DRAFT: This module has unpublished changes.

Science

 

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.   

     Goals                                             

                                                             

IV. Learning Activities                           

 

  1.  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/)

             

 

  1. 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?

  1. 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

 

  1. 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?

 

 

 

Criteria

Unsatisfactory

Needs Improvement

(1)

D/F

(0-69)

Emerging

Satisfactory

(2)

C/C+

(70-79)

Competent

Good

(3)

B-/B/B+

(80-89)

Explemary

Excellent

(4)

A-/A

(90-100)

 

 

 

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

 

DRAFT: This module has unpublished changes.