The earliest human fossils were found
By the Leakey family in Africa’s ground
Discovering, studying, examining too,
Doing the archaeologist BUGALOO!
-E. Sperling
5/19/09
Name: _____________________________________
Home School Connection #1
Talk to your parents about the Paleolithic Era. Tell them about what
started the Paleolithic era.
Parent signature: _______________________________________________________
-----------------------------------------------------------------------------------------------------------Nombre: __________________________
Conexión entre Hogar y Escuela #1
Discute con sus padres el Paleolithic era. Diles lo que empezo el
Paleolithic era.
Firma de padres: _______________________________________________________
Name:__________________________________
Home-School Connection #2
Tell your parents the story of Boy of the Painted Cave. Sketch or write what
your favorite part was. How did it relate to what we are learning about in
Social Studies?
Parent signature: ______________________________________________________
---------------------------------------------------------------------------------------------------------------------
Nombre: __________________________
Conexión entre Hogar y Escuela #2
Discute con sus padres el cuento Boy of the Painted Cave. Dibuje algo de
su parte favorito.
Firma de padres: _______________________________________________________
Name: ________________________________________
Home-School Connection #3
Tell your family about the Leakey family. What was their famous
discovery? Sketch or write what you told them.
Parent signature: _______________________________________________________
---------------------------------------------------------------------------------------------------------------------
Nombre: __________________________
Conexión entre Hogar y Escuela #3
Dile a sus padres de la familia Leakey. Que era su discubramiento
famosa? Dibuja o escribe loe que les dijiste.
Firma de padres: _______________________________________________________
Name: __________________________________
Home-School Connection #4
Discuss the different types of hominids that you have learned about.
Which one do you find the most interesting. Sketch or write what you told
them.
Parent signature: _______________________________________________________
---------------------------------------------------------------------------------------------------------------------
Nombre: __________________________
Conexión entre Hogar y Escuela #4
Discute con tus papas los tipos diferentes de hominids de que tu
aprendriste. Cual encontraste mas interestante? Dibuje o escribe lo que
tu les dijiste.
Firma de padres: _______________________________________________________
Expert Groups
EXPERT GROUP #1: Homo Habilis
By 2.5 million years ago, Homo habilis (HOH-moh HAB-uh-luhs) lived
in Africa. The Leakey family first discovered bones from this kind of hominid
in 1960 in Olduvai Gorge. Soon scientists found more Homo habilis bones
in other parts of eastern Africa.
Like australopithecines, Homo habilis walked upright. However, it
had a larger brain in a rounder skull, and its face and jaw were smaller.
Near homo habilis bones, scientists have found simple stone tools,
making this hominid the first known toolmaker. In fact, the name Homo
habilis means “handy person.” Homo habilis chipped stones to make
tools, which they used to chop, scrape, and do other simple tasks.
The appearance of the first chipped stone tools began what is
known as the Paleolithic (pay-lee-uh-LIH-thik) era, or Old Stone Age. This
period began about 2.5 million years ago and ended about 10,000 years
ago.
Homo habilis lived only in Africa, mainly in grassy areas near water
sources and trees. Homo habilis ate mostly plants and some meat. Experts
believe that Homo habilis got meat by hunting or by eating pieces left
behind by animals.
EXPERT GROUP #2: Homo Erectus
About 1.9 million years ago a kind of hominid appeared in Africa.
Today, is is known as Homo erectus (HOH-nih-ih-REK-tuhs), meaning
“upright person.” The first discoveries of Homo erectus were made near
Lake Turkana, in Kenya.
Homo erectus was larger and stronger than earlier hominids. It also
had shorter arms and longer legs. Its brain was much larger too. Flexible
hands allowed Homo erectus to make better tools, including stone axes
for chopping and for digging up roots to eat. Later, Homo erectus made
spears from wood for hunting.
Homo erectus is the first-known hominid to master the use of fire.
Perhaps earlier hominids used fires caused by lightning or volcanoes. Yet,
Homo erectus learned to start fires. With fire, Homo erectus cooked food,
kept away wild animals, and stayed warm in colder places.
