Objectives (5 - 7 minutes)

1. Understanding the Paleolithic Era: Students should understand the time frame and societal context of the Paleolithic era. They should know that this era occurred from approximately 2.6 million years ago to about 10,000 BC, and that it is commonly referred to as the Old Stone Age. They should also understand that this was a time when humans lived in small, nomadic groups and relied on hunting and gathering for sustenance.

2. Exploring Paleolithic Art: Students should be able to identify the main types of Paleolithic art, including cave paintings, sculptures, and other artifacts. They should understand that these pieces of art provide insight into early human life and beliefs.

3. Appreciating Paleolithic Art: Students should develop an appreciation for Paleolithic art, recognizing the skill and creativity of prehistoric artists. They should understand that the art from this era is not merely a historical artifact, but a testament to the enduring human desire to create and express.

Secondary Objectives:

1. Developing Research Skills: As students explore the topic at home, they should practice effective research techniques. This includes identifying reliable sources, taking notes, and summarizing information.

2. Improving Discussion Skills: During the in-class portion of the lesson, students should engage in respectful and productive discussions. This includes listening to others, expressing their own ideas clearly, and asking thoughtful questions.

Introduction (10 - 12 minutes)

1. Recall Prior Knowledge: The teacher revisits the topic of prehistoric times that have been previously discussed in class. Students will recall the societal structure, lifestyle, and significant developments of the Paleolithic era. The teacher will emphasize the relevance of this period to the study of early human history and art.

2. Problem Situations: The teacher presents two hypothetical situations to the students:

   i. Imagine if we didn't have any written records or photographs from a certain time period—how could we learn about the people who lived during that time?

   ii. Picture a world where there's no spoken or written language yet—how would people express their thoughts, feelings, and experiences?

   These questions should help students appreciate the importance of studying Paleolithic art as a window into the life and thought processes of early humans.

3. Real-world Applications: The teacher will discuss how understanding Paleolithic art contributes to our broader understanding of human history and the development of art and culture. For instance, many contemporary artists and architects still draw inspiration from these ancient forms and techniques. It also helps anthropologists and archaeologists in their research about early human societies.

4. Topic Introduction: The teacher introduces the topic of Paleolithic Art, explaining that this was the earliest known form of human artistic expression. Students will learn about how early humans used available materials and their surroundings (like cave walls) to create art.

5. Curiosities/Story Telling: The teacher shares interesting stories about the discovery of famous Paleolithic art sites, such as the Lascaux caves in France or the Altamira cave in Spain. To spark students' interest, the teacher can also share some fascinating facts about Paleolithic art. For instance, some of the cave paintings are located in very hard-to-reach places inside the caves, suggesting that the creation of art might have been a dangerous and challenging task for these early artists.

6. Topic Relevance: The teacher emphasizes that by studying Paleolithic art, students will not only gain insights into the capabilities and imagination of early humans but also appreciate the roots of artistic expression which they can see in modern art forms today.

Development (23 - 25 minutes)

Pre-Class Homework Tasks (13 - 15 minutes)

1. Podcast Listening - The students are assigned to listen to a podcast episode explaining an overview of Paleolithic art. For instance, “The History of Painting: The Cave Art of our Ancient Ancestors” would provide the students with the fundamental knowledge on the topic, backed with sonic and auditory stimulation.
2. Video Viewing - Students are asked to view a virtual tour of the famous Lascaux cave on the internet. This will provide them with a chance to visually connect with the Paleolithic art, making the subject matter more engaging and real.
3. Reading and Note-Taking - Students are given resources (websites, e-books) to gain additional knowledge about Paleolithic art. They are to take notes and bring them to the class to facilitate the discussion.
4. Timeline Construction - Based on their research, students create timelines of the Paleolithic era with a focus on key periods and noteworthy artworks. This will help consolidate their understanding of the chronological progression of Paleolithic art.

In-Class Problem-Solving Tasks (10 - 12 minutes)

Small-Group Activity 1: Cave Art Tableau

1. The class will be divided into small groups of 3-5 students. Each group will be given a printed picture of a famous Paleolithic cave painting or sculpture without any details about the artwork.
2. Using the given picture, each group will briefly discuss and create a frozen tableau or a 'living picture' that depicts the scene in the painting or sculpture. This will encourage students to interpret and understand the artwork on a deeper level.
3. Each group will then take turns to showcase their tableau to the rest of the class, followed by a brief explanation of their interpretation of the artwork.
4. The teacher will then reveal the actual background of the artwork, highlighting the similarities and differences between the students' interpretations and the findings of historians and archaeologists. This will generate interesting in-class discussions.

