Module 4 Stone Age Hunters

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1 79 Module 4 Stone Age Hunters Experience the skills of hunting long ago Curriculum Linkages and Integration See Teacher Guidelines for additional information SESE History INFANT CLASSES 1st & 2nd CLASSES Myself and my family STRAND: Story Strand Unit: Stories Strand Unit: Feasts and festivals in the past STRAND: Story Strand Unit: Stories 5th & 6th CLASSES STRAND: Local Studies 3rd & 4th CLASSES STRAND: Local Studies Strand Unit: Feasts and festivals in the past STRAND: Story Strand Unit: Feasts and festivals in the past STRAND: Story Strand Unit: Stories from the lives of people in the past STRAND: Early peoples and ancient societies Strand Unit: Stone Age peoples Strand Unit: Stories from the lives of peoples in the past Strand Unit: Myths and legends STRAND: Early peoples and ancient societies Strand Unit: Stone Age peoples STRAND: Continuity and change over time Strand Unit: Food and farming STRAND: Continuity and change over time Strand Unit: Food and farming LINKAGES I N T E G RAT I O N SESE Geography Mathematics Visual Arts - Human environments - Natural environments - Shape and space - Early mathematical activities - Measures - Number - Data - Drawing - Construction - Fabric and fibre SPHE - Myself - Myself and others - Myself and the wider world Gaeilge English - Éisteacht - Labhairt - Scríbhneoireacht - Léitheoireacht - Receptiveness to language - Competence and confidence - Developing cognitive abilities through language - Emotional and imaginative development through language SESE Science - Living things - Energy and forces - Materials - Environmental awareness and care Drama - Exploring and making drama - Co-operating and communicating in making drama

2 Archaeology is very very very good fun My favourite was the bow and arrow We did excellent things 3rd Class Pupil

3 Module 4: Stone Age Hunters 81 OBJECTIVE To let the pupils experience first-hand the skills of a Stone Age hunter. (Mesolithic) A G E A P P R O P R I AT E N E S S This module is suitable for all classes. To manage the module for each age group see Teacher Guidelines M AT E R I A L S R E Q U I R E D Arrow: thin (diam. c cm) straight stick (length c.1m)- one-year-old ash or sycamore saplings are suitable. Bow: made from a thicker piece of ash or sycamore sapling (length 1.5m 1.8m; diam, c. 2cm)- needs to be pliable yet firm. Strong string or twine. Arrowhead: small flattish, pointed stone (flint if you can get it). Road chippings are useful sources. String or wool (to tie on the arrowhead). A target. Activity Sheets (AS) Changing Seasons (AS1) Using Sharp Stones (AS3) Wild and Domesticated Animals (AS2) Stone Age Dinner Menu (AS4) P R E PA R AT I O N Hunter-gatherers were dependent on wild food. Their lives were very closely tied into the changing seasons (AS1) They ate whatever food they could gather and hunt: wild plants and wild animals (AS2) Their tools were made from stone especially flint (AS3) To prepare the bow and arrows see Teacher Guidelines. In the Stone Age a person aged 12 years was an adult. At what age are you considered an adult today?

4 82 Module 4: Stone Age Hunters Let s get started! Setting the Scene The pupils are asked to imagine that they are Stone Age hunters (or apprentice hunters for junior classes). Their families are depending on them to bring back some fresh meat or there will be no food to eat. They must hunt to survive. The Activity Each pupil is given an arrow, a piece of string or wool and a small pointy flattish arrowhead-like stone. The pupils, having been shown how, insert the arrowhead into the slit at the top of the arrow and tie it on with string or wool. In the playground place a target that represents a wild animal (a toy pig on an upturned dustbin) at a suitable distance. Draw/mark a line on the ground to shoot from. The pupils now line up and take a shot, one at a time. After two shots the pupils are allowed to use their arrows as spears- they might have better luck hitting the target! Closing Activity Whoever hits the target gets a special mention - people who can bring home food are very important. What other types of wild food could they source? A baby has been born and a feast has been organised to celebrate the occasion. Write out a menu for the feast paying particular attention that only wild food will be served. (AS4) Weblinks Welcome to the Stone Ages Care must be taken with sharp objects. Strict supervision is necessary when shooting arrows Key Terms Mesolithic Hunter-gatherer Flint The pupils really started to imagine what life must have been like for the hunters because they had bows and arrows in their own hands. 4th Class Teacher

