Fossils and Dinosaurs 5 Lesson Unit Grade Level: 2nd Jeff Rost

Jeff Rost Educ. 305 Spring 2013

Unit Assessment Scheme Unit: Fossils and Dinosaurs Essential Question: How can people learn about the Earth long ago? Grade: 2nd Detailed Assessments Proceeding Chart Lesson Iowa Core Learning Goal Objective Pre-Assessment Title (Grade 2 Earth (Daily, in addition Science) to Pre-Assessment Test at beginning of unit) 1. Learning Understand Students will Students will Teacher brings in About the and apply understand the correctly pair 8 out of box of fossils, asks Past knowledge of role dinosaurs had 10 living students to explain properties of in the past and creature/fossil cards what they think it, Earth materials analyze the to analyze how where they think it significance of fossils are formed. came from, what modern day they think created discoveries. it, and how they think it was created. 2. Learning Understand Students will Students will answer Students will From and apply understand the 4 out of 5 True/False review previous Fossils knowledge of role dinosaurs had questions correctly box of fossils and properties of in the past and and will complete the complete work on Earth materials analyze the Fossil Worksheet what animals made significance of with 80% accuracy to fossils, what fossils modern day explain how fossils were made from, discoveries. give information what fossils look about plants and like, and how animals that lived on fossils were Earth long ago. formed.

Formative Assessment

Summative Assessment

Puzzle Cards Matching the Living Creature with the Fossil

Dinosaur Poster: What they looked like, what their fossil looked like, how we discovered them, eating habits, size, movement, & other interesting facts.

True/False Questions to be completed individually and Fossils Worksheet

Dinosaur Poster: What they looked like, what their fossil looked like, how we discovered them, eating habits, size, movement, & other interesting facts.

3. Dinosaur Habits

Understand and apply knowledge of properties of Earth materials

Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries.

4. Characteris tics of Dinosaurs

Understand and apply knowledge of properties of Earth materials

5. New Understand Discoveries and apply knowledge of properties of Earth materials

Students will correctly categorize 80% of the dinosaur eating habits deck of cards to analyze the characteristics of carnivores, herbivores, and omnivores. Students will Students will understand the compare and contrast role dinosaurs had various dinosaurs and in the past and their role in analyze the prehistoric Earth by significance of completing the modern day Dinosaur Detective discoveries. Sheet at 80% accuracy. Students will Students will evaluate understand the how paleontologists role dinosaurs had make new discoveries in the past and by creating their own analyze the fossils and correctly significance of identifying modern day classmates fossils at discoveries. 80% accuracy.

KWL chart about dinosaurs

Dinosaur deck of cards, sort by eating habits

Dinosaur Poster: What they looked like, what their fossil looked like, how we discovered them, eating habits, size, movement, & other interesting facts.

Bring in dinosaur figures, have students predict what traits the dinosaur had.

Graphic Organizer Dinosaur Detective

Dinosaur Poster: What they looked like, what their fossil looked like, how we discovered them, eating habits, size, movement, & other interesting facts.

Students will write observations about the role of eggshells and the connection to dinosaur eggs.

Students will take various classroom objects and create fossils and will write about their discoveries. They will analyze classmates fossil creations, write a story and complete Paleontologist game.

Dinosaur Poster: What they looked like, what their fossil looked like, how we discovered them, eating habits, size, movement, & other interesting facts.

SMART Objectives Lesson 1: Students will correctly pair 8 out of 10 living creature/fossil cards to analyze how fossils are formed. Lesson 2: Students will answer 4 out of 5 True/False questions correctly and will complete the Fossil Worksheet with 80% accuracy to explain how fossils give information about plants and animals that lived on Earth long ago. Lesson 3: Students will correctly categorize 80% of the dinosaur eating habits deck of cards to analyze the characteristics of carnivores, herbivores, and omnivores. Lesson 4. Students will compare and contrast various dinosaurs and their role in prehistoric Earth by completing the Dinosaur Detective Sheet at 80% accuracy. Lesson 5. Students will evaluate how paleontologists make new discoveries by creating their own fossils and correctly identifying classmates fossils at 80% accuracy.

Pre-Assessments Unit Pre-Assessment: Students will take Fossils and Dinosaurs Unit Pre-Assessment test, in addition to the daily pre-assessments listed below. That test is included at the beginning of the unit. Lesson 1: Teacher brings in box of fossils, asks students to explain what they think it, where they think it came from, what they think created it, and how they think it was created. Lesson 2: Students will review previous box of fossils and complete work on what animals made fossils, what fossils were made from, what fossils look like, and how fossils were formed. Teacher will engage students in questions about why they think fossils are clues to the past. Lesson 3: Students will complete a KWL chart about dinosaurs in groups of 4. Lesson 4: Teacher will bring in various dinosaur figures and will ask students to predict what traits the dinosaur had, such as its eating habits, height, weight, etc. Lesson 5: Students will write observations about the role of eggshells and the connection to dinosaur eggs.

