Vikky Morris Unit title: Agricultural Revolution Lesson title: Daily Bread

EDU 435 Class: World History Grade: 8

Content objectives: i Students will be able to identify and describe the significant changes in human society as a result of the development of agriculture. Students will be able to describe the changes to the natural environment brought about by the domestication of plants and animals. Language objectives: ii Students will construct pre-reading questions using appropriate sentence structure. Students will draw conclusions about foodstuffs based on package labels and create a list of similar products. Content concepts/state standards: Understand that the environment influences human actions; and humans both adapt to and change, the environment. Understand that geographic factors influence the distribution, functions, growth and patterns of cities and human settlements. Understand that the meaning, use, distribution and importance of resources changes over time. Supplementary materials: Groceries Textbook Video: clips from Stories from the Stone Age episode 1 and 2. 3-hole punch paper and brass paper fasteners. Opening Activity: iii Students will work in small groups to identify foodstuffs that contain wheat by studying package labels. Procedure: Each group is given a grocery bag containing packaged foodstuff, students study the ingredients and create a list the items that contain wheat. Teacher records student responses on a whiteboard/smart board. Based on the food that contain wheat ask students to predict what country wheat originated from.

Activity one: iv Agriculture is the most significant achievement of prehistoric humans, it has allowed humans to settle down and form modern societies. Procedure: Ask students to share what they know about agriculture. Ask students to predict the major wheat producing counties. Write responses on whiteboard/smart board. PowerPoint Presentation: Agriculture from then to now Today wheat feeds over half of the worlds population. Map of major wheat producing countries (ex. China, Australia, Canada, France, Russia United States and India). Neolithic revolution - domestication of plants and animals in the Middle East. o Ask students to predict on how we get from then to now? Activity Two: v Students will make predictions on the chapters content based on visual elements and highlighted features in the textbook. Key Terms Fertile Crescent Irrigation Stone age Archeologist Domesticate Civilization

Procedures: Students can work independently, in small groups, or as a whole class if this procedure has not been previously taught. Students will write pre-reading questions using complete sentence structure. On the overhead or smart board display each page of the chapter and demonstrate how to look for highlighted words and visual elements to make predictions about the chapter. Guide students to key concepts and vocabulary words by asking questions about their predictions. Activity three: vi Watch selected video clips from episode 1 and 2 of the documentary. Stories from the Stone Age, and answer key questions from the video. How is early agriculture different from agriculture today? Why did people switch from hunting and gathering to farming? How did agriculture affect the growth of cities in the Middle East? How did agriculture spread into Europe? How did agriculture effect societies in Europe? Students will create a vocabulary picture dictionary of key terms. Assessment:vii Directions for Vocabulary Picture Dictionary: Each student has a picture dictionary that they add too after each lesson or unit. On a 3-hole punch piece of paper the key term and definition is clearly written at the top. On each page includes at least one image, drawn or copied and pasted, that matches that definition.

Rubric for Vocabulary Picture Dictionary 4 Excellent 3 Good The student clearly The student defined defined all vocabulary each vocabulary term terms and explains with minimal errors, how each term relates and knows how each to history. relates to history. The student chose The student chose graphics that suit the graphics that suit the text and there is a text, but there are so good mix of text and many that they graphics distract from the text.

2 Satisfactory The student defined the vocabulary terms, and has an idea of how each relates to history The student chose graphics that sometimes suit the text, but there are so many that they distract from the text.

1 Needs work The student did not define the vocabulary and has no idea how each relates to history. The student chose graphics that do not suit the accompanying text or appear to be randomly chosen.

