English Language ArtsScience6-8
Tool-Making and Intelligence: Jane Goodall Station Rotation
By Kimberly J.
A station-rotation reading packet for 6th graders built around Unit 2 of My Life with Chimpanzees, where students explore Jane Goodall's discovery that chimpanzees make tools. Students build vocabulary (ethologist, hallmark, redefine), practice close reading, and work through graphic organizers in collaborative group and think-pair-share formats.
Customize for your classroom
Teacher Guide & Tips
- Use as a rotating station block of roughly 45 to 60 minutes, with each group spending about 12 to 15 minutes per station and rotating through the Unit 2 text sections.
- Discussion question: Why did scientists in 1960 believe tool-making proved humans were uniquely intelligent, and what does Goodall's observation of David Greybeard suggest about that belief?
- Scaffold for struggling readers: Pre-teach the three Key Terms with a visual anchor, and let students complete the graphic organizer with sentence starters or a partially filled first row.
- Extension for advanced students: Ask them to compare Goodall's observations with how the author uses the word 'redefine,' then write a short paragraph arguing whether 'human' should be defined by tool use.
- Estimated time: About 10 minutes for think-pair-share at the start of each station, plus 5 minutes for a whole-class debrief at the end.
English Language ArtsScience6-8
Tool-Making and Intelligence: Jane Goodall Station Rotation
By Kimberly J.
A station-rotation reading packet for 6th graders built around Unit 2 of My Life with Chimpanzees, where students explore Jane Goodall's discovery that chimpanzees make tools. Students build vocabulary (ethologist, hallmark, redefine), practice close reading, and work through graphic organizers in collaborative group and think-pair-share formats.
Customize for your classroom
Teacher Guide & Tips
- Use as a rotating station block of roughly 45 to 60 minutes, with each group spending about 12 to 15 minutes per station and rotating through the Unit 2 text sections.
- Discussion question: Why did scientists in 1960 believe tool-making proved humans were uniquely intelligent, and what does Goodall's observation of David Greybeard suggest about that belief?
- Scaffold for struggling readers: Pre-teach the three Key Terms with a visual anchor, and let students complete the graphic organizer with sentence starters or a partially filled first row.
- Extension for advanced students: Ask them to compare Goodall's observations with how the author uses the word 'redefine,' then write a short paragraph arguing whether 'human' should be defined by tool use.
- Estimated time: About 10 minutes for think-pair-share at the start of each station, plus 5 minutes for a whole-class debrief at the end.