Formative Assessments Lesson 1: Teacher will bring puzzle cards that contain living creatures and fossils and will ask students to match the living creature to the fossil using context clues. Living creature cards contain dinosaurs, plants, and aquatic life, and fossil cards contain realistic depictions of what

the animals fossils would look like. Students will correctly pair 8 out of 10 living creature/fossil cards to analyze how fossils are formed. Lesson 2: Students will complete the following 5 true/false questions to explain how fossils give information about plants and animals that lived on Earth long ago. Students will also complete the Fossils Worksheet. 1. Fossils give clues about long-ago living things. 2. Extinct animals have disappeared from Earth forever. 3. Only animals can become extinct. 4. Fossils were once plants or animals. 5. Fossils form very quickly. True True True True True False False False False False

Lesson 3: Teacher will bring a deck of cards that contains names and pictures of dinosaurs that have been studied thus far. Students will correctly categorize 80% of the dinosaur cards based on the dinosaurs eating habits (carnivores, herbivores, and omnivores). Lesson 4: Students will complete the Dinosaur Detective Graphic Organizer, comparing and contrasting dinosaurs and their roles with 80% accuracy. (Attached in lesson). Lesson 5: Students will create fossils using clay and classroom objects (paper clips, writing utensils, seashells, etc.). Students will then become paleontologists and identify the materials that classmates used to make their fossil with 80% accuracy. Students will also create stories about fossils and will complete a Paleontologist game outlined in Lesson 5. Summative Assessment: Choose a dinosaur that we learned about this week, or you may choose another dinosaur with Mr. Rosts permission. You are going to research this dinosaur and create a poster and presentation that teaches the class about your dinosaur. You can be as creative as you want, but your presentation must include the following: Create a poster and presentation that includes these things: 1. What the dinosaur looked like, include a picture. You may draw one, but you must also find a picture from a book, magazine, or Internet to include 2. What their fossil looks like, include a picture and sentence description 3. How we discovered the dinosaur 4. What they ate, including your vocabulary words 5. Their size, compared to an object we have today 6. Their movement patterns (did they fly, walk, run) 7. Other interesting facts: find a fact that you find interesting to share with your classmates

Technology: Lesson 4: Smart Board Activity Lesson 5: Interacting with a paleontologist computer game Creative Arts: Lesson 4: Students will create visual representations of our 8 in-depth studied dinosaurs Lesson 5: Creating a fossil using clay and interacting with others fossils Interactive Bulletin Board The interactive bulletin board connected with this unit is a word wall centered on fossils and dinosaurs. The words that will be introduced, defined, described, and used throughout the unit include: Day 1: Fossil, Dinosaur Day 2: Extinct Day 3: Omnivore, Carnivore, Herbivore Day 4: Discovery Day 5: Paleontologist At the top of the bulletin board, I will create a graphic with the words Fossils and Dinosaurs, and it will be displayed from the beginning of lesson one. Under that graphic, my essential question, How can people learn about the Earth long ago? will be posted. I will also have pictures of the 8 dinosaurs we will study in-depth throughout the unit, including the Tyrannosaurs Rex, Oviraptor, Spinosaurus, Triceratops, Stegosaurs, Velociraptor, Brontosaurus, and Pterodactyl. The word wall interactive bulletin board will have a red background with a dinosaurs and fossil border. Before each day, I will have the new word wall words written on index cards in a pocket on the bulletin board. During our morning routine, we will introduce the new words and post them on our word wall. When we reach the science portion of the day, I will explain that we will be learning the definition of each of these words and be able to use it in our everyday vocabulary. The students will write these words in their Word Wall notebooks, using correct spelling and definition (I will assist when necessary). At the end of each lesson, I will refer students back to the word wall words and ask them if they learned anything new about each word. I will ensure student understanding of each word, as the subsequent lessons and word wall words will build off each other. I will continue to introduce the new word wall words daily, and at the end of each unit, will review the current days word wall words, as well as the prior days words. During the unit, I will tell students to stay attentive to the word wall words, and will ask them to highlight (with yellow crayon or colored pencil) a word wall word on a handout or in a reading. For example, in lesson twos assessment, students would highlight the words fossil and extinct to show that they recognize its presence. At the end of the unit, I will revisit the word wall and provide positive encouragement to students for learning these new words, and will also offer positive feedback when the students use the word wall words correctly in daily speech.

