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Author: Capital Region BOCES

  • Grade 3 Science Unit 3

    Life Cycles & Traits, Part II: Interdependent Relationships in Ecosystems

    Unit description: In Part I, students explore the similarities and differences between plant and animal life cycles, how traits are inherited from parents, and how the environment can influence the inheritance of those traits. In Part II, students study how the organisms in an ecosystem impact and depend on each other for survival.

    Download the complete Grade 3 Science Unit 3 framework to customize for your own planning.

    Essential Questions and Big Ideas

    Part I: Life Cycles and Traits

    • Do living things grow and develop the same?
      • Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)
    • Why do living things look similar to their parents?
      • Many characteristics of organisms are inherited from their parents. (3-LS3-1)
      • Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1)
    • Can the environment change the way a plant or animal looks?
      • Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. (3-LS3-2)
      • Some characteristics result from the interactions of both inheritance and the effect of the environment. (3-LS3-2)
      • The environment also affects the traits that an organism develops. (3-LS3-2)
    • Why do some animals or plants survive better than others?
      • Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

    Part II: Interdependence in Ecosystems

    • How do plants and animals help each other?
      • Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (3-LS2-1)
    • How do we know what plants and animals looked like many years ago?
      • Some kinds of plants and animals that once lived on Earth are no longer found anywhere. (3-LS4-1)
      • Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. (3-LS4-1)
    • What makes some living things survive better than others?
      • For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)
    • What happens to plants and animals when the environment changes?
      • Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)
      • When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)

    Prerequisite Skills/Science & Engineering Practices

    Develop models to describe concepts, analyze and interpret data to provide evidence, use evidence to construct and/or support an explanation, make a claim about the merit of a solution to a problem.

  • Earth Science – Earth’s Systems

    Students explore Earth’s materials and systems, the roles of water in Earth’s surface processes, and how humans depend on and use Earth’s natural resources.

    Download the complete Earth Science – Earth’s Systems framework to customize for your own planning.

    Standards

    • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process. 
    • MS-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity. 
    • MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes. 

    Essential questions and big ideas of the unit

    • How does Earth provide us with the things we need to live?
      • All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
      • Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation, sublimation, deposition, precipitation, infiltration, and runoff. Global movements of water and its changes in form are driven by sunlight and gravity. (MS-ESS2-4) 
      • Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)

    Download the complete Earth Science – Earth’s Systems framework to customize for your own planning.

  • Grade 1 Science Unit 3

    Structure, Function, & Information Processing

    Unit description:  Students explore how plant and animal structures are used to help them survive, how they are similar and different. They learn how these structures are used to communicate between parents and offspring to help with survival.  Students learn how young plants and animals can look similar to their parents, but also can vary in many ways. 

    Download the complete Grade 1 Science Unit 3 framework to customize for your own planning.

    Essential Questions and Big Ideas

    How do plants and animals use their body parts to survive?

    All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)

    How do plants and animals survive when they are young?

      • Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
      • Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)

    Why do some animals or plants look similar to, but not exactly like their parents?

      • Some young animals are similar to, but not exactly, like their parents. Some young plants are also similar to, but not exactly, like their parents. (1-LS3-1)
      • Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. (1-LS3-1)

      Prerequisite Skills/Science & Engineering Practices

      Use materials to design a solution to a problem, read texts and use media to determine patterns, make observations to construct an evidence-based explanation.

    • Grade 5 Math Unit 3

      Fractions: Add and Subtract, Multiply and Divide, Line Plots with Fractions

      Unit description:  Students will extend their knowledge of adding and subtracting fractions with like denominators from fourth grade to fractions with unlike denominators.  Students will extend their knowledge of multiplying fractions by whole numbers to multiply fractions by other fractions and mixed numbers.  Students will consider the contexts for dividing unit fractions by whole numbers and dividing whole numbers by unit fractions and the relationship of the quotient to the dividend and divisor.  Students will also use their knowledge of fractions to create and interpret line plots with fractional measures on the scale.  

      Essential Outcomes of the Unit 

      Number and Operations—Fractions- Use equivalent fractions as a strategy to add and subtract fractions.

      • 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
      • 5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers

      Number and Operations—Fractions- Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

      • 5.NF.3 Interpret a fraction as division of the numerator by the denominator (𝑎𝑎 𝑏𝑏 = a ÷ b).  Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.
      • 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number or a fraction.
      • 5.NF.4a Interpret the product 𝑎𝑎 𝑏𝑏 × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b.
      • 5.NF.4b Find the area of a rectangle with fractional side lengths by tiling it with rectangles of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
      • 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers.

      Measurement and Data- Convert like measurement units within a given measurement system.