Reflection: In this lesson four activities link the past and present of agriculture. In the opening activity students study a variety of foodstuffs from around the worldviii that demonstrates the prevalence of wheat worldwide. This activity gives students a chance work in small groups to study the package labels and make lists. After the students have investigated a variety of foodstuffs from around the world the teacher asks open-ended questions activating background knowledge of agriculture/farming. Students have found that a variety of foods from around the world contain wheat. Next the teacher will give a PowerPoint presentation that shows the production and distribution of wheat. The prevalence of wheat in the world today, wheat feed over 50% of the population and the top wheat producing countries. Students will learn that wheat originated around 15,000 years ago in the Fertile Crescent region of the Middle East. The second activity is a chapter-walk. First, students will use the quick-write strategy to write pre-reading questions. Quick writes are an excellent way for teacher to assess the students knowledge of the content and language level.ix If the chapter-walk strategy has been previously taught students can work independently or in small groups. This activity helps students gain confidence in their ability to find pertinent information from the text. This strategy is also a valuable skill that students can use in other classes. In this activity the teacher guides the students to key concepts and vocabulary in the text and list them on the whiteboard/smart board. Clips from the documentary Stories from the Stone Age, will help reinforce the information they have learned previously. After each clip the teacher asks open-ended questions concerning the spread of agriculture, first to Europe and then the rest of the world. Students will record the vocabulary they have learned in this lesson in their vocabulary picture dictionary. This lesson includes four different learning techniques. The same information is repeated throughout each activity. After each activity students are given time to reflect on what they have learnedx. The different activities also give students the opportunities to work in small groups and whole class participation involves sharing background knowledge therefore making it less threatening for students.

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The content objective is shared with students verbally and in writing before the start of the lesson. The content objective is also in support of the Minnesota state standards for 8th grade social studies fulfilling SIOP #1 and SIOP # 3. The Language objective SIOP #2 is stated clearly both verbally and in writing before the start of the lesson. This activity gives students the opportunity to work in small groups to interact with peers and teacher which this satisfies SIOP #16 and SIOP #17. Students use different strategies SIOP #12 and SIOP #13, categorizing and predicting to discover the prevalence of wheat today. The activity gives students the opportunity to practice verbal, reading and writing skills SIOP #22 while engaging in a hand-on activity SIOP #20. This activity fulfills SIOP #24 students make lists from the information they gain from studying the package labels. This is an activity that all the students in the group can participate, as there are plenty of packages for each student to have a chance to read a label fulfilling SIOP #25. Students are engaged in reading, writing, listening and speaking SIOP #6 as they work with their peers to construct lists from the information they read on the labels. Students activate prior knowledge by describing what they know about farming fulfilling SIOP #7. The PowerPoint presentation includes graphs and maps SIOP #4 of the regions where wheat is grown and traded. The beginning of agriculture is introduced which fulfills SIOP #23. In activity one, students where introduced to the history of agriculture SIOP #8, that information is expanded upon in the chapter walk. Students are asked to study visual elements SIOP #4 and highlighted text and make predictions about what the chapter is about and incorporate SIOP #13 and SIOP #21. Teacher scaffolds learning SIOP #14 making it assessable to all students SIOP #5. The teacher asks openended question that promote higher-order thinking that integrates SIOP #15. The teacher guilds students in determining key concepts and vocabulary SIOP #9. The quick writes and vocabulary dictionary gives students the opportunity to apply content SIOP #21 and language knowledge SIOP #23. Students who struggle with reading large quantity of text can benefit from the teacher explaining strategies for finding pertinent information from the text SIOP #11. The documentary reinforces what students have previously learned. It reintroduces the same vocabulary as the chapter-walk SIOP #27. After each clip the teacher stops and asks questions SIOP #29 that reinforces comprehension of the concepts SIOP #28. The vocabulary picture dictionary is the summative assessment for this lesson SIOP #30. The students work together with peers will help clarify information. As well many of the foodstuffs from different cultures will allow students to read in L1 and L2 this fulfills SIOP #19. Quick writes are an excellent way for the teacher to access SIOP #30 the students ability and modify the lesson accordingly. During presentations and the chapter walk the teacher always talks in a clear and even pace that is appropriate to the students proficiency SIOP #26. During the video and chapter walk the teacher stops occasionally to paraphrase using a pace and vocabulary that is appropriate to the student proficiency in English SIOP #10. There are many opportunities in the lesson for students to answer questions and an appropriate wait time SIOP # 18 is always given so students to gather their thoughts before answering.