Analyzing Student Work to Inform Our Practice and Improve Student Learning
|
|
- Aubrey Bruce
- 5 years ago
- Views:
Transcription
1 to Inform Our Practice and Improve Student Learning English Learner Achievement: Our Collective Responsibility Session Outcomes 1. Understand the importance of knowing your purpose and expectations for each assessment 2. Engage in a process for analyzing student work that provides information for instruction as well as student feedback Agenda Welcome and overview of the session Assessment as Part of Continuous Improvement Knowing Your Purpose and Expectations Implications for Teacher Practice Implications for Student Feedback Closing Ticket Out the Door Students can hit any target that they know about and that stands still for them. Rick Stiggins Humanities
2
3 Task Analysis for Production Student Learning Goal For what content and language will students be held accountable? Students will understand differences between people s lives in the Paleolithic and Neolithic ages by contrasting three features in a five-paragraph essay. Sample Student Response What do you expect students to say and/or write? By comparing the Paleolithic and Neolithic age, it became clear that they were very different in how they got their food, where they lived, and skills they developed. In the Paleolithic age people had to hunt and gather for their food. People also made stone tools and houses were temporary. In the Neolithic age people were able to stay in one place, plant crops, and domesticate animals. People also started making iron and metal tools. One notable difference is how they got their food. In the Paleolithic age, people had to hunt and gather for their food. People also moved often so they could follow the animals they hunted. While people hunted they would sometimes get hurt or killed. However, in the Neolithic age, people learned how to plant crops and domesticate animals. Due to this development, they were able to create a stable food supply and stay in one place. Another way people differed is in how and where they lived. In the Paleolithic age people were known as nomads. This meant that people didn t have a permanent home and were always moving. They would make tent-like structures or stay in a cave, then keep moving. In contrast, in the Neolithic age people had permanent houses. They made their houses out of mud bricks with high openings to protect them from animals. This also protected people from harsh weather and made their lives more comfortable. In addition, they developed new ways of cooking and began living in larger communities. A final difference is in the skills they developed. In the Paleolithic age, people's main job was to find enough food to survive. People only made stone tools. On the other hand, in the Neolithic age, people had a stable food supply and were able to develop new jobs. Some jobs were weavers, basket makers, tool makers, and traders. Since people were able to specialize in different jobs they were able to get work done faster and have more free time. In this free time people made their surroundings more beautiful by decorating pottery and polishing stones. People in the Paleolithic and Neolithic age differed in how they got food, how they lived, and the skills they developed. Paleolithic people had moved on from hunting and gathering to domesticating animals and planting crops. Permanent shelters resulted in bigger communities, better tools, and new jobs. This shows that the Neolithic age was better than the Paleolithic age in many ways. Function Which language function(s) will students be expected to use? 2 Cause and Effect Proposition and Support 1 Compare and Contrast Sequencing 3 Description and Elaboration Bricks What content-specific language will students be expected to know and use? Paleolithic age, Neolithic age, skills, agriculture, crops, hunt and gather, nomad/nomadic, domesticate/domesticated animals, stable food supply, specialization, temporary/permanent shelters Mortar What functional words and phrases will students be expected to know and use? Compare & Contrast: comparing, different, differed, difference, however, in contrast, on the other hand Cause & Effect: because, since, so, resulted in Description & Elaboration: also, in addition, were known as, his was called, this meant that, they even
4
5 Criteria Demonstrates poor understanding of differences for people living in the Paleolithic and Neolithic ages; utilizes generalizations without adequate support Poor introductory, concluding statements which do not support topic Has limited skill in using content vocabulary, phrases, and clauses Neglects or misuses academic language, which detracts from the formal style Humanities Essay Rubric Paleolithic versus Neolithic Content Historical knowledge Understanding the main idea and use of details from the text on the Paleolithic and Neolithic ages Demonstrates a thorough and critical understanding of three differences for people living in the Paleolithic and Neolithic ages; effectively integrates appropriate examples throughout the essay Demonstrates a sound understanding of three differences for people living in the Paleolithic and Neolithic ages; chooses adequate examples for each of the supporting paragraphs Shows some understanding of differences for people living in the Paleolithic and Neolithic ages, but misconstrues certain aspects; develops ideas with some facts and general details Writing skills Use of introduction, conclusion to support form and content of a five paragraph essay conclusion successfully support the form and topic conclusion generally support the form and topic conclusion are adequate, but may not fit writing strategy Language Mortar Bricks Use of appropriate content vocabulary, phrases, and clauses: Paleolithic and Neolithic, hunter/gatherer, nomad/nomadic, agriculture, crops, domesticated animals, stable food supply, specialization, temporary/ permanent shelters Use of functional academic language and formal style with an emphasis on compare and contrast words: comparing, different, differed, difference, however, in contrast, on the other hand Writing is marked by a thoughtful and fluent use of content vocabulary, learned phrases, and clauses Explores the topic with fluent use of a range of academic language and consistently writes in a formal style with sentence variety Writing includes appropriate use of content vocabulary, phrases, and clauses Displays sound use of a variety of academic words and phrases and generally writes in a formal style Demonstrates adequate use of content vocabulary, phrases, and clauses Uses some academic language, but may disregard some of the more formal stylistic choices; may repeat familiar academic words too often