5 Module 4 Activity Sheet 1 Changing Seasons Describe these seasonal scenes from the life of Stone Age hunters. 83 Autumn Spring Winter Summer

6 84 Module 4 Activity Sheet 2 Wild and Domesticated Animals the type of animal in the drawing and tick whether it is a wild or domesticated (farm) animal. Wild Wild Wild Wild Domesticated Domesticated Domesticated Domesticated Wild Domesticated Wild Domesticated Wild Domesticated Wild Domesticated

7 Using Sharp Stones Module 4 Activity Sheet 3 85 Which of the following activities were carried out in the Stone Age using sharpened stone tools? Prompt: think of all the things you use a knife for today. Brushing your teeth yes no Sharpening sticks yes no Cleaning animal skins yes no Chopping up chocolate bars yes no Cutting up raw meat yes no What other uses might Stone Age people have found for sharp stone tools?

8 Module 4 86 Activity Sheet 4 Stone Age Dinner Menu Write a menu for a meal in the Stone Age. Starter Main Course Dessert

9 Module 4: Stone Age Hunters 87 GUIDELINES CONTENTS Managing the Module Background Information Skills Development Strands Linkages Integration SESE Geography Mathematics Visual Arts Drama SESE Science SPHE Gaeilge English Teacher Guidelines

10

11 Module 4: Stone Age Hunters 89 Managing the Module: Senior Classes This module is designed to develop an understanding of the skills and lifestyle of Stone Age hunters (Mesolithic). To Make a Bow and Arrow THE BOW: Choose a pliable stick (ash or sycamore work well), c m long and c. 2cm in diameter and some strong string or twine. Step 1: Cut a notch at each end of the stick to hold the bow string. Step 2: Tie the string to one end, bend the stick to get a curve and tie the string to the other end. Press this end of the bow against the ground to keep it bent while tying the string. THE ARROW: Choose a thin straight stick c. 1m long, and a flattish pointed stone. You will also need some string. Step 1: Cut a small slit (3-4cm deep) at one end of the stick to hold the arrowhead. Step 2: Insert the stone arrowhead and bind it in place with the string. Teacher Guidelines: Module 4 Happy Hunting!

12 90 Module 4: Stone Age Hunters Activity Sheet 1 Illustrated Activities : Teacher Guidelines: Module 4 Spring The family groups have moved down to the seacoast and camped overlooking the beach. Here they are able to catch fish and collect shellfish. Spring is also a good time to collect the eggs of seabirds from cliff nests. Some of the seabirds were also hunted and eaten. Catching/gathering shellfish Returning from fishing Cleaning fish Drying fish on a rack Basket-making Bird eggs on the mat beside the fire Hunting (background) Windbreak (chill spring winds!) Dug-out canoes Summer The family group has moved inland along a river. They are now catching salmon that are moving upstream. The making and repairing of stone tools is a constant activity. Stone tools, even those made of flint, lose their edge and have to be sharpened continually. Netting wild fowl Making flint tools (knapping) Repairing spears Catching fish with a special spear Dug-out canoe Autumn This is a busy time of the year as the family is now preparing a camp for winter and they are also harvesting ripe fruit, nuts and berries. Picking blackberries Picking wild apples Smoking fish and eels Building huts Preparing animal skins for huts and clothing Fishing Winter The family are now in winter quarters. They must rely on stored food (hazelnuts and dried fish) though they are still able to hunt animals like wild pigs. Keeping warm around the fire Warm clothes made of animal skins Huts covered in animal skins Telling stories Playing musical instrument Repairing clothes using bone needles and gut Storing firewood A platter of hazelnuts waiting to be eaten Hunters bring home the bacon!

