Mr. Tammaro Lesson 1.4 4/13/2025

Unit :The Story of Early Humans: From Survival to Civilization

Topic: Analyzing Informational Text: Hominids and Textual Evidence Lesson:1 of 3

Learning Standards (New Jersey):

Social Studies (NJSLS-SS, Grade 6):

● 6.2.8.HistoryUP.1.a: Compare and contrast the social organization, natural resources,and technologies used by early hunter-gatherer societies with those of later agrariansocieties.

● 6.2.8.HistoryCC.1.b: Determine the impact of technological advancements onhunter/gatherer and agrarian societies.

English Language Arts (NJSLS-ELA):

● RI.6.1: Cite textual evidence to support analysis of what the text says explicitly andinferences drawn from the text.

● RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishingclaims that are supported by reasons and evidence from claims that are not.

● SL.6.1: Engage effectively in a range of collaborative discussions with diverse partnerson grade 6 topics, texts, and issues.Technology Integration

(NJSLS-Technology):

● 8.1.8.DA.3: Identify the appropriate tools and technology resources to use for collectingand analyzing data

.● 8.1.8.IC.1: Analyze the impact of technology on society using evidence, examples, and data. Materials/Equipment:

● Google Docs or shared class document

● Digital article about early hominids (from Newsela, Common Lit, or Smithsonian Learning Lab)

● Chromebooks or iPads

● Smartboard or projector

● Highlighters (digital and physical)

● Headphones for students needing audio support (text-to-speech

Opening Task:

Students respond in a shared Google Doc:

"How do we know things about the past when no one was there to tell us?" This launches students thinking about historical sources and sets up the importance of evidence.

Motivation:

Play a 90-second National Geographic clip about early hominid tools and survival.

Ask students: “How do historians and scientists know this is true? What kind of proof do they use?” Lead into today’s activity by explaining that we’ll investigate a text just like historians do—with evidence

Aim (Essential Question):

How can we use textual evidence to understand early hominids and their importance inhuman history?

Instructional Objectives (SWBAT):

1. SWBAT identifies and cites textual evidence that supports claims about early hominid life.

2. SWBAT explain the significance of selected evidence in their own words.

3. SWBAT collaborates with peers using digital tools to gather and evaluate information

Presentation (Guided Q&A Teaching Points):

Q1: What is textual evidence?

A1: It is a specific quote or fact from a reading that supports an idea or argument.

Q2: Why is using evidence important when learning about the past?

A2: Because we weren’t there, so we use clues from artifacts and writings to understand history.

Q3: How do we know if a piece of evidence is strong or weak?

A3: Strong evidence clearly supports the point being made and comes from a reliable source.

Q4: How do we explain what our evidence shows?

A4: We paraphrase the evidence and connect it to our main idea in our own words.

Activity:

● Students read an informational text on early hominids using Google Docs or Kami.

● They highlight two key pieces of evidence in the text that show what hominids did to survive or evolve.

● In small breakout groups or table groups, they share their quotes and add them to a shared class chart on the Smartboard or Google Doc.

● Students explain their evidence orally and in writing with a sentence starter: “This evidence shows that hominids were important because…”

Summary/Closer:

Q1: What is one thing we learned about early hominids from reading today’s text?

A1: We learned that Homo habilis used tools, which helped them survive.

Q2: Why is it important to support our answers with evidence?

A2: Because it helps prove that what we’re saying is true and based on facts, not opinions.

Immediate Application:

Each student writes a brief paragraph using one piece of textual evidence from the lesson and explains its significance. Turned in through Google Classroom.

Extension Activity OR Homework: Choose a different early hominid (e.g., Homo erectus, Homo sapiens). Find one fact from a teacher-approved source and complete a mini “Evidence Tracker” chart:

● Fact (quote)

● Explanation (why it matters)Submitted digitally through Google Classroom

Teacher Reflection: Technology Use & Cost Analysis

Reflection:

This lesson significantly benefited from technology. Using collaborative tools like Google Docs allowed for real-time feedback, peer interaction, and visible thinking. Students who often hesitate to raise their hands felt more confident typing their ideas. The tech also supported scaffolding for English Language Learners, with tools like text-to-speech or visual annotation via Kami.

Cost & Accessibility Considerations:

● Google Docs/Classroom: Free through district-wide G Suite access

● Kami (optional): Basic version is free; premium with more accessibility tools is approx.$99/year per teacher

● Chromebooks/Devices: District-provided in 1:1 classrooms

● Wi-Fi/Home Access: For homework, alternative printouts provided if tech access is limited

Conclusion: This tech-enhanced lesson improved student engagement, provided equitable access to learning, and promoted collaboration and critical thinking. The tools used were cost-effective and aligned well with New Jersey’s focus on digital literacy and evidence-based analysis