      • 5.MD.2 Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems.

      Other Standards Addressed in the Unit

      Operations and Algebraic Thinking- Operations and Algebraic Thinking

      • 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

      Number and Operations—Fractions- Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

      • 5.NF.5 Interpret multiplication as scaling (resizing).
      • 5.NF.5a Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
      • 5.NF.5b Explain why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case). Explain why multiplying a given number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence 𝑎𝑎 𝑏𝑏 = 𝑎𝑎 𝑏𝑏 × 𝑛𝑛 𝑛𝑛 to the effect of multiplying 𝑎𝑎 𝑏𝑏 by 1.
      • 5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Note: Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement until grade 6 (NY-6.NS.1).
      • 5.NF.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
      • 5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients.
      • 5.NF.7c Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions.

      Essential Questions and Big Ideas

      How do operations with fractions relate to operations with whole numbers?

      • Addition, subtraction, multiplication, and division can be completed with fractions.  
      • Addition and subtraction still represent putting together or taking apart and part and whole relationships.  
      • Multiplication can represent finding a total made from equal groups or scaling. 
      • Division represents splitting an amount into equal groups.  

      What do equivalent fractions represent and why are they useful when solving equations with fractions?

      • Equivalent fractions are fractions that are equal or take up the same amount of space.  
      • To add and subtract fractions, they must have the same denominator or unit size.  

      How can I find the area of a rectangle with fractional side lengths?

      • Length times width equals area.  
      • Side lengths can be broken up and multiplied using the distributive property.  

      What are the effects of multiplying by quantities greater than 1 compared to the effects of multiplying by quantities less than 1?

      • Multiplying by an amount greater than one creates a product that is greater than the other factor. 
      • Multiplying by an amount less than one creates a product that is less than the other factor.  

      What does it mean to divide by a fraction?  Or to divide a fraction by a whole number?

      • Dividing by a fraction represents splitting a fraction into equal parts.  
      • Dividing a whole number by a fraction represents splitting a whole into fractional parts.    

      Download the complete Fractions: Add and Subtract, Multiply and Divide framework to customize for your own planning.

    • Grade 6 ELA Unit 2

      Narrative Texts

      Unit description: In this unit, students will read a variety of texts to make logical inferences, as well as identify and track the development of a theme across a work of fiction. Students will also utilize close reading skills to determine how certain sections of a text contribute to the development of the plot and theme. Students will respond using various methods (verbally, in writing, etc.) to express their learning of the units’ texts, as well as draft their own narratives utilizing the tools learned within the unit.

      Download the complete Grade 6 ELA Unit 2 framework to customize for your own planning.

      Essential Outcomes

      Reading

      • 6R1 Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
      • 6R2 Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.
      • 6R3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed.
      • 6R5 In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme, central idea, setting, or plot. In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme or central ideas.
      • 6R6 In literary texts, identify the point of view and explain how it is developed and conveys meaning. In informational texts, explain how an author’s geographic location or culture affects his or her perspective.

      Language

      • 6L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
      • 6L6 Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

      Writing

      • 6W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing
      • 6W4 Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

      Speaking and Listening

      • 6SL1 Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
      • 6SL3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

      All Standards Addressed in this Unit

      • 6R1, 6R2, 6R3, 6R4, 6R5, 6R6, 6R8
      • 6L1, 6L2, 6L3, 6 L4, 6L5, 6L6
      • 6W3a-e, WHST3(6-8), 6W4
      • 6SL1, 6SL3, 6SL4,6SL5, 6SL6

      Essential Questions and Big Ideas

      • How are stories told?
        • Authors utilize many different techniques to captivate their readers
        • The narrative form is one way of telling stories
      • How are themes developed?
        • Authors use themes to highlight a central message/ moral for a reader
        • There are many different ways themes can develop, and it’s our job as readers to track them
      • How do I create my own narrative?
        • Good writers use different techniques and styles to craft their own writing
        • Varying with techniques allows good writers to craft their own style

      Prerequisite Skills

      • Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
      • Cite explicit and implicit evidence in a text (literary)
      • Determine a theme or central idea and explain how it is supported by key details; summarize a text.
      • Draw evidence from literary or informational texts to respond and support analysis, reflection, and research
      • Create a poem, story, play, artwork, or other response to a text, author, theme, or personal experience.

      Download the complete Grade 6 ELA Unit 2 framework to customize for your own planning.

    • Grade 1 ELA Unit 3

      Nonfiction Reading Informational Writing

      Unit description: Building on their knowledge of sequencing and organization, students will now engage with informational texts to determine topics, central ideas, and key details. Students will write an informative response to a text that provides a clear topic and key facts or details.