13 Module 4: Stone Age Hunters 91 Managing the Module: Junior Classes This module is designed to introduce the pupils to the hunting lifestyle of Stone Age people (Mesolithic). Hand out AS1 and let the pupils tell the story of each picture. Some of the activities should be identifiable to them: fishing; hunting; sitting by a fire to keep warm etc. They should also be able to identify features like boat, tree, river, dog, fish etc. Demonstrate how a bow and arrow works. Tell the story of a Stone Age hunter trying to get food for his family. Closing Activity: Make a list of food the hunters could eat. 1st and 2nd Discuss how Stone Age people got their food by hunting wild animals and collecting plants, nuts and berries. Hand out AS1 and let pupils tell the story of finding food at different times of the year. Demonstrate how a bow and arrow works. Tell the story of a Stone Age hunter trying to get food for his family. Why would there be more food in summer and autumn than in winter? Closing Activity: Draw a picture of a Stone Age hunting scene. Teacher Guidelines: Module 4 Infants

14 92 Module 4: Stone Age Hunters Skills and Concepts Development: Working as a Historian Time and Chronology: Using Evidence: Communication: INFANT CLASSES The pupils become aware of and discuss the bow and arrow as a simple story about an event that happened in the past- a hunting trip. The pupils encounter the bow and arrow as evidence for an event that happened in the past- hunting wild animals. The hunting trip can be used as a means of communicating a story from the pasthunting wild animals- using drama, artwork and information. Teacher Guidelines: Module 4 Time and Chronology: Change and Continuity: Cause and Effect: Using Evidence: Synthesis and Communication: Empathy: Time and Chronology: Change and Continuity: Cause and Effect: Using Evidence: Synthesis and Communication: Empathy: 1ST AND 2ND CLASSES The pupils can begin to distinguish between past, present and future events by seeing the bow and arrow as evidence for an event that happened in the pasthunting wild animals. Begin to develop an understanding of chronology through exploring and recording the process of hunting with a bow and arrow. Using the concept of hunting wild animals, as revealed by the experiment with the bow and arrow, the pupils can explore ideas of change (different ways of finding food) and continuity (the constant need for food). Using the concept of hunting wild animals the pupils can relate the event as a consequence of the need to provide food. The pupils encounter the bow and arrow as evidence for an event that happened in the past- a hunting trip. The bow and arrow can be used as a means of communicating a story from the past- a hunting trip - using drama (shooting the bow and arrow), art work (drawing and painting the animals) and writing (write an account of hunting using a bow and arrow). Using the bow and arrow the pupils can imagine and discuss the event- a hunting trip-to imagine and discuss the feelings of characters in the past (Stone Age hunters). 3RD AND 4TH CLASSES The pupils can begin to distinguish between past, present and future events by seeing the bow and arrow as evidence for an event that happened in the pasthunting wild animals. Begin to develop an understanding of chronology through exploring and recording the process of hunting with a bow and arrow. Use common words and phrases associated with time in the context of hunting in the Stone Age. Using the concept of hunting wild animals, as revealed by the experiment with the bow and arrow, the pupils can explore ideas of change (different ways of finding food) and continuity (the constant need for food). Using the concept of hunting wild animals the pupils can relate the event as a consequence of the need to provide food. The pupils encounter the bow and arrow as evidence for an event that happened in the past- a hunting trip. Ask questions about the bow and arrow as a piece of evidence for past events. Summarise information derived from the bow and arrow experiments and make simple deductions from the event. The bow and arrow can be used as a means of communicating a story from the past - a hunting trip. Communicate this understanding using drama (shooting the bow and arrow), artwork (drawing and painting the animals) and writing (write an account of hunting using a bow and arrow) and information and communication technologies (weblinks). Using the bow and arrow the pupils can imagine and discuss the event- a hunting trip-to imagine and discuss the feelings of characters in the past (Stone Age hunters).