Fossils and Dinosaurs Pre-Assessment Name: _____________________________ Date: ___________________

1. What is a fossil? a. An old bone or mud print made by plants or animals that lived long ago b. A type of music c. A type of bone in a human body d. A living creature 2. How do we know what made fossils? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. This fossil was most likely made from what prehistoric creature? a. Dinosaur b. Plant c. Human d. Fish 4. Why do scientists say, Fossils are clues to the past? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. What type of dinosaur only ate meat? a. Herbivore b. Omnivore c. Carnivore d. Lomnivore 6. What type of food does an Omnivore eat? a. Meat b. Plants c. Humans d. Plants and meat

7. What type of dinosaur ate only plants? a. Lomnivore b. Omnivore c. Herbivore d. Carnivore 8. Share two characteristics about the Tyrannosaurus Rex. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 9. Share two characteristics about the Pterodactyl. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 10. What does a paleontologist do? a. Rides on a ship b. Looks for and discovers fossils c. Works with plants and animals d. Creates fossils 11. How are fossils discovered? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Dinosaur Poster and Presentation Directions: Choose a dinosaur that we learned about this week, or you may choose another dinosaur with Mr. Rosts permission. You are going to research this dinosaur and create a poster and presentation that teaches the class about your dinosaur. You can be as creative as you want, but your presentation must include the following: Create a poster and presentation that includes these things: 1. What the dinosaur looked like, include a picture. You may draw one, but you must also find a picture from a book, magazine, or Internet to include 2. What their fossil looks like, include a picture and sentence description 3. How we discovered the dinosaur 4. What they ate, including your vocabulary words 5. Their size, compared to an object we have today 6. Their movement patterns (did they fly, walk, run) 7. Other interesting facts: find a fact that you find interesting to share with your classmates Dinosaur Presentation Rubric (given to students)
Required Elements of Poster and Presentation Organization of Poster 4 Outstanding All 7 requirements for the poster were included correctly in your poster and presentation Poster was neatly organized and creatively formatted Poster contained no grammatical or spelling errors All information included in poster was researched accurately Presenter had good volume and presented information sequentially All notes from lessons and independent research included with poster presentation 3 Satisfactory 5-6 requirements for the poster were included correctly in your poster and presentation Poster contained minor organization or formatting errors Poster contained few grammatical or spelling errors Most information in poster was researched accurately Presenter had good volume but information had few errors Most notes from lessons and independent research included with poster presentation 2 Needs Improvement 3-4 requirements for the poster were included correctly in your poster and presentation Poster contained multiple errors in organization or formatting Poster contained some grammatical or spelling errors Multiple informational errors in poster Presenter had acceptable volume but presentation lacked flow Some notes from lessons and independent research included with poster presentation 1 Incomplete 1-2 requirements for the poster were included correctly in your poster and presentation Poster contained severe errors in organization or formatting Poster contained many grammatical or spelling errors Severe informational errors in poster Presenter was hard to understand or follow Few notes from lessons and independent research included with poster presentation 0 Missing 0 requirements for the poster were included in your poster and presentation No poster, or no poster organization present

Grammar

Information

Presentation

Poster contained severe grammatical or spelling errors No information, or information was inaccurate No presentation given

Notes and Research

No notes from lessons and independent research included with poster presentation

Fossils and Dinosaurs Lesson 1 of 5 UIU Student Name: Jeff Rost Grade Level/Content Area: 2nd Grade Earth Science TITLE OF LESSON TO BE TAUGHT: Learning About the Past I. Set Learning Goal and Objectives to explicitly align with National Standards and Iowa Core (Step GO) Iowa Core, Grade 2 Earth Science: Understand and apply knowledge of properties of Earth materials Essential Question: How can people learn about the Earth long ago? Learning Goal: Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries Objective: Students will correctly pair 8 out of 10 living creature/fossil cards to analyze how fossils are formed Assessment of Student Learning/Performance. How will you use formative assessments to make/adjust instructional decisions? Pre-Assessment: Teacher will use student responses from Pre-Test questions 1 and 2 to glean information about student understanding and to make instructional decisions. Teacher will bring in box of fossils, and will ask students to explain what they think it is, where they think it came from, what they think created it, and how they think it was created. Formative Assessment: Teacher will bring puzzle cards that contain living creatures and fossils and will ask students to match the living creature to the fossil using context clues. Living creature cards contain dinosaurs, plants, and aquatic life, and fossil cards contain realistic depictions of what the animals fossils would look like. Students will correctly pair 8 out of 10 living creature/fossil cards to analyze how fossils are formed. Teacher will use this assessment performance to independently adjust further instructional decisions. Explain how students achievement of goals and objectives will be assessed. (Summative Assessment Development) Students will pair the fossil cards with the creature cards that match with 80% accuracy. In the unit Summative Assessment, students will create a dinosaur poster and presentation, which includes information about what the dinosaur and fossil looked like. Therefore, it will be important for the student to understand the relationship between what the creature looked like and what the fossil looks like today. Procedure o Access Prior Knowledge (Step APK) (Time: 20 minutes)

II.