      This unit should be paired with the Reading Foundations which focus on the acquisition of phonological awareness and phonics which are essential foundations for reading and writing. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

      Essential Outcomes

      Reading

      • 1R1 Develop and answer questions about key ideas and details in a text.
      • 1R2 Identify a main topic or central idea in a text and retell important details.
      • 1R7 Use illustrations and details in literary and informational texts to discuss story elements and/or topics.

      Reading Foundations- Fluency

      • 1RF4 Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.
      • Addressed in RF unit:
        • 1RF3 Know and apply phonics and word analysis skills in decoding words.

      Language

      • 1L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.
      • 1L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.
      • 1L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.
      • 1L5 Demonstrate understanding of word relationships and nuances in word meanings.

      Writing

      • 1W2 Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.
      • 1W4 Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

      Speaking and Listening

      • 1SL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
      • 1SL4 Describe familiar people, places, things, and events with relevant details expressing ideas clearly
      • 1SL6 Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

      All Standards Addressed in this Unit

      • See Reading Foundations Units: 1RF3a-g
      • 1R1, 1R2, 1R5, 1R6, 1R7, 1R8, 1R9
      • 1RF4
      • 1L1, 1L2, 1L4, 1L5
      • 1W2, 1W4, 1W6, 1W7
      • 1SL1, 1SL2, 1SL3, 1SL4, 1SL6

      Essential Questions and Big Ideas

      • What makes a text nonfiction?
        • There are different genres of books. A nonfiction text tells you facts or information about the world around you.
        • In a nonfiction text the author writes to inform the reader.
      • How do nonfiction texts present information?
        • Information can be presented in diagrams, charts and graphs in nonfiction or informational texts.
        • Bold typeface, headings and illustrations are used to highlight information in informational texts.
      • How do readers find the central idea and key details within a text?
        • The central idea is the topic and what the author wants the reader to know about it.
        • Key details support the central idea and the author uses them to explain the topic.
      • How do people share information from what they have read?
        • People can write to share information they have learned from texts.
        • Writers use standard conventions to present information in a clear way, including grammar, punctuation, spelling and capitalization.
        • Speakers use academic English grammar to present information in a clear way.
        • Writers and speakers present information in an organized way with supporting details from the text.
        • People can join discussions to share information they have learned in texts.

      Download the complete Grade 1 ELA Unit 3 framework to customize for your own planning.

    • Grade 1 Math Unit 3

      Place Value Comparison- Addition and Subtraction Beyond 20

      In this unit, students will learn to use their number sense to compare (using symbols  >, =, and <.) and order values of two two-digit numbers. They will model, write and solve addition and subtraction equations within 100 including composing new tens when necessary when adding. The students will apply mental math strategies when adding and subtracting multiples of ten.

      Essential Outcomes of the Unit

      Number and Operations in Base Ten- Understand place value

      NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

      Number and Operations in Base Ten- Use place value understanding and properties of operations to add and subtract

      NBT.4 Add within 100, including • a two-digit number and a one-digit number, • a two-digit number and a multiple of 10. Use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten. Relate the strategy to a written representation and explain the reasoning used.

      Other Standards Addressed in the Unit

      Number and Operations in Base Ten- Understand place value

      NBT.2c Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

      Number and Operations in Base Ten- Use place value understanding and properties of operations to add and subtract

      NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

      NBT.6 . Subtract multiples of 10 from multiples of 10 in the range 10-90 using • concrete models or drawings, and • strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy used to a written representation and explain the reasoning

      Essential Questions and Big Ideas

      How can we compare values of numbers?

      • Numbers sense and understanding of place value are used to compare values of numbers.
      • The symbols symbols  > means more than, = means equal to, and < means less than when comparing two numbers.

      How do we add and subtract within 100?

      • Concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction can be used to add and subtract within 100.
      • Sometimes it is necessary to compose a new ten when adding within 100.

      How can we use number sense and understanding of place value to add and subtract using mental math?

      • Understanding number pairs that make ten help to add and subtract mentally.
      • Understanding place value and being able to count by tens and add ones can be used to add and subtract mentally.

      Download the complete Grade 1 Math Unit 3 framework to customize for your own planning.

    • Grade 8 Social Studies Unit 2

      Immigration: A Changing Society

      Unit description: In this unit, students will investigate how industrialization and immigration contributed to the urbanization of America. Students will study industrialization and the increased demand for labor leading to migration to cities and increased immigration to the United States. Students will investigate challenges and progressions that came with this industrialization period including population density, diversity, poor working conditions as well as social, cultural, and economic lives of people and conflicts over immigration. In addition, students will also have the opportunity to investigate women’s rights and the suffrage movement that spurred the creation of government reform policies.