6 Criteria Demonstrates poor understanding of the readings and does not use them appropriately; utilizes generalizations without adequate support Poor introductory, concluding statements which do not support topic Humanities Essay Rubric Content Historical knowledge Understanding and use of assigned reading; includes important details from the text [specify expectations] Demonstrates a thorough and critical understanding of the readings; effectively integrates appropriate examples throughout Demonstrates a sound understanding of the readings; chooses some adequate examples Shows some understanding of the readings, but misconstrues certain aspects; develops ideas with some facts and general details Writing skills Use of introduction, conclusion to support form and content of essay conclusion successfully support the form and topic conclusion generally support the form and topic conclusion are adequate, but may not fit writing strategy Language Mortar Bricks Use of appropriate content vocabulary, phrases, and clauses [specify expectations] Use of functional academic language and formal style [specify function(s) and expectations] Writing is marked by a thoughtful and fluent use of content vocabulary, learned phrases, and clauses Explores the topic with fluent use of academic language and consistently writes in a formal style with sentence variety Writing includes appropriate use of content vocabulary, phrases, and clauses Displays sound use of academic language and generally writes in a formal style Demonstrates adequate use of content vocabulary, phrases, and clauses Uses some academic language, but may disregard some of the more formal stylistic choices Has limited skill in using content vocabulary, phrases, and clauses Neglects or misuses academic language, which detracts from the formal style
7 Student #1 Paleolithic vs Neolithic The Paleolithic and Neolithic Age differed in how people got food, where they lived, and the skills they developed One way in the Paleolithic age they had to hunt and gather their food because their food supply wasn't staple. Also they had to move place to place. The Neolithic age didn't have to hunt and move place to place and domesticate animals. The paleolithic Age had to follow their food because the food supply wasn't stable also it was dangerous because someone could have gotten killed. Another way in the Paleolithic Age, when they hunted for food they had to follow their food to hunt them. Also it was dangerous because hunting was dangerous for them. In the neolithic Age, something hapin they did not had to hunt for food they farmd and they domesticate animal also they did not had to move. A final way is they differed is in how they lived and where did they lived. The Neolithic Age, they made their house out of dry clay. Also they were the first real communities. They had to dig holes make food they put hot stones and water to cook. The neolithic age they mad pots and they decorated them. Also they could trade for thing they wanted and don't they also trade resources. The neolithic age, when they were the first one to make communities it allowed people to organize.
8 Student #2 paleolithic vs. neolithic The paleolithic and neolithic age differed in several ways. They differed in where they lived, how people got food and the skills they developed. First, in the paleolithic Age, people hunted and gathered, they had to move to other places and hunt wild animals and some people got injured.in the neolithic Age, can farm and domslide animals. Second, they differed in where they lived in the paleolithic Age they live in caves and tents.in the neolithic Age they bulid perment homes and put strong stone walls and put there food supply. Finally, people differed in the skills in the paleolithic Age, there hunt in greer because they don t have a suduly food supply.in the neolithic Age people jods are farmers, weavers,basket makers, toolmakers and traders. the paleolithic and neolithic age differed in several ways.they have differed skills developed.
9 Student #3 Old Stone Age to New stone Age The Paleolithic and Neolithic Age differed in several ways. They differed in how they found food, where they developed skills. In the Paleolithic Age people were like old school, but in the Neolithic Age people were doing things easier. People had more jobs, but they had people doing each type of things. One way they differed is in how people would go and get food. In the Paleolithic Age, people hunted and gathered their food, but it would run out. However in the Neolithic Age people would just harvest and farm the food. They also domesticated animals so later they can kill them and eat the sheep, goats, and cattle. All of this was called agriculture. With agriculture they could create a stable food supply. Another way they differed is in how they made houses. In the Peleolithic Age, people live in caves made rough tentlike structuers. However in the Neolithic Age people would make homes out of bricks and mud. They sometimes use stones and branches for roofs and walls. In the Neolithic Age peoples homes they had several rooms. But in the Paleolithic Age peole would live in caves with no rooms and it would get crowded. A final way they differed is in how they developed skills. In the Paleolithic Age people wouold only worry about having enough food. However in the Neolithic Age people would have farms so they made new jobs. Some of thier jobs were weavers, basket weavers, toolmakers, and traders. With everyone having a job peope would finish faster. In the Paleolithic Age people the only job was to find food. In conclusion by comparing the Paleolithic Age and Neolithic Age, it became clear that they were very different in finding food, making houses, and developing skills. In the paleolithic Age people only cared to survive. In the Neolithic Age people wanted to make thier surroundings beautiful. So in the Neolithic Age people had better lives in the Paleolithic Age peoples lives were hard.