15 Module 4: Stone Age Hunters 93 Time and Chronology: Change and Continuity: Cause and Effect: Using Evidence: Synthesis and Communication: Empathy: 5TH AND 6TH CLASSES The pupils can begin to distinguish between past, present and future events by seeing the bow and arrow as evidence for an event that happened in the pasthunting wild animals. Begin to develop an understanding of chronology through exploring and recording the process of hunting with a bow and arrow. Use common words and phrases associated with time in the context of hunting in the Stone Age (mesolithic; hunter-gatherer). Using the concept of hunting wild animals, as revealed by the experiment with the bow and arrow, the pupils can explore ideas of change (different ways of finding food) and continuity (the constant need for food). Using the concept of hunting wild animals the pupils can relate the event as a consequence of the need to provide food. Appreciate that events usually have a number of causes and outcomes in the context of the lifestyle of a Stone Age hunter. The pupils encounter the bow and arrow as evidence for an event that happened in the past- a hunting trip. Ask questions about the bow and arrow as a piece of evidence for past events. Summarise information derived from the bow and arrow experiments and make simple deductions from the event. Recognise that evidence may be incomplete or biased in the context of what evidence will survive from a Stone Age hunting camp. Compare an account of a hunting trip in the Stone Age from different points of view (the hunter, an apprentice hunter, a child waiting for food). The bow and arrow can be used as a means of communicating a story from the past- a hunting trip. Communicate this understanding using drama (shooting the bow and arrow), art work (drawing and painting the animals) and writing (write an account of hunting using a bow and arrow) and information and communication technologies (weblinks). Using the bow and arrow the pupils can imagine and discuss the event- a hunting trip-to imagine and discuss the feelings of characters in the past (Stone Age hunters). Discuss how an event in the past- a hunting trip in the Stone Age- may have been perceived by those who participated in it. Teacher Guidelines: Module 4

16 94 Module 4: Stone Age Hunters Strands Infants Story Strand unit: Stories listen to, discuss, retell and record through pictures and other simple writing activities some stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries in a variety of ways express or record stories through art work, drama, music, mime and movement and using information and communication technologies. Teacher Guidelines: Module 4 1st & 2nd Classes 3rd & 4th Classes Myself and my family Strand unit: Feasts and festivals explore and discuss the origins and traditions of some common festivals. Story Strand unit: Stories listen to, discuss, retell and record some simply told stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments display storyline pictures showing episodes in sequence use appropriate timelines. Local Studies Strand unit: Feasts and festivals in the past become familiar with the origins and traditions associated with some common festivals in Ireland and other countries explore, discuss and record some of the ceremonies, stories, legends, poetry, music, dances and games associated with these feasts and festivals. Story Strand unit: Stories from the lives of people in the past listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments discuss the actions and feelings of characters discuss the attitudes and motivations of characters express or record stories through oral and written forms, art work, music, drama, mime, movement and information and communication technologies express or record stories through oral and written forms, art work, music, drama, mime, movement and information and communication technologies. Early people and ancient societies Strand unit: Stone Age peoples become familiar with aspects of the lives of these peoples examine and become familiar with evidence we have which tells us about these people, especially evidence of these people which may be found locally. Continuity and change over time Strand unit: Food and farming study aspects of social, artistic, technological and scientific developments over long periods identify items of change and continuity in the "line of development" identify some of the factors which have caused or prevented change.

17 Module 4: Stone Age Hunters 95 Strands Local Studies Story Strand unit: Stories from the lives of people in the past listen to, discuss, retell and record a wide range of stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments examine and begin to make deductions from some simple relevant evidence discuss the actions and feelings of characters discuss the attitudes and motivations of characters in their historical context express or record stories through oral and written forms, art work, music, drama, mime, movement, information and communication technologies. Early people and ancient societies Strand unit: Stone Age peoples become familiar with some aspects of the lives of these peoples examine critically and become familiar with, evidence we have which tells us about these people, especially evidence of these people which may be found locally and in Ireland where appropriate. Continuity and change over time Strand unit: Food and farming study aspects of social, artistic, technological and scientific developments over long periods identify examples of change and continuity in the "line of development" identify the factors which may have caused or prevented change. Teacher Guidelines: Module 4 5th & 6th Classes Strand unit: Feasts and festivals in the past become familiar with the origins and traditions associated with some common festivals in Ireland and other countries explore, discuss and record some of the ceremonies, stories, legends, poetry, music, dances and games associated with these feasts and festivals.