Archaeologists have found the remains of fire by Homo erectus at several
sites. Figuring out the age of the fire is difficult.
Earlier hominids communicated with hand and arm movements
and simple sounds. With a larger brain, Homo erectus may have
developed some speech. With speech, Homo erectus could live and work
better and travel farther in groups. Members of these small groups hunted
together, shared food, and solved problems.
EXPERT GROUPS #3: Neanderthals
The first Homo sapiens are believed to have been the Neanderthals.
Neanderthal people first appeared on the Earth around 200,000 years
ago, in Africa. They migrated from Africa to the rest of the world around
100,000 years ago.
Neanderthals were around five to six feet in height. They had thick
sturdy bones, and muscular shoulders, legs, arms, and necks. The
Neanderthals also had a large brain. In fact, their brain was slightly larger
than that of modern humans.
Like earlier hominids, Neanderthals made and used tools. However,
the tools produced by the Neanderthals were much more advanced
than those used by their predecessors. Neanderthals learned to create
specialized cutting, and scrapping tools by chipping away at the edge of
a rock. They learned to combine different types of stone into a single tool,
and they discovered how to use a wide variety of soft and hard stones for
specialized tasks.
The Neanderthal lived throughout a widely divergent climate and
habitat. These peoples adapted quickly to new environments as they
migrated. Some lived in caves, while others built shelters out of branches
and animal skins. Still others dug pits and covered them with branches,
animal skins, and leaves.
Because the Neanderthal spread throughout Africa, Asia, and
Europe, their cultures were as different as the places they inhabited.
Archeological finds have given historians a small glance into some of their
beliefs and ways of life.
There is strong evidence that the Neanderthal had a belief in the
afterlife. Burial plots have been found where the dead were covered with
flowers, and buried with food, and with the tools they would need in the
next life. There is also evidence that Neanderthal cared for their sick and
injured. Fossil remains show serious injuries, such as broken legs, which had
healed completely. It is even possible that Neanderthal used medicines.
EXPERT GROUP #4: Homo Sapien
Like earlier hominids, Homo sapiens, or early modern humans,
probably first lived in Africa. Most experts believed that Homo sapiens had
appeared in tropical Africa by 200,000 years ago, which represents the
beginning of human kind. Homo sapiens and Homo erectus probably
lived side by side until Homo erectus died out.
The physical development of early humans was superior to that of
earlier hominids. With fingers and hands like ours, early humans could
handle things with more skill. Also, their bigger, rounder skulls held larger
brains giving them greater intelligence. In fact, the name Homo sapiens
means “wise person.”
Using their greater intelligence, early humans advanced the
development of tools with new technology, or ways to make and do
things. They developed more complex tools for specific purposes. They
made tools from antler, bone, wood, and stone for cutting and scraping.
They also crafted bone needles for sewing animal skins into clothing. Early
humans designed weapons such as stone points attached to wood
spears as well as spear throwers.
Early humans also used their greater intelligence in other ways.
About 50,000 years ago, the development of language began to speed
up, which greatly improved communication. Better communication
allowed early humans to plan and organize better as well as to more
easily share new ideas and new knowledge. Early humans went on to
create jewelry, cave paintings, and sculptures to form religious beliefs.
They began to change their lives in ways never before possible or
imagined.
GRAPHIC ORGANIZER: WORLD MAP
Artic Ocean
Lines of
Longitude
Europe
North
America
Asia
Atlantic
Ocean
Pacific Ocean
Africa
Pacific Ocean
Indonesia
Equator
Lines of
Latitude
South
America
Indian Ocean
Australia
Mind Map
Location
Adaptations
Date found:
____________________
Physical Development
Achievements
Interesting facts
Process Grid
Process Grid: Early Man
Date Found
Australopithecine
Homo Habilis
Homo Erectus
Neanderthal
Homo Sapien
Location
Adaptations
Physical Development
Achievements
Interesting facts