Lesson video

Hi, everybody, I'm Ms. Gardner.

Welcome to your next lesson from your unit, Stone Age: non-chronological report.

We are going to be doing some planning today and I'm really excited and I hope you are too.

So let's get going.

In today's lesson from our unit, The Stone Age: non-chronological report, we are gonna be planning the section all about the artefacts in the Stone Age.

So your learning outcome is I can plan the artefact section for a non-chronological report about the Stone Age.

Let's start by looking at the keywords.

So we will do my turn, your turn.

I'll say the word first, and then you can say it back to the screen or whoever you are with.

Subject-specific vocabulary, plan, notes, subheading.

Let's look at what these mean.

Subject-specific vocabulary is vocabulary used when writing about particular subjects.

So the subject-specific vocabulary we're using today will all be about the Stone Age.

A plan is a framework that writers create before they write a section or a whole text.

Notes are written out of full sentences.

We don't need full sentences in our plan 'cause we're using note form.

And a subheading is a word, phrase, or sentence used to introduce part of a text.

So there are two sections of our lesson today.

And the first, we'll be preparing to plan, gathering all the information we need to include in our plan.

And then in the second section, we'll be writing the plan.

So let's start with preparing to plan.

So our non-chronological report can be structured into five sections.

An introduction, section 1, section 2, section 3, all about the artefacts, and a conclusion.

We've written into the introduction and section 1 and section 2.

Today, we are planning section 3.

So here is some important subject-specific vocabulary for this lesson 'cause this section is all about artefacts.

So there's going to be some vocabulary we haven't used yet in this non-chronological report.

Archaeologists.

We'll do my turn, your turn.

Archaeologists.

Archaeologists are scientists who study the history of humans by looking at what man-made objects were left behind.

Excavate.

That means to uncover, uncover by digging away covering earth.

So archaeologists dig away at earths and uncover or excavate objects from the past.

Well, they try to.

That's their job, to find as many objects from the past as they can through excavating.

And then artefacts.

Artefacts are objects made made by humans that provide evidence of past human activity.

Artefacts are really useful for archaeologists and historians because they reveal what life was like in the past.

So archaeologists have excavated many preserved artefacts from the Stone Age.

Most artefacts were made of stone, and that is why this period is called the Stone Age.

They mainly used a stone called flint.

Flint.

And they used flint because it was strong but also brittle, which means it breaks easily.

And they needed it to be brittle so that they could break it into small flakes to use for their tools.

But it was also really strong, so which meant it was long-lasting.

You can see in the picture here that one of their tools is made from wood at the bottom, then they have some flint, the stone, and they also have wool to attach the wood and the flint together.

And the wool probably would've come from a sheep.

Spears were a commonly used tool for hunting wild animals.

And you can see in the picture there, there is a picture of a spear.

They were made of wood and flint.

The wood is at the bottom, which they would've held onto.

And then the spear, the sharp part at the top, was made from flint, which would've been used because it was sharp to hunt the animals.

Now, although they were really sharp, archaeologists actually believe that they weren't used for fighting other people.

They weren't used as a form of attacking other groups or societies, but actually, they were used to feed them.

So they were used for hunting, fishing, and cooking.

And we know from previous lessons that the Mesolithic people and the Neolithic people were really skilled hunter-gatherers.

And you can see in the picture on the left that the top one, the spear on the left is actually barbed, which means spiked, which would've been easier for them to catch fish 'cause fish were really slippy.

So let's check for understanding.

Which two materials were spears made from? A, plastic, B, flint, C, iron, or D, wood.

Pause the video now.

So the spears were made from B, flint, and D, wood.

Not the plastic.

Plastic hadn't been invented.

And not iron.

Iron came later in this Iron Age.

Well done, everybody.

So they also used other materials to make some of their artefacts and objects.

Pots and bowls when needed to store food and water.

Just like we need containers and pots and pans to store our food and water now, they also needed pots and bowls to store their food and water, although they would've looked pretty different to how we use them today.

They were made out of clay.

You can see in the picture there, there is a picture of a clay pot.

Clay is a really durable, so long-lasting material, as archaeologists have found really well-preserved pots even thousands of years later.

So you can see, it was a very sensible choice because they could use it again and again and again.

True or false? Pots were used for decoration.

Pause the video now.

That's right.

It is false.

Can you use A or B to justify your answer? A, pots were made out of clay.

They stored food and water in clay pots.

Or B, clay pots were used to decorate their stone houses.

Pause the video now.

That's right.

It is A.

They weren't so much used for decoration because they had a purpose.

The purpose was to store their food and water so that they could use them later.

Well done, everybody.

Now just like us, the stone people at the Stone Age also used to play games, but their games would've looked very different to ours because they didn't have plastic or electronics.

So they could have played games made out of dice.

And their dice were actually made out of animal bones from dead animals that they would've hunted previously.

And you can see in the picture there, there's some animal bones used to make.

Now their dice do look a bit different to ours because they don't have the number system with the dots, but still, they could have used to been throw and to play with in different games.

But animal bones were also used for other things.

They were used to make combs, so for their hair, and also for jewellery.

So like a necklace made of animal bones.

So let's check for understanding.

What were animal bones used to make? A, combs, B, spears, C, dice, D, jewellery.

You need to choose more than one.

Pause the video now.

Okay, so animal bones we use to make A, combs, C, dice, and D, jewellery, not spears.

