UNIT PLAN.

LIVING IN PREHISTORIC TIMES

Language and
Level/Grade:

Intermediate Low
4th grade

Approximate Length:
Approximate Number of
Minutes Weekly:

5 weeks
90 minutes

Theme/Topic
PREHISTORY: LIVING IN PREHISTORIC TIMES
Essential Question(s)
What is prehistory?
What are the stages and main events in prehistory?
How did people live in prehistoric times?
What are the origins of the human being?
Goals
What should learners
know and be able to do by
the end of the unit?

Summative
Performance
Assessment
These tasks allow learners
to demonstrate how well
they have met the goals
of the unit.
They are integrated
throughout the unit.
The template encourages
multiple interpretive
tasks.
The interpretive tasks
inform the content of the
presentational and
interpersonal tasks.
The tasks should
incorporate 21st Century
Skills.

I can exchange my ideas about what prehistory is.

I can define prehistory.
I can write the periods of prehistory.
I can listen to my partners presentations.
I can read and write about different prehistory events.
I can create a timeline using a digital tool.
I can work with my classmates to create a cave painting.
Interpretive Mode

Learners will be able to read different texts about life in prehistory, they will be
able to demonstrate comprehension by answering questions and summarizing
the main ideas.
Learners will be able to complete a time lime based on information found in a
text.
Learners will be able to watch a video about the transition from the Paleolithic to
the Neolithic period and will be able to infer what the big change that led to a
different lifestyle meant.

Presentational Mode
Learners will be able to create a presentation based on
multiple sources of information talking about a period in
prehistory.
Learners will be able to write a short composition
following a model about a day in a prehistory period that
they choose.

Interpersonal
Mode
Learners will be able
to reach an
agreement to
decorate the
classroom as if it was
a cave in prehistory.

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

UNIT PLAN. LIVING IN PREHISTORIC TIMES

Learners will be able to create a time line cooperatively
using an online tool.

Learners will be able

to exchange the
information they
have gathered about
prehistory.
Learners will be able
to provide and
receive feedback to /
from their
classmates about
their presentations.

Cultures
(Sample Evidence)
Indicate the relationship
between the product,
practice, and perspective.

Product: Prehistory timeline

Practice: Working with my mates on readwritethink.org
Perspective: Appreciating new technologies as a 21st century tool.
Product: Cave painting
Practice: Exchanging ideas about art.
Perspective: Art has changed because materials and human vision have
evolved.
Product: Power point presentation
Practice: Inferring the most important facts in a period of prehistory
Perspective: Valuing the discoveries and/or inventions in a particular period of
prehistory.

Connections
(Sample Evidence)

Making Connections

Learners build, reinforce and expand their knowledge

of history while using the language to develop critical
thinking and to solve problems creatively.

Comparisons
(Sample Evidence)

Language Comparisons

Learners realize the similarities between Spanish and

English language (paleoltico-paleolithic/ neolticoneolithic/ metal ages- edad de los metales)

Acquiring
Information and
Diverse
Perspectives
Learners access and
evaluate information
about the human
origins and value
evolution and
advances along time.
Cultural
Comparisons
Learners compare
Stone Age in Spain and
the UK.

Toolbox

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

UNIT PLAN. LIVING IN PREHISTORIC TIMES

Language Functions

Related Structures/Patterns

Describing a day in prehistory

Past Simple Tense

Presenting information about a period in

prehistory

Time markers.
Complex sentences

Hypothesizing about how people lived in

prehistory
Justifying

Expressions of opinions. Guessing

Questions (Why?)
Answers (Because)
Key Learning Activities/Formative Assessments

Key Learning Activity/Formative

Assessment
(representative samples from beginning to
end of unit)

Watch a documentary about the origins of

human beings
Gather information to complete the first
and second columns in a KWL chart
Decorate the classroom as if it was a
prehistory cave
Prepare a presentation about a period in
prehistory using power point and in small
groups
Create a time line using an online tool

How does this activity support

the unit goals or performance
tasks?

Receive information about the

appearance of humans on Earth
Answer the essential questions: what
do I know about prehistory and what
do I want to know?
Reach an agreement about how to do
it according to what we have learnt.
Present information about a period
in prehistory and give and receive
feedback
Organize chronologically events in
prehistory using ICT

Vocabulary
Expansion
Tier 1
Paleolithic,
Neolithic, cave,
tools, period, age,
nomads,
sedentary,
archeologist,
discovery,
invention,
agriculture, huts,
gather, fire,
stone, pottery,
wheel
At that time, first,
later, ago, before,
after
Tier 2
Think, suppose,
believe, guess
Why? Because

Mode of
Communicati
on

Interc
ultura
lity

Interpretive

Self
Comm
unity
World
S

Presentational
Interpersonal

S, C

Presentational
Interpersonal
Interpretive
Presentational
Interpersonal
Interpretive
Presentational
Interpersonal

S, C

S,C

S, C, W

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.

UNIT PLAN. LIVING IN PREHISTORIC TIMES

Interpretive
Change Resources
Timelines
http://timerime.com/es/

http://www.dipity.com/

http://www.readwritethink.org/files/resources/interactives/timeline_2/

Students research.

http://catedu.es/chuegos/historia/historia.swf

http://www.juntadeandalucia.es/averroes/html/adjuntos/2007/09/13/003

Technology
Integration
Students can use the
Internet as a source of
information and tool for
learning and share their
knowledge and learning
experiences in the
English blog.

0/prehistoria/entrada/entrada.htm

http://213.0.8.18/portal/Educantabria/ContenidosEducativosDigitales/Pri
maria/Cono_3_ciclo/CONTENIDOS/HISTORIA/DEFINITIVO
%20PREHISTORIA/misitio6/index.htm

http://science.nationalgeographic.com/science/prehistoricworld/prehistoric-time-line/

http://www.bbc.co.uk/sn/prehistoric_life/human/species/

http://www.bbc.co.uk/sn/prehistoric_life/human/species/

http://www.primaria.librosvivos.net/archivosCMS/3/3/16/usuarios/103294
/9/5EP_Cono_in_ud13_prehistory_1/frame_prim.swf

Virtual visit to a cave painting

http://cuevas.culturadecantabria.com/

Videos:

http://www.youtube.com/watch?v=qOFB3JfYq5c(Spanish)

http://www.youtube.com/watch?v=MYbDJF_gMtw ( English)

http://www.bbc.co.uk/history/handsonhistory/ancient-britain.shtml
(motivational video for the writing activity)

Adapted from Clementi, D. and Terrill, L. (2013). The Keys to Planning for Learning. Alexandria: ACTFL.