10 Student #4 The Difference of Paleolithic Age and Neolithic Age By comparing the Paleolithic Age and Neolithic Age, it became clear that they were very different in how people got food,where they lived, and the skills they developed. The most noticeable difference is in how they got their food. In the Paleolithic Age, they got their food by hunting. In the Neolithic Age they got their food by making farms that are stable. Another notable difference is in how the Paleolithic Age developed like for food and tools for armor. In the Neolithic Age they learned how to raise animals and how plant crops. The most noticeable difference is in how they lived. In the Paleolithic Age, lived in tents and caves. They lived in tents and caves because they had to move one place to another to hunt animals. However in the Neolithic Age lived in permanent structure. The houses were very important for shelter for bad weather, to cook, and to sleep. Another noticeable difference is in how the skills they developed. In the Paleolithic Age, skills they diveloped enough food to survive to provide there food. Another noticable thing of the Neolithic Age developed more speacialized skills. The Neolitghic Age wanted to survive to make there surroundings beautiful. The devolpment of different encouraged people to craft much more in the community. The Paleolithic Age and the Neolithic Age differed in several ways. They differed in how people got food, where they lived, and how the skills they developed.
11 Student #5 The Paleolithic Age and Neolithic Age The Paleolithic and Neolithic Age are different in several ways. They differed in many ways such as how people got food, where they live, and what skills they developed. The Paleolithic and Neolithic was even before when history was written. First in the in the Paleolithic Age people got food by hunting and gathering but, there food was still not stable. They even looked for plants to get more food. They also had to run in the sun and hunt for animals and plants so they can eat. The Neolithic people eat by growing crops for food. They also raise animals like chicken for their eggs and other things. They can also don t have to run in the hot sun for food. Second the Paleolithic Age used shelter in caves, but they have to go find another place to go somewhere else because they don t have stable food supplies, like if there is no more food in that place they have to go somewhere else. In the Neolithic Age People live in round or rectangular houses and they don t have to move to other places. They don t have to move to other places because they have stable food supplies by growing crops and raising animals. Finally in the Paleolithic Age and the Neolithic Age the skills that they developed. In the Paleolithic Age the skills was only hunting and gathering. They can t do much because they did not have time they had to hunt and gathering so they can t do much. In the Neolithic Age the skills were many things. They do a lot of crafting because they divided the work that needs to be done and they have time to do other thing like crafting and decorating pots. By comparing the Paleolithic and Neolithic Age, it became clear that they were very different in how they got food, where they lived, and what skills that they developed and I also like Neolithic Age caused there brain developed unlike the Paleolithic Age.
From Hunters and Gatherers to Farmers
From Hunters and Gatherers to Farmers ANSWER KEY How did the development of agriculture change daily life in the Neolithic Age? P R E V I E W In the boxes below, create a two-part cartoon strip that shows
More informationAssessment: From Hunters and Gatherers to Farmers
Name Date Assessment: From Hunters and Gatherers to Farmers Mastering the Content Select the letter next to the best answer. 1. What change began the Neolithic Age, about 8000 B.C.E.? A. trading B. hunting
More information1. Introduction enabled
1. Introduction Scientists have identified and studied five important groups of hominids. Like the hominids before them, early modern humans hunted and gathered their food. In this chapter, you'll read
More informationSocial Studies Homework: None. Social Studies Warm Up 8: -Write? And answer 1. What is prehistory? 2. What is life like for a nomad?
Social Studies Homework: None Social Studies Warm Up 8: -Write? And answer 1. What is prehistory? 2. What is life like for a nomad? Mankind the Story of All of Us Fire: https://www.youtube.com/watc h?v=ygpzm0s_rpq
More informationChapter 3 From Hunters and Gatherers to Farmers. How did the development of agriculture change daily life in the Neolithic Age?
Chapter 3 From Hunters and Gatherers to Farmers How did the development of agriculture change daily life in the Neolithic Age? 3.1. Introduction Scientists have identified and studied five important groups
More informationEarly Humans Interactive Notebook
Early Humans Interactive Notebook Contents Included in this resource 1. A Note for the Teacher 2. How to use this resource 3. Photos of every page in use. You are welcome to use them as inspiration for
More informationAncient Civilizations
Ancient Civilizations Chapter 1 - The Neolithic Revolution Aim: How did the Neolithic Revolution change society? Do Now: What do you know about cavemen? Jot down up to three bullet points under the title
More informationBeginning of Man Stone Age Vocabulary
Beginning of Man Stone Age Vocabulary Paleolithic Era DEF: Old Stone Age CONNECT: Stone Age time tools were poorly made of stone Neolithic Era DEF: New Stone Age CONNECT: time tools were carefully made
More informationVocabulary Builder. netw rks. A. Content Vocabulary. Early Humans and the Agricultural Revolution
Vocabulary Builder A Content Vocabulary Directions: Select a vocabulary term from the box that best completes each sentence Write a term in each blank Paleolithic nomad technology ice age domesticate Neolithic
More informationThe Stone Ages and Early Cultures 5,000,000 years ago 5,000 years ago
The Stone Ages and Early Cultures 5,000,000 years ago 5,000 years ago Section 1 P. 28-34 Prehistory - the time before writing Archaeologists & anthropologists do the research Hominids - early ancestors
More informationWHI.02: Early Humans
WHI.02: Early Humans WHI.2 The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by a) explaining the impact of geographic environment
More informationThe First People. The Big Idea Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language.