III.

o Teacher will review students pre-assessment prior to this lesson, focusing on questions 1 and 2 directly relating to what fossils are and how we know what we know about fossils. o The teacher will bring in a collection of various fossils for the students to search through o Teacher will show the class a few fossils and explain the directions: Look at this fossil. What is it? Where did it come from? What do you think created it? How? (5 minutes) o Teacher will encourage students to individually think about the questions that were asked to the class. Students will write their answers down in their notebook. o Teacher will divide the class into groups of four or five students. Each group of students will receive a handful of various fossils. Fossils will consist of a collection of animal prints, leaves, bones, and small creatures. o The teacher will explain that the students in the groups are sharing all of the fossils. The students will predict the origins of the fossils and write them in their notebooks. The students can discuss their thoughts with their group mates. (10 minutes) o Teacher will circulate the room and assist with any group needed during this time. Teacher will remind students that their answers will not be counted correct or incorrect. Students can ask questions from the teacher, but teacher answers should be vague and turn them back to self-discovery. The teacher wants the students to record their answers that they thought and discussed, not what they were told by the teacher. (5 minutes) o Students will go through all of the fossils in their group and record all of their predictions, knowledge, and discussion relating to the questions. Teacher will collect the fossils and collect the students notebook paper. o Acquire New Information (Step ANI) (Time: 10 minutes) o Teacher will pick fossils from the fossil box and explain them to the class. Students will be asked to share their predictions and ideas from the APK step. o Teacher will call on students to answer individual questions about the specific fossil (where did it come from, how was it created, what created it, what is it made from) Teacher will facilitate a group sharing and discussion environment by asking on different students to share their different ideas. (5 minutes) o Students will share their ideas and listen to other students thoughts about the same fossil. The teacher will acknowledge all of the students ideas and thoughts. o Teacher will then explain the accurate origins of individual fossils and answer all of the questions the students had discussed. (5 minutes) o Apply Declarative/Procedural Knowledge (Step APP) (Time: 15 minutes)

o Teacher will give each student a set of puzzle cards. The cards will be living creatures and fossils that would match the creatures. The cards will be mixed up so that the creatures and fossils are not next to each other in the deck. o Students will match the living creature with the correct fossil that it would create. o Teacher will explain that the students will be working individually searching through their puzzle cards. (3 minutes) Each living creature that is on a card will have a fossil card to match it. The students will need to find the correct fossil that would be created by the living creature. Once the students found the correct match, they will glue the two puzzle cards together. o Students will glue the fossil card to the puzzle card. Once they have finished the puzzle card matches, the teacher will collect these cards. (12 minutes) o The teacher will take the finished puzzle cards and hole-punch one corner and attach a ring. This way all of the students will have their own set of creatures and fossil set that students can easily flip through for reference. o Generalize or Summarize-Closure of the Lesson (Step GEN) (Time: 5 minutes) o The teacher will lead a discussion at the end of the lesson to recap the information taught in the lesson. The teacher will pose questions, including Why is it important to identify fossils with the creatures from real life? Teacher will facilitate discussion to ensure student understanding. o Teacher will review various fossils and ask students to help the teacher remember how it was formed, what it came from, what it was, etc. Different students should be answering the various questions. The teacher will ask students to raise their hands in order to share their answer. Teacher will ensure that different students are called on in order to ensure all students are actively participating in the discussion. (3 minutes) o Teacher will then go through a few of the puzzle cards and ask for students to explain why they matched certain puzzle cards together. The teacher will lead the discussion to include what about the picture of the fossil matched with the living creature, and what about the living creature cards let the students know what the fossil would look like. (2 minutes) o Summative Assessment o The students will need to correctly identify 8 of the 10 living creature and fossil cards. o Teacher will review the students puzzle cards when they are collected prior to putting onto rings. o Students would analyze the fossil and the living creature cards in order to pair up the correct matches. The students need to

IV.

understand and apply their knowledge of what fossils are and how they are created in order to properly identify the matches of fossil to living creature cards. o Homework (Step HW) o Once the students are finished with the lesson, they will answer a few questions on notebook paper. o Questions will be: What are fossils made from? How is a footprint you make in mud similar to a fossil? How is it different? Why might animals with shells make good fossils? What animals would make good fossils? o These questions require a variety of skill. The students will need to recall a little of the information to answer what are fossils made from, but then will need to compare and infer their knowledge to answer the other questions. Materials Needed o Box of fossils (variety of animal prints, leaves, plants, shells, bones, small creatures, etc.) o Puzzle cards o Glue sticks o Notebook paper o Hole punch o Key rings o Magnifying glasses Accommodations/Modifications for Diverse Learners Explain how instructional activities will be differentiated (options include content, process, product and/or environment) for these diverse students. All students will be intermixed into groups of various readinesses. (Teacher will not put all TAG students into one group, all At Risk into another, etc.) This will allow peer support within the groups. TAG- students will create extra puzzle cards of their own creatures and fossils. This will require them to really analyze what creatures would look like in relation to their fossil. At Risk- students will work together with a variety of students. Students will be allowed to discuss in small groups to encourage further understanding. The students are heavily involved with hands on learning throughout the lesson to support various needs. ELL- students will be in a group with other students at different levels. A set of pictures will be given to the students during group work to allow students to see options of the picture and the name of the figure that may have created the fossil. Special Education- students will have the fossils to work with and to hold. Magnifying classes would be available for the students to get a closer look at the specific fossils. A set of pictures will be given to the students during group work to allow students to see options of what may have created the fossils.

