Activity Overview
After students learn about some of the different early humans, they will create a timeline chart that includes a description of the early human that lived during that time. They should be sure to include the Australopithecines from 4 million years ago, Homo habilis from 2.3 million years ago, Homo ergaster erectus from 1.9 million years ago, Homo sapiens neanderthalensis from 230,000 years ago, and Homo sapiens sapiens from 35,000 years ago. Teachers may also wish for students to include the Neolithic period from 12,000 years ago.
Students may also use the migration map to show where the early humans were located at the time. This chart can serve as a visual depiction of their learning for teachers to assess as well as a study guide for students to use.
Students can also create a timeline poster to incorporate into a presentation or gallery walk if teachers would like them to use a more traditional timeline format. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Demonstrate your knowledge of early humans by creating a timeline of their evolution.
Student Instructions:
- Click "Start Assignment".
- Using the chart, add in the dates at the top headings to indicate different time periods.
- In the subheadings, include the names of the different early humans (hominids) that lived during these time periods.
- Include 1-2 sentences that describes the hominids’ and their capabilities.
- Create an illustration that represents each time period/hominid using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Illustrate 5-6 different time periods and include the names of the early humans that lived at that time. Add an illustration with appropriate scenes, characters, and items to describe the early humans and their capabilities.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
Activity Overview
After students learn about some of the different early humans, they will create a timeline chart that includes a description of the early human that lived during that time. They should be sure to include the Australopithecines from 4 million years ago, Homo habilis from 2.3 million years ago, Homo ergaster erectus from 1.9 million years ago, Homo sapiens neanderthalensis from 230,000 years ago, and Homo sapiens sapiens from 35,000 years ago. Teachers may also wish for students to include the Neolithic period from 12,000 years ago.
Students may also use the migration map to show where the early humans were located at the time. This chart can serve as a visual depiction of their learning for teachers to assess as well as a study guide for students to use.
Students can also create a timeline poster to incorporate into a presentation or gallery walk if teachers would like them to use a more traditional timeline format. You can add more than one template to this assignment to give students lots of options, and update the instructions accordingly.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Demonstrate your knowledge of early humans by creating a timeline of their evolution.
Student Instructions:
- Click "Start Assignment".
- Using the chart, add in the dates at the top headings to indicate different time periods.
- In the subheadings, include the names of the different early humans (hominids) that lived during these time periods.
- Include 1-2 sentences that describes the hominids’ and their capabilities.
- Create an illustration that represents each time period/hominid using appropriate scenes, characters, and items.
- Save and exit when you're done.
Requirements: Illustrate 5-6 different time periods and include the names of the early humans that lived at that time. Add an illustration with appropriate scenes, characters, and items to describe the early humans and their capabilities.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
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