The First People The Big Idea Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language. Main Ideas Scientists study the remains of early humans to
More informationStone Age & Archaeology. Unit Review
Stone Age & Archaeology Unit Review 1. Archaeologists: What is an Archaeologist? What do they use to study the past? Archaeology is the study of the past based on what people left behind. Archaeologists
More informationUnit Objectives. Describe the impact of farming on the development of early civilizations. Analyze the development of Egypt s empire
Unit Objectives Describe the impact of farming on the development of early civilizations Analyze the development of Egypt s empire Describe the important events in the history of Israel Chapter 1 Test
More information4th GRADE MINIMUM CONTENTS-SOCIAL SCIENCE UNIT 10: THE FIRST SETTLERS
4th GRADE MINIMUM CONTENTS-SOCIAL SCIENCE UNIT 10: THE FIRST SETTLERS WHAT IS PREHISTORY? Prehistory is the first period of history. It began about 2.5 million years ago when the first humans appeared.
More informationThe study of past societies through an analysis of what people have left behind.
The study of past societies through an analysis of what people have left behind. Artifacts are those things that people left behind, they can include: Tools and Weapons Pottery Jewelry Art and Sculpture
More informationHuman Origins in Africa
Name CHAPTER 1 Section 1 (pages 5 13) Human Origins in Africa BEFORE YOU READ In this section, you will read about the earliest humans. AS YOU READ Use the time line below to take notes on the earliest
More informationNote Taking Study Guide UNDERSTANDING OUR PAST
SECTION Note Taking Study Guide UNDERSTANDING OUR PAST Focus Question: What have scholars learned about the ancestors of humans, and how have they done so? A. As you read Studying the Historical Past and
More informationWorld History I SOL WH1.2 Mr. Driskell
World History I SOL WH1.2 Mr. Driskell A. Modern people are called homosapiens, meaning wise man. B. Homo-sapiens first existed in East Africa, several hundred thousand years ago. C. Home-sapiens spread
More informationPrehistory Overview & Study Guide
Name Prehistory Overview & Study Guide Big Picture: Peopling the Earth: The first big event in this course is the spread of humans across the earth. This is the story of how communities of hunters, foragers,
More informationEMC Publishing s C est à toi! 3, 2E Correlated to the Colorado World Language Frameworks French 3
EMC Publishing s C est à toi! 3, 2E Correlated to the Colorado World Language Frameworks French 3 CONTENT STANDARD: Students communicate in a foreign language while demonstrating literacy in all four essential
More informationPREHISTORY THE ORIGINS OF LIFE AND HUMANKIND
TASK 1: How do you understand the term Prehistory? What does the prefix pre- mean? When does history start then? THE ORIGINS OF LIFE AND HUMANKIND There are three theories explaining the origins of life
More informationHuman Origins Unit Test
Human Origins Unit Test The following test is over information we have studied from the Human Origins Unit. It assesses student knowledge on the Paleolithic and Neolithic time periods, as well as how we
More informationUNIT 5: THE STONE AGE
UNIT 5: THE STONE AGE What is the origin of human beings? What is Prehistory? How many stages are there in Prehistory? What was life like in the Palaeolithic Age? What was life like in the Neolithic Age?
More informationTitle: Farmers Growing Connections (anytime in the year)
Grade Level: Kindergarten Title: Farmers Growing Connections (anytime in the year) Purpose: To understand that many plants and/or animals are grown on farms and are used as the raw materials for many products
More informationthe scientific name for us as a species Homo sapiens
Stone Age Test Study Guide Test: Tuesday, October 23 Format: Matching, Multiple Choice, Free Response Notes: Early Humans, Evolution, Lower Paleolithic Era, Human Migration, Upper Paleolithic Era, Agricultural
More informationChapter 1 The Beginnings of Human Society
1 Chapter 1 The Beginnings of Human Society Section 1 Geography and History Section 2 Prehistory Section 3 The Beginnings of Civilization Notebook Number Mr. Graver Old World Cultures Name Period 2 Now
More informationThe First People 5 million-5,000 years ago. Picture source: humanorigins.si.edu
The First People 5 million-5,000 years ago Picture source: humanorigins.si.edu Terms to Know Prehistory Hominid Ancestor Tool Paleolithic Era Society Hunter-gatherers GROUP 1 STARTS HERE What you will
More informationArchaeologists Archaeologists are a type of They too study the culture and societies of people, only they study people
What is Prehistory? Before we can learn history, first we have to understand Man only learned to write years ago When stuff started to get written down, that s the start of Humans, and their ancestors,
More informationWARM-UP: HUNTER- GATHERERS. What is a hunter-gatherer? Who hunts? Who gathers? What is hunted? What is gathered? How will you get these things?