V.

VI.

Teacher Reflections What did you expect the students to know, understand, and be able to do by the end of this lesson? o The students should be able to describe the origins of a fossil, explain what makes a fossil, and how a fossil would be created. What went really well in the lesson? o The students enjoyed the hands on learning and group work. They were eager to share their own thoughts with the class. Students also really enjoyed looking at fossils. What challenges did you face? o There was a good deal of movement from activity to activity and some students could get confused if directions were not easily described. What would you do differently in the future? o I would make sure that directions were explicit from the beginning, and maybe review the directions with the students before breaking them off to do their work. I also need to be prepared to help students individually with questions dealing with puzzle cards. Reflect on how expressive (speaking, writing) and/or receptive (listening, reading) literacy was incorporated in the lesson. o During this lesson, students were given opportunities to experience expressive and receptive literacy on several occasions. Students were given an opportunity to use their expressive skills (group skills, speaking, and writing) when asked to work in small groups. They are working to develop listening, sharing, and speaking skills whilst in a group setting, as well as when working independently. Students were given the opportunity to use their receptive skills (listening, reading, identifying) when working independently on questions, worksheets, and formative assessment.

Puzzle Card examples

Glue your match here!

Glue your match here!

Fossils And Dinosaurs Lesson 2 of 5 UIU Student Name: Jeff Rost Grade Level/Content Area: 2nd Grade Earth Science TITLE OF LESSON TO BE TAUGHT: Learning from Fossils II. Set Learning Goal and Objectives to explicitly align with National Standards and Iowa Core (Step GO) Iowa Core, Grade 2 Earth Science: Understand and apply knowledge of properties of Earth materials Essential Question: How can people learn about the Earth long ago? Learning Goal: Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries Objective: Students will answer 4 out of 5 True/False questions correctly and will complete the Fossil Worksheet with 80% accuracy to explain how fossils give information about plants and animals that lived on Earth long ago. Assessment of Student Learning/Performance. How will you use formative assessments to make/adjust instructional decisions? Pre-Assessment: Teacher will use student responses from Pre-Test questions 3 and 4 to glean information about student understanding and to make instructional decisions. Students will review previous lessons box of fossils and complete work on what animals made fossils, what fossils were made from, what fossils look like, and how fossils were formed. Teacher will engage students in questions about why they think fossils are clues to the past. Formative Assessment: Student will complete the Fossil Worksheet using their puzzle cards from lesson 1 with 80%. Students will also answer 4 out of 5 True/False questions correctly. Together, these assessments allow students to explain how fossils give information about plants and animals that lived on Earth long ago. Teacher will use these assessment performances to independently adjust further instructional decisions. Explain how students achievement of goals and objectives will be assessed. (Summative Assessment Development) Students will complete the Fossils Worksheet with 80% accuracy and will complete the True/False quiz with 80% accuracy. In the unit Summative Assessment, students will create a dinosaur poster and presentation, which includes information about what the dinosaur and fossil looked like, and how we gather information about the past from fossils. Therefore, it will be important for the student to understand the relationship between what the creature looked like,

II.

what the fossil looks like today, and how to use fossils to find clues and understand the past. III. Procedure o Access Prior Knowledge (Step APK) (Time: 7 minutes) o Teacher will review students pre-assessment prior to this lesson, focusing on questions 3 and 4 directly relating to the ways fossils give us information about plants and animals that lived on Earth long ago and understanding why fossils are clues to the past. o Teacher will ask students to reconvene in their groups from the beginning of yesterdays lesson when they explored the box of fossils. The teacher will ask students to remember the box of fossils from yesterday. The teacher will return the notebook paper the students turned in with their predictions to help students remember. Student can read their sheets to recall their information. Teacher will have fossils still in classroom to reference to the students. (2 minutes) o Teacher will ask students to raise their hands and share what they learned about fossils yesterday. Teacher will be prepared to take the students comments and create a meaningful review of information. Discussion should focus on what animals made fossils, what fossils were made from, what fossils look like, and how fossils were formed. (5 minutes) o Acquire New Information (Step ANI) (Time: 30 minutes) o Teacher will hand out the puzzle card rings the teacher assembled after yesterdays lesson. o Teacher will show an example of todays lesson with the class. The teacher will take one puzzle card and project it on the board. Teacher will answer questions about the puzzle card (attached below) Teacher will use student input to help answer these questions on the board. (5 minutes) o Teacher will write answers down on worksheet. o Students will work individually to finish the worksheet about the puzzle cards creatures and fossils. (15 minutes) o Once the students are completed, teacher will review work as a class. o Teacher will discuss what we learned about the creatures. The teacher will focus on the various information fossils can tell us about creatures (the size of the creature, the unique characteristics, etc.) Teacher will help students understand all of the information that can be learned from looking at a fossil. The teacher will emphasize the importance of fossils in understanding various things about creatures. (10 minutes) o Apply Declarative/Procedural Knowledge (Step APP)