      All Standards Addressed in this Unit

      • (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH)

      Essential Questions and Big Ideas

      • Big Idea of the Unit: Industrialization and immigration contributed to the urbanization of America.
      • How did technology change life as people knew it during this time of industrialization?
        • Technological developments changed the modes of production, and access to natural resources facilitated increased industrialization. The demand for labor in urban industrial areas resulted in increased migration from rural areas and a rapid increase in immigration to the United States. New York City became the nation’s largest city, and other cities in New York State also experienced growth at this time.
      • How did industrialization and urbanization affect the lives of people living in cities?
        • Population density, diversity, technologies, and industry in urban areas shaped the social, cultural, and economic lives of people. Increased urbanization and industrialization contributed to increasing conflicts over immigration, influenced changes in labor conditions, and led to political corruption. In response to shifts in working conditions, laborers organized and employed a variety of strategies in an attempt to improve their conditions.
      • What was the effect of addressing political and social issues during this time?
        • Progressive reformers sought to address political and social issues at the local, state, and federal levels of government between 1890 and 1920. These efforts brought renewed attention to women’s rights and the suffrage movement and spurred the creation of government reform policies.

      Prerequisite Skills

      This immigration unit is one part of three parts of study on “A Changing Society” which also includes the study of industrialization and urbanization. This unit represents unifying themes of social studies – development and movement of cultures, social structures, and global connections and exchange and enduring issues of Urbanization, Industrialization, Power, Population Growth, Cultural Diffusion, Technology, Tension between Traditional and Modern Culture. This unit can be done first as an introduction of urbanization or it can be done second after a study of industrialization/urbanization.

      Download the complete Grade 8 Social Studies – Immigration: A Changing Society framework to customize for your own planning.

    • Kindergarten Science Unit 3

      Interdependent Relationships: Plants, Animals, and Their Environment

      Unit description: Students explore what plants and animals need to live, grow and thrive. They learn how plants and animals depend on each other, and how humans can impact the environment they live in. 

      Download the complete Kindergarten Science Unit 3 framework to customize for your own planning.

      Essential Questions and Big Ideas

      What do plants and animals need to survive?

      All animals need food, air, and water in order to live, grow, and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow, and thrive. (K-LS1-1)

      How do plants, animals and humans change the environment they live in?

        • Plants and animals can change their environment.(K-ESS2-2)
        • Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)

      How can we (humans) reduce the impact we have on living things and the environment?

        • Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.  (secondary to K-ESS2-2),(K-ESS3-3)
        • Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. (secondary to K-ESS3-3)

      Prerequisite Skills/Science & Engineering Practices: 

      Use observations to describe patterns,  use evidence to support an argument, use models to show a relationship, communicate ideas for solutions to a problem.

    • Grade 6 Social Studies Unit 2

       First Humans Through Neolithic Revolution in the Eastern Hemisphere

      Unit description: In this unit, students will study the first humans through the Neolithic Revolution in the Eastern Hemisphere. The unit builds on the geographic themes of Unit 1 and students will gather evidence about a group of people and how they lived at a particular time making judgments about the Neolithic Revolution’s technological advances in agriculture and domestication of animals. In this unit students will develop skills to gather, interpret and use evidence and use chronological and geographic reasoning.

      Standards

      • Standards: 2, 3; Themes: MOV, TCC, GEO, ECO, TECH

      Essential Questions and Big Ideas

      • BI: The Neolithic Revolution was a turning point in human history.
      • How did the geography of an area and the available resources of these areas affect where human populations settled?
        • Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life.
      • How do artifacts and archaeological features help us understand how early peoples?
        • Early peoples in the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features.
        • Archaeologists engage in digs and study artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time.
      • What major advances made the Neolithic Revolution so remarkable?
        • The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form semi-sedentary and sedentary settlements.
      • How do historians identify turning points in history?
        • Historians use archaeological and other types of evidence to investigate patterns in history and identify turning points. A turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or economic change.

      Prerequisite Skills

      This unit is a study of the First Humans Through the Neolithic Revolution. This unit represents unifying themes of social studies – Human Impact in Environment, Impact of Environment on Humans, Scarcity, Conflict. Students develop the skills to explore early human migration patterns and settlements through the use of multiple maps and the examination of various forms of archaeological evidence; compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples, and distinguish between the Paleolithic Age and Neolithic Age; determine if the Neolithic Revolution is a turning point in world history, using various forms of evidence.

      Download the complete Grade 6 Social Studies – First Humans Through Neolithic Revolution in the Eastern Hemisphere framework to customize for your own planning.