WARM-UP: HUNTER- GATHERERS What is a hunter-gatherer? Who hunts? Who gathers? What is hunted? What is gathered? How will you get these things? PALEOLITHIC & NEOLITHIC REVOLUTION Societies Begin HOMOSAPIENS
More informationTHE HUMAN LINEAGE: Features and bilingual activities.
THE HUMAN LINEAGE: Features and bilingual activities. Australopithecus. - 1-5 million years ago - Lived in Africa - Similar to chimpanzees - Walked on two feets - They used bones and branches Homo Habilis.
More information4th GRADE MINIMUM CONTENTS UNIT 19: LEARNING FROM THE HISTORY: LIFE THOUSANDS YEARS AGO
4th GRADE MINIMUM CONTENTS UNIT 19: LEARNING FROM THE HISTORY: LIFE THOUSANDS YEARS AGO PREHISTORY Prehistory is the oldest and longest period of our past. It began when human beings first appeared on
More informationNAME DATE CLASS. Paleolithic Europe and the Near East. Willendorf GREECE. Crete Cyprus EGYPT
NAM DAT CLASS Lesson 1 Hunter-Gatherers SSNTIAL QUSTION How do people adapt to their environment? GUIDING QUSTIONS 1. What was life like during the Paleolithic Age? 2. How did people adapt to survive during
More informationBell Ringer: August (), 2017
Announcements: 1: Vocabulary List due at the end of the six weeks 2: Google survey due Friday, 8/31 You need: 1: Spiral/blank sheet of paper 2: Join the Neolithic Revolution! Cartoon 3: Copy of the Paleolithic/Neolithic,
More informationWorld History: Patterns of Interaction
The Peopling of the World Prehistory 2500 B.C. Humans migrate throughout much of the world and begin to develop tools, art, agriculture and cities. The Peopling of the World Prehistory 2500 B.C. SECTION
More informationChapter 1. The Peopling of the World, Prehistory 2500 B.C.
Chapter 1 The Peopling of the World, Prehistory 2500 B.C. Time Line 4,000,000 B.C. First hominids appear in Africa. 1,600,000 B.C. Homo erectus appears. 8000 B.C. Neolithic Age begins; first agriculture
More informationNAME: DATE: PER: Paleolithic People: The Paleolithic Age. Making A Connection
Mr. Curzan Roots Of Civ. NAME: DATE: PER: Paleolithic People: The Paleolithic Age Key Terms: Define each term from the readings on the next few pages prehistory - civilization - migrate bands - home territory
More informationIWC Online Resources. Introduction to Essay Writing: Format and Structure
IWC Online Resources Introduction to Essay Writing: Format and Structure Scroll down or follow the links to the section you want to focus on: Index Components of an Essay (with Structural Diagram) Essay
More informationCIVILIZATION IN AFRICA NUBIAN Necklace B.C.
CIVILIZATION IN AFRICA NUBIAN Necklace 1700 1550 B.C. overview - How and why did Civilization emerge? Archaeological record demonstrates that early humans practiced nomadism for many thousands of years
More informationBig Green Lessons Germination: Kindergarten-2 nd Grade
Big Green Lessons Germination: Kindergarten-2 nd Grade Lesson Outcomes In this lesson, students will identify that seeds germinate and grow into plants. A seed is made up of different parts (cotyledon,
More informationSSWH1: The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BC to
SSWH1: The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BC to 500 BC. SSWH1: The student will analyze the origins,
More informationChapter 2 Section 1. Paleolithic Age
Chapter 2 Section 1 Paleolithic Age Paleolithic Age - second part of the Stone Age beginning about 750,00 to 500,000 years BC and lasting until the end of the last ice age about 8,500 years BC Stone Age
More informationThe Neolithic Revolution
The Neolithic Revolution A Settled Life When people think of the Neolithic era, they often think of Stonehenge, the iconic image of this early era. Dating to approximately 3000 B.C.E. and set on Salisbury
More informationUnit 3. Early Humans and the Agricultural Revolution 8000 B.C. to 2000 B.C.