IV.

o Teacher will hand out a five question true or false sheet. Students will work individually to answer the five questions regarding information that can be learned from fossils. o Questions (all true or false): Included at end of lesson o Generalize or Summarize-Closure of the Lesson (Step GEN) o Teacher will lead a class discussion over the answers to the true or false sheet. Students will share what they thought the answers were, and the teacher will branch discussion questions focusing on what was false about the false questions and how they knew the true questions. o It is important to make students feel comfortable even if they had the wrong answer. The goal is to teach and discuss the correct answer during this time. o Summative Assessment o Students will answer 4 out of 5 true or false questions correctly. o Students will describe their puzzle cards matches with 80% accuracy. o The students will analyze and evaluate the information about various creatures and the clues that fossils give. o Homework (Step HW) o When students finish the lesson, they will be given a few pictures of fossils. It is their job to draw pictures of what the creature would have looked like that created that fossil. o This requires students to evaluate the fossil and really interpret the information learned from the lesson today about the clues that fossils give about the creatures in the past. Materials Needed o Student prediction sheets from lesson one o Student puzzle card rings o Projector o Screen o Fossil clues worksheet o True or False questions sheet o Pictures of fossils o Blank paper o Colored pencils/crayons/markers Accommodations/Modifications for Diverse Learners Explain how instructional activities will be differentiated (options include content, process, product and/or environment) for these diverse students. TAG- these students could write their own fossil story. They would explain if they created a fossil what it would look like, and how we would know it was a fossil of themselves and not another student. They could choose what the fossil would look like, and draw a picture to help explain. This would require students to analyze the information

V.

from the lesson today and create their own interpretation from the knowledge. At Risk- this lesson is a direct tie to the previous days lesson to allow further time and understanding of the lesson objectives. Students may discuss quietly with a partner to share their thoughts on why the puzzle cards matched. This will connect their knowledge, their writing abilities, and allow social interaction as needed to further confidence and understanding. ELL- the students would have picture choices to go along with their descriptions when explaining the important information gained from a fossil. This will help students that may struggle with the vocabulary alone. They would be able to look at pictures and relate that to the correct vocabulary term when explaining the puzzle card matches. Special Education- these students would have a slightly different worksheet that would consist of options for the students to pick to show that the puzzle cards matched up to the correct fossil instead of having them write about it. This will require the students to connect their thoughts of why they believed the cards matched, without having them struggle with the writing and spelling aspects. VI. Teacher Reflections What did you expect the students to know, understand, and be able to do by the end of this lesson? o At the end of this lesson, I expected students to make a connection between how dinosaurs and prehistoric creatures looked while they were living with how their fossil looks now. I expected students to explain why fossils are clues to the past, and how we know what a creature looked like based on its fossil. What went really well in the lesson? o The students were able to make connections between what the fossil looks like and what the matching prehistoric creature looked like. Students were able to grasp what the creature looked like, why it matches the fossil, how it created the fossil, and what we know about the creature. What challenges did you face? o Students focused a lot on their drawing of the creature when asked to create a picture based on a fossil. Some students utilized television/movie references and/or their imagination more so than relying strictly on the fossil. While allowing their imagination and others references to dinosaurs direct their pictures, I wanted the focus to be on their ideas alone. What would you do differently in the future? o I would encourage students to rely more on the fossil to create their creature and list its characteristics and less on what they have seen from other references (movies, television, etc.).

Reflect on how expressive (speaking, writing) and/or receptive (listening, reading) literacy was incorporated in the lesson. o During this lesson, students were given opportunities to experience expressive and receptive literacy on several occasions. Students were given an opportunity to use their expressive skills (group skills, speaking, and writing) when asked to work in small groups. They are working to develop listening, sharing, and speaking skills whilst in a group setting, as well as when working independently. Students were given the opportunity to use their receptive skills (listening, reading, identifying) when working independently on questions, worksheets, and formative assessment.

Name: __________

Puzzle Card Explanations

Directions: Use your puzzle card rings that you assembled last lesson to answer the questions below. You can choose 5 different puzzle cards to look at and explain. For each puzzle card you choose, answer these 4 questions thoughtfully. Card # What is this creature? What about the fossil makes you believe it is a match? How do you think it created the fossil? What do you know about the creature?

Lesson 2 Fossil Quiz Answer each question as either True or False

Name:

1. 2. 3. 4. 5.

Fossils give clues about long-ago living things. Extinct animals have disappeared from Earth forever. Only animals can become extinct. Fossils were once plants or animals. Fossils form very quickly.

