Runninghead: Lesson Plan Griffith 1

Kendra Griffith
2011111624
University of Belize
EDUC3023
Instructional Techniques
Dr. Brown- Lopez
July 12th, 2016
Name: Kendra Griffith
Subject: Caribbean History
Level: Form 3
Topic: The Indigenous Peoples
Subtopic: The Origin of Humanity
Time: 40 minutes (Lesson 3) 1:10-1:50 P.M.
Previous Knowledge:
Students have studied the creation theory which supports the existence of humankind. (Most Students are
Christians as was determined in a previous class).
Learning Outcome: CSEC Caribbean History Syllabus Theme 1- Section: describe the migratory and
settlement patterns of the indigenous peoples in the Caribbean up to the arrival of the Spanish in 1492;
Objectives:
As a result of an interactive activity and a class discussion, students will be able to:
Level 2: Explain the two main theories which support the existence of humanity.
Level 4: Analyze the concepts creation and evolution.
Level 6: Formulate an opinion of the origin of humanity.

Concepts: Africa is the cradle land of humanity. Human beings originated in Africa. Humans migrated out
of Africa to Europe, Australia, Asia, across the Bering Strait, into North America, and then to South
America. During the Ice Age, the Bering Strait was frozen and this allowed for an ice road. The Bering
Strait provided an ice bridge for the nomadic populations to pass. They were in search of food so they
followed the herds of mammoth they hunted for food.
Map Depicting Human Migration Out of Africa.

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References:
Atkinson, Nadine. (2008) Macmillan Revision Guides for CSEC Examinations. Macmillan Limited.
Claypole, William & Robottom, John. (2009). Caribbean History Foundation Book 1. Pearson Education
Limited.
Skills:
1. Map reading- tracing the spread of humanity by using a world map.
2. Writing- an opinion about a particular issue.
Attitudes:
Students will develop enthusiasm when learning about the past and historical experiences as well as
tolerance of the viewpoints, beliefs and ways of life of other peoples.

Materials: world map, bible, text, dry eraser, white board marker, tape,

Sections: Time:
(Lecture Discussion) Mins.
Phase one: Introduction
Teacher places an image of an ape evolving into a man on the blackboard. Class observes the
picture and make mental notes of their views and ideas. Having done this the students will then
stand up and walk across the room. Teacher will say sticky high five and the students next to 5
each other will turn to each other and share what their views on the image that they saw.

Image depicting evolution of man:

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Phase 2- Development:
Direct Teaching
 Teacher goes over the objectives of the day’s lesson and explains the reason for teaching 5
concept in class (history supports the theory of evolution).
 Students are shown a Bible and the picture of the evolution of man. Teacher explains 10
scientific and religious theories based in the picture and how come, if we all evolved in
Africa, we look so different.
 Teacher analyzes the world map depicting human movement out of Africa. 5
Phase 3: Teacher Guided Practice: (Whole Group Activity)
 Students study some discussion questions posted on the board by teacher. Discussion 10
questions are based on the lesson taught. By the use of name sticks, students are selected
randomly to answer.

Group Activity
 Students form desk groups. Each group is given a picture of a specific stage in human
evolution. (See attachment)
 Students work in groups of 4 to analyze the stage given and share their thoughts and
feelings about the origin of humanity and the stage given to them.
 Students come up with a definition of evolution and a definition of the theory of
creation.
 Students share their definition with the class.
Individual Work
 Student are given a work sheet to complete. The worksheet will require students to use
concepts taught to create a proposed setting. (See attachment)
Phase 4: Conclusion:
Students discuss their personal belief of how the man came into existence and they draw a 5
picture, other than the bible or an ape to illustrate their beliefs about the emergence of humanity.

Phase 5: Extended Activity:

Students talk to a family member about the theories of creation and evolution and find out what
they believe in. Students then hand in a written report about their family members’ view on the
theories and share the report with the class.
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Evaluation:

1.Strengths:

Teacher:

Students:

2. Areas of Improvement:

Teacher:

Students:

3.Follow Activities:

Teacher Guided Practice: (Whole Group Activity)

1. Are humans and apes different?
2. Is a large brain important?
3. Why did modern humans leave Africa?
4. Why is climate such a major factor for survival?
5. If we are all related, why don’t we look the same?

Group Activity

 Students form desk groups. Each group is given a picture of a specific stage in human
evolution.

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Individual Work
Student are given a work sheet to complete. The worksheet will require students to use concepts taught
to create a proposed setting.

Caribbean Study
Form 3
The Origin of Humanity
Future Human Adaptations

What adaptive traits might humans evolve in the future? In the oval below draw the
picture of the humans with adaptive traits, then state the advantages and Page | 6
disadvantages of the adaptive trait.