Small-Group Activity 2: Artifact Interpretation Game

1. The teacher prepares cardboard-cut out of Paleolithic era tools and artifacts such as spearheads, pottery, etc. (This can be crafted from printouts of artifact drawings for authenticity)
2. The class is kept in the same groupings from the prior activity. Each group receives a cardboard-cutout artifact.
3. With their given artifact, they need to collaboratively infer its potential use and what it can suggest about the lifestyle and culture during the Paleolithic era. This activity further promotes critical thinking and deduction skills.
4. Afterwards, each group will present their artifact, its proposed use, and its cultural implications to the class.
5. The teacher will provide the actual interpretation based on archeological research, provoking group discussions about the difference (if any) in interpretation.

The combination of these animated activities will enhance students' curiosity, collaborative skills, and understanding, ensuring an engaging exploration of Paleolithic art - an imperative chapter of human cultural and artistic evolution.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher facilitates a discussion with all students, where each group shares their solutions or conclusions from the group activities. Each group is given up to 3 minutes to present their findings. This is an opportunity for students to articulate their thoughts, listen to others, and engage in academic discourse. The teacher encourages students to ask questions and provide feedback to their peers, fostering a collaborative learning environment.

2. Connecting Theory and Practice (2 - 3 minutes): The teacher guides students in connecting their hands-on activities with the theoretical knowledge they gained through their pre-class homework. It's essential to highlight how their interpretations of the cave art tableaus and artifact game relate to the broader understanding of Paleolithic art and culture. The teacher can also point out how these activities help humanize our prehistoric ancestors, making them more than just figures in a history book.

3. Reflective Questions (3 - 4 minutes): The teacher proposes that students take a moment to reflect on their learning experience. The teacher poses reflective questions such as:

   i. What was the most important concept you learned today about Paleolithic art?

   ii. What was the most surprising or interesting fact you discovered?

   iii. How did the group activities help you better understand the topic?

   iv. What questions or curiosities remain unanswered?

4. Feedback and Clarifications: The teacher addresses any remaining questions and provides clarifications as needed. The teacher also provides feedback on students' presentations, interpretations, and group work, recognizing their efforts and achievements, and suggesting areas for improvement.

5. Summarizing the Lesson: To close the feedback session, the teacher summarizes the key points and takeaways from the lesson. This helps to reinforce the learning objectives and provides a clear and concise wrap-up of the topic.

6. Homework Assignment (if applicable): If there's a follow-up task or homework assignment, the teacher informs students about it and explains what is expected of them.

By using this feedback session effectively, the teacher ensures that the students' learning experience is consolidated, their effort is recognized, and their curiosity is kindled for further exploration into the fascinating world of art history.

Conclusion (4 - 6 minutes)

1. Recap of the Session (2 minutes): The teacher summarises the main points covered during the lesson, including the era and context of Paleolithic Art, its chief types such as cave paintings and sculptures, and the insights it provides into early human life. The teacher also recaps the importance of Paleolithic Art in understanding the roots of human artistic expression and its relevance in modern times.

2. Connecting Theory, Practice, and Applications (1 minute): The teacher highlights how the lesson linked theoretical understanding, practical activities, and real-world applications. For instance, the pre-class tasks allowed students to gather theoretical knowledge, the in-class activities helped apply this knowledge, and the discussions on modern art's inspiration from Paleolithic Art connected the topic to real-world applications.

3. Further Study Recommendations (1 minute): The teacher suggests additional resources like documentaries on cave art, books about prehistoric times, and virtual tours of archaeological museums to further students' understanding of Paleolithic Art. Students are encouraged to explore these resources independently, fostering a love for self-directed learning.

4. Relevance of the Topic in Everyday Life (1 minute): The teacher concludes the lesson by emphasizing the importance of studying Paleolithic Art in our everyday lives. Understanding this form of art helps us appreciate the creativity and resourcefulness of early humans, which inspires us to value our abilities and use them creatively. Moreover, it enriches our understanding of human history and evolution, which in turn helps us comprehend our present and future better.

5. Closing Remarks (1 minute): The teacher ends the session with a note of enthusiasm and curiosity, urging students to continue exploring more about art history and expressing their creativity. The teacher appreciates the hard work and participation of students throughout the lesson, offering words of encouragement and reminding them that every discovery, whether big or small, contributes to their learning journey.

By concluding the lesson in this manner, the teacher not only reinforces the main points of the lesson but also motivates students to continue their learning journey beyond the classroom, promoting a lifelong love for learning.