True True True True True

False False False False False

Fossils and Dinosaurs Lesson 3 of 5 UIU Student Name: Jeff Rost Grade Level/Content Area: 2nd Grade Earth Science TITLE OF LESSON TO BE TAUGHT: Dinosaur Habits III. Set Learning Goal and Objectives to explicitly align with National Standards and Iowa Core (Step GO) Iowa Core, Grade 2 Earth Science: Understand and apply knowledge of properties of Earth materials Essential Question: How can people learn about the Earth long ago? Learning Goal: Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries Objective: Students will correctly categorize 80% of the dinosaur eating habits deck of cards to analyze the characteristics of carnivores, herbivores, and omnivores. Assessment of Student Learning/Performance. How will you use formative assessments to make/adjust instructional decisions? Pre-Assessment: Teacher will use student responses from Pre-Test questions 5, 6 and 7 to glean information about student understanding and to make instructional decisions. Teacher and students will complete a KWL chart about dinosaur characteristics to guide student discovery during the instructional process. Formative Assessment: After reading a book and learning several new vocabulary words, students will be asked to correctly categorize 80% of the dinosaur eating habits deck of cards to analyze the characteristics of carnivores, herbivores, and omnivores. Teacher will use these assessment performances to independently adjust further instructional decisions. Explain how students achievement of goals and objectives will be assessed. (Summative Assessment Development) Students will correctly categorize the dinosaur eating habits deck of cards with 80% accuracy. In the unit Summative Assessment, students will create a dinosaur poster and presentation, which includes information about dinosaur eating habits (using their new vocabulary). Therefore, it will be important for the student to understand the characteristics of carnivores, herbivores, and omnivores, while differentiating between the three. Procedure o Access Prior Knowledge (Step APK) (Time: 10 minutes)

II.

III.

o Teacher will review students pre-assessment prior to this lesson, focusing on questions 5, 6 and 7 directly relating to the characteristics of carnivores, herbivores, and omnivores. o The teacher will have a KWL chart written on the board at the beginning of the lesson. o The board will read: Dinosaurs with the chart lined up underneath it: What do you KNOW, What do you WANT to know, and what did you LEARN. o Teacher will explain to the students that the L column will be blank until the end of the lesson, but the first two columns will be done now. o Teacher will ask the students to raise their hand and share what they already know about dinosaurs. Teacher will call on students one at a time and write their answers under the K column on the board. o Teacher will get a good deal of information under the K column, ensuring that students that wished to be called on do. If students are not sharing, teacher will be inviting and ask them to share anything they know about dinosaurs. (5 minutes) o Teacher will then fill out the W column. If there were students that did not add to the K column, ask them to share something with for the W column. Encourage students to share interesting questions and explain that this is important in order to let you know what they want to learn. You as the teacher will find out the answers to their questions and work towards really understanding dinosaurs. (5 minutes) o Acquire New Information (Step ANI) (Time: 15 minutes) o Teacher will project the word extinct onto the board. The teacher will then ask the class if any of the students know what the word means. Students will raise their hands with responses, if they do get the correct response, write it on the board. If the correct response is not given, ask the students if dinosaurs live on Earth anymore. The students will respond with no. Explain that dinosaurs are extinct. Help the students connect the dots about the word extinct and that dinosaurs do not live any longer. Lead the class to the conclusion that extinct means no longer living. (3 minutes) o The teacher will explain to the class that they will be learning a few new words today that have to deal with dinosaurs. Extinct was the first word and they will read a story to learn about the other words. o Teacher will instruct students to come to the reading area to listen to a story. The teacher will have poster paper set up next to the chair in the reading area. The teacher will read the dinosaur book, My Dinosaur is Scared of Vegetables, to the class as a whole.

IV.

The story focuses on Jacks dinosaur not wanting to eat any vegetables. (5 minutes) o After the story, the teacher will ask who did not like vegetables, who did want to eat vegetables, was there anybody that wanted to eat both? Have the students help answer these questions and teacher will give them the vocabulary to go along with their answers. Teacher will write carnivore, omnivore, and herbivore on the poster paper. The teacher will explain the various words in relation to the characters in the story. (7 minutes) o Apply Declarative/Procedural Knowledge (Step APP) (Time: 15 minutes) o The teacher will break the students into partners. o The teacher explains that the groups will be sorting dinosaurs into groups based on what they eat. The teacher will post the poster paper up so all students can see that words and definitions. The students will have a chart in their notebook into 3 columns: Name of Dinosaur, Eating Habits, and Why. The teacher could do an example saying Dinosaur from book, carnivore, only ate meat as one example. One dinosaur from each eating habit will need to be in the students notebook. (5 minutes) o Each partner group will be given a dinosaur deck of cards. Each card has a picture of the dinosaur eating various types of food. The cards also have the name of the dinosaur. o The students will then sort all of the dinosaurs into the correct eating habit. They will one dinosaur from each category to copy into their notebook and explain their eating habits. (10 minutes) Generalize or Summarize-Closure of the Lesson (Step GEN) (Time: 10 minutes) o The teacher will ask students to share one of the dinosaurs they chose to put into their notebook and why. This will give students the chance to practice their vocabulary and listen to explanations from their classmates. The teacher will ask students questions as they are sharing to further discussion where needed, example: so that dinosaur only ate meat, but what if he started eating vegetables? o Summative Assessment o Students will correctly categorize 80% of the dinosaurs by their eating habits. This will require students to analyze the pictures of the dinosaurs and understand the new vocabulary. o Homework (Step HW) o The students will be given a graphic organizer at the end of the lesson. This will have spaces for the students to write in a few dinosaurs, their eating habits, and some characterizations of the dinosaurs. This would be a good visual for many students to organize their ideas. Materials Needed o White board

o o o o o o V.

