Surviving the Ice Age
1 Direct Instruction
Using social studies curriculum, preview key vocabulary, introduce key concepts using GLAD strategies of pictorials regarding the major adaptations made by early humans in response to The Ice Age (building fires, warm clothing, warm shelters, migrating to follow animals, working in cooperative groups).
Students will be participating in discussion and reading about Early Man and The Ice Age. They will be processing information verbally and through their social studies text using GLAD strategies (pictorial inputs, etc.).
2 Guided Practice
Teacher will be leading students in taking notes on various adaptations made by early humans in response to The Ice Age, using main idea and supporting detail formatting.
Students will be using a note-taking application to summarize information about the major adaptations made by Early Humans using main idea and supporting detail formatting.
3 Independent Practice
Teachers will instruct students on how to use the presentation application and give instructions on developing an Ice Age Survival Guide summarizing their learning about adaptations made by Early Humans, and why these adaptations were important (main idea/supporting details).
Students will learn to use a presentation application and use it to create an Ice Age Survival Guide to demonstrate their learning of Early Human adaptations, and why these adaptations were important (main idea/supporting details).
Teacher will allow students to share their presentations with the class.
Students will share their Prezi presentations of their Ice Age Survival Guides with the class using an overhead projector.
Key Standards Supported
Reading History/Social Studies
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Reading Informational Text
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.