Lesson video

Hi everybody, it's Miss Gardener.

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

Thank you so much for coming to join me on today's lesson, 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, a non-chronological report, we are going to be doing some planning.

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

Let's start by looking at the keywords.

We'll do my turn, your turn.

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

Subject-specific vocabulary.

Plan.

Notes.

Hunter-gatherer.

Let's have a look at what these mean.

So subject-specific vocabulary is vocabulary used when writing about a particular subject.

We're writing about the Stone Age, so the vocabulary choices we make will be specific to 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'll be using notes in our plan which means they don't need to be in full sentences.

And a hunter-gatherer was a person who hunted animals and foraged for berries and other natural products for food.

So there are two sections of our learning today.

In the first we'll be preparing to plan, so gathering information we can include in our plan, and then the second section will be writing the plan.

So let's start with preparing to plan.

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

We'll have our introduction, which we've already written, and then section one, section two, and section three, which are about specific themes, and then a conclusion.

In today's lesson we're gonna be writing a plan for section one about the diet.

So subject-specific vocabulary is words that are specifically related to the historical period, culture, and society of the Stone Age.

Period is a certain time in the past, so we're looking at the Stone Age period and the three periods that it's been split into, the Palaeolithic, the Mesolithic, and the Neolithic.

Culture is the way that we do things that make us special and unique, so we're gonna be looking at the culture in the Stone Age, how they did things, how they lived, how they ate, where they lived.

And then society, that's a large group of people who live together in a community or country, so we'll be looking at the community in the Mesolithic period and the community in the Neolithic period.

So let's think about what subject-specific vocabulary we'll be including in our non-chronological report.

We've got some words here on the page, animals, hunter-gatherer, bed, food, people, flint, and stone.

We need to think about which of these are subject-specific.

Which of these would be found in a non-chronological report about the Stone Age? Well, hunter-gatherer definitely because that is what the people of the Mesolithic period were known as because they hunted wild animals and gathered food from their natural surroundings.

Flint is also subject-specific for the Stone Age because they made all of their tools and their weapons out of a stone called flint.

And then also stone because that is why it's called the Stone Age because they started to use stone to make their houses and tools and weapons.

Animals, bed, food, people, these are all a bit too general.

So, now your turn, which of these words are subject-specific for the Stone Age? We've got domesticated, walk, nomadic, clothes, battle, and crops.

Pause the video now, think about which ones you might find in a non-chronological report about the Stone Age.

Okay, let's have a think.

Domesticated, you would, because we're learning that in the Neolithic period they started to domesticate animals on their farms so that they could use them to help them produce food, so their animals were domesticated, they weren't so wild.

Nomadic, the Mesolithic people were nomadic because they were always moving around, following the seasons and depending where the animals went, they didn't settle in one place.

And crops because in the Neolithic period they started to cultivate, to grow, crops so that they could produce food for themselves to eat.

Walk, clothes, battle, these are too general, they're not related specifically to the Stone Age.

Well done everybody.

So we are focusing in our non-chronological report on the changes that took place between the Mesolithic and the Neolithic periods because they are more recent and we have more information about those periods.

And we'll be looking at how the societies and cultures changed across this time.

So, let's think about first the Mesolithic people and the Mesolithic society.

The Mesolithic people were known as hunter-gatherers.

Let's do my turn, your turn.

I'll say it first and then you can say it back.

Hunter-gatherers.

They hunted for wild animals such as deer and wild boar, those were really big animals that would've provided a lot of meat.

And this, these animals, provided lots of protein to give them the strength to hunt these large, wild animals.

We know that what we eat is really important for giving us the energy and strength to complete activities, and so they needed to eat food that would give them this protein.

Meat has lots of protein, so that's why they were hunting wild animals like deer and wild boar because they were really big animals that could give them lots of food.

So you can see here in this picture they've got their spears, the person's holding the spear, which they would've used for hunting the wild animals.