Unit 3 Early Humans and the Agricultural Revolution 8000 B.C. to 2000 B.C. The Beginning of Humans http://www.becominghuman.org/node/interactivedocumentary The Stone Age Old Stone Age Paleolithic Age 2,500,000
More informationYear 3 Stone Age to Iron Age
Year 3 Stone Age to Iron Age Enquiry Question Can I describe the benefits of a settler s lifestyle as opposed to a nomad s lifestyle? Learning Challenges What were the lives of nomadic hunter-gatherers
More informationGLOBALIZATION UNIT 1 ACTIVATE YOUR KNOWLEDGE LEARNING OBJECTIVES
UNIT GLOBALIZATION LEARNING OBJECTIVES Key Reading Skills Additional Reading Skills Language Development Making predictions from a text type; scanning topic sentences; taking notes on supporting examples
More informationEarly Humans Day 2. Enter Silently Begin Do Now Write HW in planner
Early Humans Day 2 Enter Silently Begin Do Now Write HW in planner Continents/Oceans? Artifacts and Fossils Most of what we know about the earliest humans comes from the things they left behind. Archaeologists
More informationDo Now. Take notes on the article on a separate sheet of paper
Do Now Take notes on the article on a separate sheet of paper Early Humans { Early Humans Historians rely on documents and written records to learn about the past Prehistory is the period before writing
More informationEnglish Language Arts Packet 3:
Niagara Falls City School District English Language Arts Packet 3: Standard 1: Students will read, write, listen, and speak for information and understanding. Read unfamiliar texts to collect data, facts,
More informationSubject Area: High School French State-Funded Course: French III
FORMAT FOR CORRELATION TO THE GEORGIA PERFORMANCE STANDARDS Subject Area: High School French State-Funded Course: 60.01300 French III Textbook Title: Publisher: C est a toi! Level Three, 2 nd edition EMC
More informationAll About Food 1 UNIT
All About Food 1 UNIT Getting Ready Discuss the following questions with a partner. 1 What foods do you see in the pictures? 2 Which ones do you like? Which ones don t you like? 3 Do you like to cook?
More informationPrehistoric: the time before humans developed written languages to record their history
Prehistoric: the time before humans developed written languages to record their history So how do we form a realistic idea about humans at the Dawn of Time? With information provided by: ARCHEOLOGISTS:
More informationADVANCED CITIES: The people who established the world's first civilization around 4000 B.C. in southern Mesopotamia were known as the Sumerians.
ADVANCED CITIES: Caption: This artifact is huge and can only be viewed if a picture of it is placed on a piece of paper like the one to the left. It is a picture of the first major city in Mesopotamia:
More informationName Date Period. Social Studies Midterm Review Packet. Exam Date: Room#
Name Date Period Social Studies Midterm Review Packet Exam Date: Room# Part 1: Five Themes of Geography Directions: Write the theme of geography on the line next to the correct definition or example. relative
More informationWashington State Snap-Ed Curriculum Fidelity for Continuous Improvement
Washington State Snap-Ed Curriculum Fidelity for Continuous Improvement Lesson Assessment Tool for CATCH 7 th Grade - Lesson 7 The Color Power of Fruits and Veggies Educator Self-Assessment Supervisor
More informationWHI.02: Early Humans
WHI.02: Early Humans In this space, you will create a visual representation of what you have learned in the notes that follow on pages 9-15. You will be graded on your use of space, color and perceived
More informationUV21081 Produce biscuit, cake and sponge products
Produce biscuit, cake and sponge products The aim of this unit is to prepare you for the production of biscuits, cakes and sponges. Baked items require particular skills and you will develop these throughout
More informationKEY. Chapter 2: The Stone Age and Early Cultures Section 1: The First People
KEY Chapter 2: The Stone Age and Early Cultures Section 1: The First People Big Idea Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language. Scientists
More informationUnit of competency Content Activity. Element 1: Organise coffee workstation n/a n/a. Element 2: Select and grind coffee beans n/a n/a
SITHFAB005 Formative mapping Formative mapping SITHFAB005 Prepare and serve espresso coffee Unit of competency Content Activity Element 1: Organise coffee workstation n/a n/a 1.1 Complete mise en place
More informationTHE DORCHESTER JOB DESCRIPTION. DEPARTMENT: Event Operations F&B JOB GRADE: Supervisory
THE DORCHESTER JOB DESCRIPTION JOB TITLE: Banqueting Sommelier JOB CODE: DATE: October 2013 DEPARTMENT: Event Operations F&B JOB GRADE: Supervisory REPORTS TO: Event Operations Manager / Director of F&B
More informationUnit 2 Fertile Crescent Mesopotamia Unit Test Review
Unit 2 Fertile Crescent Mesopotamia Unit Test Review Mesopotamia - Fertile Crescent Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. Early
More informationappetizer choices commodities cuisine culture ethnicity geography ingredients nutrition pyramid religion
Four Goodness Sake: Lesson for Fourth Grade Purpose To help students develop awareness that food preferences and cooking styles may be based upon geographic, ethnic, and/or religious/family beliefs, but
More informationMBA 503 Final Project Guidelines and Rubric
MBA 503 Final Project Guidelines and Rubric Overview There are two summative assessments for this course. For your first assessment, you will be objectively assessed by your completion of a series of MyAccountingLab
More informationEarly People. The American Indians Chapter 3
Early People The American Indians Chapter 3 Introduction Utah s History is story of many different kinds of people. The American Indians first arrived in Utah around 12,000 B.C.E., which converts to 14,000
More informationClass:... School:.. Teacher:..