18 96 Module 4: Stone Age Hunters LINKAGES ACROSS THE CURRICULUM INFANTS Human environments Strand Unit: People and places in other areas Natural environments Strand Unit: The local natural environment Human environments Strand Unit: People and places in other areas Natural environments Strand Unit: The local natural environment Human environments Strand Unit: People and other lands Natural environments Strand Unit: The local natural environment Strand Unit: Land, rivers and seas of my country Strand Unit: Rocks and soils Human environments Strand Unit: People and other lands Natural environments Strand Unit: The local natural environment Strand Unit: Land, rivers and seas of my country Strand Unit: Rocks and soils Strand Unit: Weather and climate SESE Geography 1ST AND 2ND CLASSES Teacher Guidelines: Module 4 SESE Science 3rd AND 4TH CLASSES 5th AND 6TH CLASSES INFANTS 1ST AND 2ND CLASSES 3rd AND 4TH CLASSES 5th AND 6TH CLASSES Living things Strand Unit: Plants and animals Energy and forces Strand Unit: Forces Materials Strand Unit: Properties and characteristics of materials Environmental awareness and care Strand Unit: Caring for my locality Living things Strand Unit: Plants and animals Energy and forces Strand Unit: Forces Materials Strand Unit: Properties and characteristics of materials Environmental awareness and care Strand Unit: Caring for my locality Living things Strand Unit: Plants and animals Strand Unit: Human life Energy and forces Strand Unit: Forces Materials Strand Unit: Properties and characteristics of materials Strand Unit: Materials and change Environmental awareness and care Strand Unit: Caring for the environment Strand Unit: Science and the environment Living things Strand Unit: Plants and animals Strand Unit: Human life Energy and forces Strand Unit: Forces Materials Strand Unit: Properties and characteristics of materials Strand Unit: Materials and change Environmental awareness and care Strand Unit: Caring for the environment Strand Unit: Science and the environment

19 Module 4: Stone Age Hunters 97 INTEGRATION ACROSS THE CURRICULUM INFANTS Shape and space Early mathematical activities Measures Mathematics 1ST AND 2ND CLASSES Shape and space Number Measures Visual Arts Drama SPHE 3rd AND 4TH CLASSES 5th AND 6TH CLASSES INFANTS 1ST AND 2ND CLASSES 3rd AND 4TH CLASSES 5th AND 6TH CLASSES INFANTS 1ST AND 2ND CLASSES 3rd AND 4TH CLASSES 5th AND 6TH CLASSES INFANTS 1ST AND 2ND CLASSES 3rd AND 4TH CLASSES Shape and space Number Data Measures Shape and space Measures Number Data Drawing Construction Fabric and fibre Drawing Construction Fabric and fibre Drawing Fabric and fibre Construction Drawing Construction Fabric and fibre Exploring and making drama Co-operating and communicating in making drama Exploring and making drama Co-operating and communicating in making drama Exploring and making drama Co-operating and communicating in making drama Exploring and making drama Co-operating and communicating in making drama Myself Myself and others Myself and the wider world Myself Myself and others Myself and the wider world Myself Myself and others Myself and the wider world Teacher Guidelines: Module 4 5th AND 6TH CLASSES Myself Myself and others Myself and the wider world

20 98 Module 4: Stone Age Hunters Teacher Guidelines: Module 4 Gaeilge RANGANNA NAÍONÁN Snáithe: Éisteacht Snáithe: Labhairt 1 AGUS 2 RANGANNA Snáithe: Éisteacht Snáithe: Labhairt Snáithe: Scríbhneoireacht 3 AGUS 4 RANGANNA Snáithe: Snáithe: Snáithe: Snáithe: Éisteacht Labhairt Scríbhneoireacht Léitheoireacht 5 AGUS 6 RANGANNA Snáithe: Snáithe: Snáithe: Snáithe: Éisteacht Labhairt Scríbhneoireacht Léitheoireacht INFANTS Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language 1ST AND 2ND CLASSES Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language 3RD AND 4TH CLASSES Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language 5TH AND 6TH CLASSES Receptiveness to language Competence and confidence in using language Developing cognitive abilities through language Emotional and imaginative development through language English

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