And then you can see there's an open fire where they would've cooked the meat.

The animals the Mesolithic people hunted depended on their local ecosystem.

So depending on where they were, that affected what they could hunt and eat.

So if they were near water, they could catch fish such as trout and pike, which was another source of protein.

Everything they ate was part of their natural surroundings, they didn't have any shops, or they didn't have farms where they could grow their own crops and domesticate animals, so everything they ate just had to be what they could find and hunt from around them.

So they had to be really, really resourceful.

You can see here in this image they have some wild boar, which is a really big animal that they would've hunted to eat.

And you can see that also they were located next to a river, so they would've been able to hunt fish.

So let's check for understanding.

What did Mesolithic people hunt? A, pigs, B, wild boar, C, lamb, or D, deer? Pause the video now.

That's correct, it was B, wild boar, and D, deer.

Well done everybody.

But, the Mesolithic people didn't just eat meat.

They also gathered different plant-based foods to complement their diet.

So they gathered nuts and berries to add natural fats and sugar to their diet.

So, just like us, they wanted to have a well-balanced diet to keep themselves healthy and with lots of energy to continue hunting and moving around.

They were always moving depending on the season and where the animals went, which meant they had to have a lot of energy and strength to keep moving and that's what food does, it provides that energy.

They could only eat what was available to them, so they had to have excellent knowledge of local ecosystems to be able to survive, they had to know where the food was, what kind of food there was, and if it was safe to eat.

You can see in this picture here, the gathers are going through a woodland area to find things like nuts and berries.

So, checking for understanding.

True or false? The Mesolithic people grew their own crops to make food.

Pause the video now.

That is false, well done.

Can you use A or B to justify your answer? A, Mesolithic people hunted wild animals and gathered food from their natural surroundings to eat.

Or B, Mesolithic people farmed animals and grew crops in order to eat.

Pause the video now.

That is correct, it is A.

Mesolithic people were hunters and gatherers, they were not farmers.

Well done.

Okay, now moving on to the Neolithic period.

So this is where some big changes started to happen because the Neolithic people began farming to support their diet.

They started domesticating animals such as pigs, cattle, sheep, and chickens that produced food they could eat.

So have a think, what kind of food would chickens produce? That's right, they produce eggs which is another great source of protein, so that would've been a great animal for them to domesticate and look after on their farm.

And cattle, those are cows, what do cows produce? That's right, milk.

So that would've been a great source of food for them to eat.

They also would've been able to cook pigs and sheep on their open fires as another source of protein.

So you can see here on this picture there's animals that they would've been domesticating on their farm to help produce food, or indeed to eat.

The Neolithic people also prepared land so they could cultivate crops and grow crops such as corn, wheat, rice, barley.

And as a result, their food supply was much more reliable and consistent compared to hunting and gathering because they had access to food on their farms. They weren't having to follow animals around or move around depending on the season, they had crops that they could grow to produce food where they lived.

So you can see in this picture here there's some wheat that they are cultivating, they're growing.

So, checking for understanding.

True or false? The Neolithic people domesticated animals to produce food they could eat.

Pause the video now.

That is true, well done.

Can you use A or B to justify your answer? A, the Neolithic people domesticated animals such as sheep, chickens, and pigs that could produce food, or B, the Neolithic people domesticated animals to sell for money.

Pause the video now.

That's correct, it is A.

They started farming and domesticating animals for food that they would eat themselves.

Well done everyone.

Okay, it's time for task A.

You need to sort these actions into whether they are a feature of the Mesolithic or the Neolithic period.

So your options are, cultivate crops, gather nuts and berries, hunt wild animals, domesticate animals, catch fish, and prepare land.

Pause the video now and sort these actions into the correct period.

Off you go.

Okay, welcome back everybody.

Let's go through the answers.

So, in the Mesolithic period they gathered nuts and berries, hunted wild animals, and caught fish.