Contents: 1.- Prehistory: definition 2.- Stone Age 2.1.- Paleolithic Age 2.2.- Neolithic Age 3.- Human evolution: Australopithecus Homo habilis Homo erectus Neanderthals Homo sapiens sapiens Full name:..
More informationFertile Crescent & Mesopotamia. Miss Genovese
Fertile Crescent & Mesopotamia Miss Genovese Geography Mesopotamia is the region between the Tigris and Euphrates Rivers (AKA The Land Between Two Rivers) Land was mostly flat with small plants Tigris
More informationFairfield Public Schools Family Consumer Sciences Curriculum Food Service 30
Fairfield Public Schools Family Consumer Sciences Curriculum Food Service 30 Food Service 30 BOE Approved 05/09/2017 1 Food Service 30 Food Service 30 Students will continue to participate in the school
More informationDevelop the skills and knowledge to use a range of cookery methods to prepare menu items for the kitchen of a hospitality or catering operation.
Kitchen Operations IV Aim Develop the skills and knowledge to use a range of cookery methods to prepare menu items for the kitchen of a hospitality or catering operation. Prerequisites This block is a
More informationYouth Explore Trades Skills
Youth Explore Trades Skills Cook Cooking Starches Description In this activity students will become familiar with the equipment used in cooking various starches (pasta, rice, potato) and will demonstrate
More informationWoodlands Cultural Area Discover - Experience Connect Page 1 of 17
Woodlands Culture Area Map The Woodlands Culture Area spanned west to the Mississippi River and east to the Atlantic Ocean. It stretched north into Canada and south to the Gulf of Mexico. The Great Lakes
More informationAnswering the Question
Answering the Question If your grades aren t high even though you re attending class, paying attention and doing your homework, you may be having trouble answering the questions presented to you during
More informationStratford School Academy Schemes of Work
Number of weeks 22 Content of the unit Assumed prior learning (tested at the beginning of the unit) 1 lesson a fortnight. This scheme of work has been developed to enable pupils to learn where food comes
More informationPrehistoric Technology
Prehistoric Technology Human History Prehistory generally associated with artifacts 2 million years ago to 5,000 years ago History generally associated with the emergence of written records 5,000 years
More informationAssessment: China Develops a New Economy
Name Date Mastering the Content Assessment: China Develops a New Economy Circle the letter next to the best answer. 1. What caused Chinese farmers to move from northern to southern China during the Tang
More informationWords In The News. Teacher s pack Lesson plan and student worksheets with answers
Words In The News Teacher s pack Lesson plan and student worksheets with answers Illegal coffee threatens wildlife 17 January 2007 CONTENTS 1. Level, topic, language, aims, materials 2. Lesson stages 3.
More informationExplore 2: Playing with Clay, Sand, and Silt
Explore 2: Playing with Clay, Sand, and Silt Target Concept The mineral properties of soil (clay, sand, and silt) have different attributes. Addressed Standards SB-1 SB-2 Assessment Task Determine how
More informationIs Fair Trade Fair? ARKANSAS C3 TEACHERS HUB. 9-12th Grade Economics Inquiry. Supporting Questions
9-12th Grade Economics Inquiry Is Fair Trade Fair? Public Domain Image Supporting Questions 1. What is fair trade? 2. If fair trade is so unique, what is free trade? 3. What are the costs and benefits
More informationA Story That Stirred Up Anger
SECTION 3 Lesson 11 A Story That Stirred Up Anger Study Word plotted: (plätå ßd) secretly planned Here is another story Jesus told to help His disciples understand the kingdom of Heaven. Some priests,
More informationOffice Hours: Hours Days Campus Room Phone 3-7 Tuesday Downtown Campus C 106S And by Appointment
FSS1063 BAKING (446575) PROFESSOR INFORMATION Chef Bouman chef.bouman@fscj.edu Office Hours: Hours Days Campus Room Phone 3-7 Tuesday Downtown Campus C 106S 633-8120 And by Appointment COURSE DESCRIPTION
More informationPrepare and serve wines
Prepare and serve wines K/601/4939 Learner name: Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering and Sport and
More informationFirst Humans of Utah NOTES #1
First Humans of Utah NOTES #1 History History is the study of the past. It deals with written records or accounts. PREHISTORIC: Term used referring to people who lived before white explorers and missionaries
More informationC est à toi! Level Three, 2 nd edition. Correlated to MODERN LANGUAGE CURRICULUM STANDARDS EXPANDING LEVEL
Communication Communicate in Languages other than English C est à toi! Level Three, 2 nd edition Correlated to MODERN LANGUAGE CURRICULUM STANDARDS EXPANDING LEVEL Standard 1.1 Students engage in conversations,
More informationThe Fertile Crescent is a region of the Middle East that stretches in a large, crescent-shaped curve from the Persian Gulf to the Mediterranean Sea.
