Hunting and Gathering - Agriculture+Rivers - Civilization Flowcharts

Yesterday my students made flowcharts showing humanity's progression from hunting/gathering to civilizations.  (If you weren't here, please download it and complete it.)

This wasn't a worksheet where students had to find the answers.  It was more like a puzzle: I gave the students the answers, they had to put it together in a way that made sense to them.

I liked a lot of these.  And I thought it was especially interesting how students who are given the same material can come up with quite different ways of expressing and representing what was given.

Here are a couple examples:

I liked this one because it included a lot of detail, and it all made sense.  I like the explanation of silt, the different cultures trading, a net for catching fish...  There's a lot to like.  The clock at the bottom shows me that this did not happen quickly, an idea one might get if the clock wasn't present.

Population Density Around Rivers

We covered a lot of material today:

• Started by studying for TOMORROW'S GOVERNMENT QUIZ.
• Labeled the parts of a river:

• Had a student act out the river.  (Mouth at the end... delta formed at the mouth)
• Had ancient civilizations formed around the river
• Discussed the difference between population and population density while students were in the taped off boxes.
• Did some population/population density (basic) math problems
• Watched a video about a snake: point?  The mouth is at the end.

So often, students confuse source and mouth.  Which one is the beginning?  Which one is the end?  The mouth is at the end.  The source is at the beginning.  (Think of the source of a problem...  You're trying to think of the beginning of a problem.)

If you've read and discussed this post with an adult, explain to them the difference between population, and population density.  Then, write down your explanation.  Have the adult sign the paper.  Turn it in tomorrow for extra credit.  Make sure your name, date, and hour are on it.


Here's the winning group for the year: 4th hour.  We fit 30 people in here.  The all-time record still stands at 33.  We almost had it, though.

Can't Keep Myself Away...

Well, I just can't seem to keep myself away from the blog.  I know I said that yesterday's post was going to be the last post until the break... but here I am, posting even more extra credit for all you extra credit lovers out there.

Here's today's bellwork.  Students had to draw this picture.  It lists reasons ancient civilizations were found near rivers.

Yes.  I'm an artist.  Go me.

Then, we went up to the computer lab and continued to work on our presentations.  They are coming along quite nicely.  If you haven't checked it out yet, go ahead.  I have made some minor changes to it, so if you're working on it from home - then you need to delete your cookies, and empty/clear your browser cache - at least of the questgarden page.  Either way, you should still check it out HERE HERE HERE! if you haven't already. 

If you want the extra credit, you have to read and discuss the blog with an adult.  If you've done that, draw a quick picture of Hammurabi - you can make him look however you want.  Have the adult you read the blog with sign the picture and put it in the extra credit tray tomorrow.

Rivers, Population Density, and Civilizations

Yesterday we talked about the importance of agriculture, and the reasons ancient civilizations were found near rivers.

Today we looked at that a little bit more closely - including population density, and river terms.

Here's a picture we drew 7th hour.  It's not the best, but I erased the other ones.  I don't generally have the river snake eating someone, but whatever...  I had a little time while the students were working.  (Apologies to the family of the stick figure man being devoured.)

We talked a little bit about why a river's delta is called a delta.  I didn't teach them the entire Greek alphabet, but I did also point out that's where we get the term "alpha, bet..." (αβ)

We also looked at the difference between population and population density.  I put students in taped in areas at the front of the room.  One was over a desert... well, we changed it to The Sahel - not quite so dry... Another had a river running through it.  (A student wearing blue was the river.  He had to make a delta by raising his arms in the air.  Good jobs to all rivers.)

I think most students understood the difference before the end.  It's always encouraging when they struggle with something at the beginning of class, but then completely get it at the end.  (Or at least appear to...)

Here's the last picture from the day:

YO!  STUDENTS!  If you want extra credit, read and discuss this blog with an adult.  Tell the adult about the boxes of tape, what did you think about the activity?  Did you go in either box?  Were you a river?  What did you have to say to get to go into the box with the river?  Why?  Etc...  I'm sure you can think of plenty more to talk about.

When you're finished discussing, find a scrap piece of paper and write me your favorite part of the activity.  Then, have the adult you discussed it with sign the piece of paper.

Have a great weekend.  I look forward to meeting a bunch of parents on Monday.  Students, make sure you come too.