In the Neolithic period they cultivated crops, they prepared land, and domesticated animals.

Well done everyone.

Okay, it's time for the second section of our learning where we're going to be writing the plan.

Now when we write a plan, we use notes.

Notes are concise and capture key vocabulary and information.

The purpose of notes is to help the writer to organise information easily for future use, so when it comes to writing.

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

You have your subheading and then a bullet point and then a bullet point.

We use subheadings to organise our bullet points and they are a really important part of organising notes, because they show, indicate really clearly what the notes are about.

So, what is in a plan? Let's check.

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 is correct, it is A and C.

It can't be B, we don't need full stops in our plan and it doesn't need to be D because there's no point putting unnecessary information in our plan, we're just capturing the most important points that we want to include in our writing.

Well done.

Okay, it's time for task B, we're going to be writing the plan.

So, first thing you need to do is write the first subheading, diet.

Then you'll need to write four main facts about the Mesolithic diet using subject-specific vocabulary.

So in your word bank you've got hunter-gatherer, wild, berries, fish, and protein.

You don't just need to include these, you could include other facts, but these are just some suggestions for you.

So now you need to pause the video and have a go at writing four facts about the diet in the Mesolithic period.

Off you go.

Okay, well done everybody, let's go through some ideas.

These are my ideas, don't worry if yours aren't exactly the same, but also if you do like these, feel free to add them to your plan.

So I've got my subheading, diet, skilled hunter-gatherers, hunted wild animals like boar and deer and gathered berries and nuts, provided protein for strength to hunt and follow wild animals, caught fish like trout and pike.

So these, I thought, were the most important points about the Mesolithic diet.

If you need to add any of these points to your plan, pause the video now and you can do that, otherwise, well done.

Now, second part of task B, we need to write three main facts about the Neolithic diet using subject-specific vocabulary.

So the words in your word bank are cultivate, so that means grow, crops, domesticated, and farming.

Now you need to pause the video and have a go at writing some facts about the Neolithic diet, remembering that they really changed the way they ate because they started to prepare land for farming.

So pause the video now and off you go.

Okay, well done everybody.

I'm going to go through my ideas.

Again, don't worry if yours aren't exactly the same, I don't expect them to be exactly the same, but if you like what I've written or if you need to add a couple of extra points, feel free to use what I've included in my plan on yours.

So, in the Neolithic period their diet of key points, farming for a consistent and reliable food supply, cultivated crops such as wheat, barley, corn, and rice, domesticated animals such as pigs, sheep, chickens to produce food.

Okay, as I said, if you need to add any of these to your plan, you can pause the video now, otherwise, really well done.

Okay, the third part of task B is thinking about fronted adverbials that we can include in our writing.

So you need to fill in the table with the following, four formal fronted adverbials and two viewpoint fronted adverbials, and you can use the word bank to help you.

So in the word bank we've got in addition, amazingly, also, however, in contrast, and interestingly.

Remembering that a formal fronted adverbial is either an and formal fronted adverbial where you build on a point from the previous section or a but formal fronted adverbial where you introduce a contrasting idea.

And a viewpoint fronted adverbial is when you give your point of view about a point in the sentence.

Okay, so you're letting the reader know what the writer thinks.

So pause the video now and off you go.

Well done everybody, let's go through the answers.

So, our formal fronted adverbials were in addition, also, however, and in contrast, and our viewpoint fronted adverbials were interestingly, and amazingly.

And I've made sure to include a comma so that I remember to use the comma in my writing in the next lesson.

Well done everybody.

Make sure you keep your plans really safe because you're going to use them when it comes to writing this section about the diet.

Okay, let's summarise what we've learnt today.

Plans are written in note form with bullet points.

Full sentences are not needed in plans.

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

And the diet of the Mesolithic people was a result of hunting and gathering.

Finally, the Neolithic people began farming to create a reliable food supply.

Great job everybody, you've worked really hard, well done.