I. Standard(s) Being Addressed RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
II. Essential Question How are the fossil model and the leave alike and different?
III. Teaching Point/Performance Students will learn how fossils are formed. Students will also learn how to create their own fossils. Students will see how fossil models may be alike or different.
IV. Learning Activities
- Mini Lesson I will ask my students have if they ever saw a fossil before, and if yes how does one look?
I will allow two – three students to answer.
I will introduce the new vocabulary words to my students:
Decomposed: to break down or rot
Fossil: the remains of a plant or animal that existed in the past
Extinct: no longer living and none of its kind is alive today
Paleontology: is the study of ancient plants and animals
Paleontologist: a person who studies fossils
Sediment: different kinds of rock or soil, like mud, sand, or clay
I will inform my students that today we will be making our very own fossils with different leaves. I will also show my students various pictures of different leaf fossils.
I will remind my student that they have been studying plants lately with Ms. St. Jean and they also have planted seeds that will sprout into a plant one day.
I will show my students a video on brainpopjr to reinforce what fossils are. (http://www.brainpopjr.com/science/land/fossils/)
- Accountable Talk I will ask my students to turn to a partner and discuss with their partner:
What materials in the classroom can you use to make your own fossil?
I may ask my students questions based upon how they respond; can we use clay to make a fossil? What kind of paper do you think will work to make the fossil?
- Guided Practice Students will work in pairs, they will test out their predications based upon the discussion they had with their partners on how they will make their fossil.
I will distribute the materials needed for my students to complete the activity.
The groups will be given clay, wax paper, and leaves.
I will ask my students which group had a successful model fossil of their leaf
I will then model for the students how to make the fossil for those who may have some difficulty with their own
- Independent Practice Grape Group – Students will imagine they are a paleontologist and write a diary entry describing a day in your life
Pear Group – Students will write the part of the lesson they liked the most and why
Apple Group (IEP) – Students will complete a multiple choice assessment
E. Summary I will have students share their work to the class.
F. Modifications / Accommodations Extended time: 15 minutes I will give additional time for those who are challenged particularly the Apple Group. Visual Representation will be provided.
IV. Assessment/Evaluation of
Learning I assess my students by using a rubric. I will use one rubric to assess how much the students were able to learn based on their levels. The rubrics will be used to show each child’s individual growth. As I use this information I will reflect on the lesson and how I could have better it. What I could have omitted or included? What I could have done differently to help those students who were challenged?
Diary Entry (Grape & Pear Group)
Student’s response is critically undeveloped and provides no details.
Student’s response is undeveloped and does not stay on task.
Student’s response is fairly good and stays on task for the most part.
Student’s response is totally developed and stays on the task.
Multiple Choice (Apple Group)
Student did not complete the multiple choice assessment
Student got one – two of the multiple choice assessment correct
Student got three - four of the multiple choice assessment correct
Student got all of the multiple choice assessment correct