The Fertile Crescent is a region of the Middle East that stretches in a large, crescent-shaped curve from the Persian Gulf to the Mediterranean Sea. The Fertile Crescent includes Mesopotamia, a wide, flat
More informationA Year in the Life of Alexander Henry
Teacher s Guide to accompany A Year in the Life of Alexander Henry The informational text and activities in the book integrate history and geography content with reading and math skills. The worksheets
More informationEarly Native Americans of Florida
Lesson 4 Early Native Americans of Florida Essential Question How does location affect culture? What do you think? The geography and environment of Florida that you have learned about in this unit greatly
More informationGovernment city-states
Government All Maya people shared the same religious beliefs, had the same social structure, and used the same written language. However, they lived in different city-states (a Maya city and the land it
More informationLUXE À LA FRANÇAISE : FRENCH LUXURY
SUMMER CERTIFICATE PROGRAM LUXE À LA FRANÇAISE : FRENCH LUXURY Summer Business Certificate Certificate awarded by: Groupe ESCE International Business School Welcome event: July 2 nd, 2018 (morning) Start
More informationWorld History: Patterns of Interaction
The Peopling of the World Prehistory 2500 B.C. Humans migrate throughout much of the world and begin to develop tools, art, agriculture and cities. The Peopling of the World Prehistory 2500 B.C. SECTION
More informationFood Matters. Main Core Tie. Additional Core Ties. Group Size
Food Matters Summary In the following activities, the students will experience seeing bread made and experience making butter. They will also see whether the product was produced by a physical or chemical
More informationGEOGRAPHY OF THE FERTILE CRESENT
GEOGRAPHY OF THE FERTILE CRESENT The Land Between the Rivers: The first civilization in the fertile crescent was Mesopotamia. It was located between the Tigris and Euphrates Rivers. In Sumer, as in Egypt,
More informationUNIT TITLE: PREPARE HOT, COLD AND FROZEN DESSERT NOMINAL HOURS: 55
UNIT TITLE: PREPARE HOT, COLD AND FROZEN DESSERT NOMINAL HOURS: 55 UNIT NUMBER: D1.HCC.CL2.14 UNIT DESCRIPTOR: This unit deals with skills and knowledge required by cooks, chefs and patissiers to prepare,
More informationFrom Human Prehistory to the Early Civiliza6ons
From Human Prehistory to the Early Civiliza6ons Objec6ves Explore new history concepts Understand the first human civiliza6ons and their development during the Prehistoric Era. Comprehend the differences
More informationGolden kingdoms of Africa *
OpenStax-CNX module: m22711 1 Golden kingdoms of Africa * Siyavula Uploaders This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 1 SOCIAL SCIENCES: History
More informationPlease sign and date here to indicate that you have read and agree to abide by the above mentioned stipulations. Student Name #4
The following group project is to be worked on by no more than four students. You may use any materials you think may be useful in solving the problems but you may not ask anyone for help other than the
More informationMesopotamia, Sumer and Babylon Webquest
Name Date Block Mesopotamia, Sumer and Babylon Webquest Directions: Answer the questions using www.mesopotamia.co.uk AND YOUR OWN background knowledge! Click on Mesopotamia, then Geography from the left
More informationNews English.com Ready-to-use ESL / EFL Lessons
www.breaking News English.com Ready-to-use ESL / EFL Lessons The Breaking News English.com Resource Book 1,000 Ideas & Activities For Language Teachers http://www.breakingnewsenglish.com/book.html Japan
More informationUV21116 Produce fermented dough products
Produce fermented dough products The aim of this unit is to develop your knowledge, understanding and practical skills in preparing, cooking and finishing fermented dough products for service in restaurants
More informationMultiplying Fractions
Activity Summary In this activity, students will: Practice multiplying fractions in a practical Prior Knowledge Essential Skills Basic knowledge of multiplying fractions situation Revise a recipe using
More informationPlants of the Tropical Rainforest By Jane Saxer. Objective The students will learn how sunlight affects plants in the tropical rainforest.
Plants of the Tropical Rainforest By Jane Saxer Objective The students will learn how sunlight affects plants in the tropical rainforest. Introductory Information Philodendron is a popular houseplant that
More informationMapping the West: The Journey of Lewis and Clark By Michael Stahl
Mapping the West: The Journey of Lewis and Clark Mapping the West: The Journey of Lewis and Clark By Michael Stahl The United States of America is one of the largest countries on the planet. Much of America
More information