Spears were made out of wooden flint.

Well done.

So it's time for task A.

You need to fill in the blanks with the words below.

So in the word bank you have clay, artefacts, hunting, strong, flint, and bones.

I'm going to read the sentences now.

And if you want to, you can have a go at saying the words that are missing using the word bank.

Don't worry.

If you need a bit more time, you'll be able to pause the video and do this independently.

But if you'd like to say it as I read, great idea.

Archaeologists have discovered many well-preserved blank when discovering about the Stone Age.

Many tools were made out of a stone called blank because it was blank.

They used tools like spears for blank, cooking, and fishing.

Pots to store food and water were made out of blank.

They used animal blank to make dice, combs, and jewellery.

It's time to pause the video and have a go at filling in the blanks with the words below.

Off you go.

Okay, welcome back, everybody.

Well done.

Let's go through the answers.

I'm going to read the sentences out loud, and if you want to, you can read them along.

Read along with me.

Archaeologists have discovered many well-preserved artefacts when discovering about the Stone Age.

Many tools were made out of a stone called flint because it was strong.

They used tools like spears for hunting, cooking, and fishing.

Pots to store food and water were made out of clay.

They're used animal bones to make dice, combs, and jewellery.

Well done, everybody.

Great job.

Okay, it's time for the second part of our lesson today, we are going to be writing the plan.

When we write a plan, we use notes.

Notes are concise, short, and capture key vocabulary and information.

The purpose of notes is to help the writer to organise information easily for future use.

So we need to make sure we keep our plans when it comes to writing this section.

We use bullet points when note-taking, and they look like this.

We have our subheading and then a bullet point, and then space to write your note, and then another bullet point.

And we can use subheadings to organise bullet points.

They're really important part of organising our notes so the reader knows where to find certain point information.

What we'll be our subheading today? While we're writing all about the artefacts, the objects that archaeologists have found, so our subheading will be artefacts.

So let's check for understanding.

What is in a plan? A, bullet points for notes, B, full sentences with capital letters and full stops, C, subject-specific vocabulary, or D, unnecessary information.

Pause the video now.

That's right.

It as A, bullet point for notes, and C, subject-specific vocabulary.

Well done.

So it's time for task B.

We're gonna be writing the plan.

The first thing you need to do is write the subheading, artefacts, not forgetting our capital A and underlining it.

Then you need to write four main facts about the stone artefacts with subject-specific vocabulary.

So the vocabulary you could include is flint, archaeologist, which is quite a tricky spelling of a word, so making sure you're looking really carefully in the word bank to help you spell that, excavated, hunting, and spears.

So now you need to pause the video and think about facts you can include just about the stone artefacts.

Don't worry about the clay pots and the animal bones just yet.

So pause the video now and off you go.

Well done, everybody.

I'm going to go through the most important points I thought about the stone artefacts that I've included on my plan.

Don't worry if yours don't look exactly the same.

But if you think you'd like to include anything I have, then go for it.

You can add it to your plan yourself.

So artefacts is my subheading.

Archaeologists have excavated lots of stone artefacts.

Tools were made out of a strong stone called flint.

Spears were sharp tools made of flint and wood.

And spears were used for hunting and fishing but not fighting.

We think that's what archaeologists think.

Okay, so as I said, if you want to include any of these in your plan, you can pause the video and add.

Otherwise, really well done.

And let's move on to the next part.

'Cause now we need to write three main facts about the artefacts made out of clay and animal bone using subject-specific vocabulary.

So the words in your word bank are clay, animal bones, dice, jewellery, and pots.

You don't need a new subheading 'cause this is still part of the section about artefacts, but you just need to think about facts you can include about these artefacts made of clay and animal bone.

So pause the video now and off you go.

Well done, everybody.

I'm now gonna go through the points I put onto my plan.

If you want to include any of them, you just need to pause the video and add them to your plan yourself.

So clay pots, we used to store food and water.

Dice for playing games were made from animal bones.

Animal bones were used to make combs and jewellery.

Well done, everybody.

Okay, it's now time for task C.

We are going to fill in this table with the following, four formal fronted adverbials and two viewpoint fronted adverbials.

Your options are in addition, amazingly, also, however, in contrast, and interestingly.

So pause the video now and have a go filling in the table.

Well done, everybody.

Let's go through these.

So your formal fronted adverbials.

You have in addition and also.

They build on a point from the previous sentence.

You also have however, and in contrast, because they of they introduce and contrasting idea from an idea in the previous sentence.

Then your viewpoint fronted adverbials give the point of view of the writer.

So interestingly, this tells you the writer thinks the point in the sentence is interesting, or amazingly, this tells you the writer wants to make you think, wow, this is an amazing fact.

I've made sure I've added commas in my plan just so that when it comes to writing and including fronted adverbials in my writing, I don't forget to use the comma then.

Really well done, everybody.

Okay, it's the end of the lesson.

Here is a summary of our learning.

Plans are written in note form with bullet points.

Full sentences are not needed in plans.

Key subject-specific vocabulary and linguistic features should be logged in a plan.

Flint was the stone used to make weapons and tools.

Pots were made out of clay.

And dice, jewellery, and combs were made from animal bones.

Brilliant job, everybody.

Make sure you keep this plan safe for the next lesson where we'll be writing all about the artefacts.

Great job.