Markers Poster paper Dinosaur graphic organizer web My Dinosaur is Scared of Vegetables story book Dinosaur deck of cards General dinosaur books

Accommodations/Modifications for Diverse Learners Explain how instructional activities will be differentiated (options include content, process, product and/or environment) for these diverse students: TAG- students would sort through the classroom library dinosaur books for new dinosaurs that were not part of the deck of cards. They will read about the dinosaurs and sort them into the correct category. This will require students to do their own research in order to find the important information and relate it to the newly learned topic from todays lesson. At Risk- it would be important to mix these students with strong partners for the dinosaur deck of cards. This way if the students are not specifically asking the teacher for assistance, they will be receiving support from their partner. Also, it may be needed to set these students in particular spots on the reading carpet to ensure they are paying close attention to the story in order to relate well to the new vocabulary terms. ELL- the dinosaur deck of cards for the ELL students would not be as lengthy. They would have fewer dinosaurs to categorize, which would allow these students more time with specific dinosaurs. With this time, they would have resources available to them with the vocabulary information. They would not have to relate to the board at the front of the classroom for reference, they would have their own sheet at their individual desk as an easier reference for their new words from the lesson. Special Education- the dinosaur deck of cards for these students would not be as lengthy. They would have fewer dinosaurs to categorize, which would allow these students more time with specific dinosaurs. With this time, they would have resources available to them with the vocabulary information. They would not have to relate to the board at the front of the classroom for reference, they would have their own sheet at their individual desk as an easier reference for their new words from the lesson. Their reference sheet would include words, phrases, and pictures to help the students connect visual information to their new vocabulary terms. Teacher Reflections What did you expect the students to know, understand, and be able to do by the end of this lesson?

VI.

o Students should be able to define the new vocabulary terms and categorize a variety of dinosaurs into the correct category. The students should know what to look for in a dinosaur to understand what type of eater the dinosaur was. What went really well in the lesson? o Students really enjoyed the story about the dinosaur and his vegetables. It allowed students to be interested in particular dinosaurs before learning new vocabulary. Once the story was finished, the students could relate the vocabulary back to the book. Students liked to be able to relate their terms and lesson into a story. What challenges did you face? o Some students needed extra assistance with the deck of card sorting. The teacher would need to be mindful of the partner groups and assign these partners ahead of time to ensure a strong match up of students to progress learning. The students would enjoy working with the dinosaur cards, but some would struggle with where to categorize them. The teacher needs to have the vocabulary words easily visible with explicit definitions to aid with student understanding. What would you do differently in the future? o It might be beneficial to have the students write the vocabulary words in their notebooks prior to the story. The teacher could relate the vocabulary words to the story as they were reading it, instead of at the end. It might work better to reinforce the vocab numerous times including prior, during, and afterwards. Reflect on how expressive (speaking, writing) and/or receptive (listening, reading) literacy was incorporated in the lesson. During this lesson, students were given opportunities to experience expressive and receptive literacy on several occasions. Students were given an opportunity to use their expressive skills (group skills, speaking, and writing) when asked to work in small groups. They are working to develop listening, sharing, and speaking skills whilst in a group setting, as well as when working independently. Students were given the opportunity to use their receptive skills (listening, reading, identifying) when working independently on questions, worksheets, and formative assessment.

Lesson 3 HomeworkDinosaurs Day!

Name:

Pterodactyl

Oviraptor

Brontosaurus

T-Rex

Dinosaurs Stegosaurus

Velociraptor

Triceratops

Spinosaurus

Fossils And Dinosaurs Lesson 4 of 5 UIU Student Name: Jeff Rost Grade Level/Content Area: 2nd Grade Earth Science TITLE OF LESSON TO BE TAUGHT: Characteristics of Dinosaurs IV. Set Learning Goal and Objectives to explicitly align with National Standards and Iowa Core (Step GO) Iowa Core, Grade 2 Earth Science: Understand and apply knowledge of properties of Earth materials Essential Question: How can people learn about the Earth long ago? Learning Goal: Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries Objective: Students will compare and contrast various dinosaurs and their role in prehistoric Earth by completing the Dinosaur Detective Sheet at 80% accuracy. Assessment of Student Learning/Performance. How will you use formative assessments to make/adjust instructional decisions? Pre-Assessment: Teacher will use student responses from Pre-Test questions 8 and 9 to glean information about student understanding and to make instructional decisions. Teacher will bring in dinosaur figures (the 8 that will be taught) and will have students predict what traits the dinosaur had, including their size, eating habits, and movement patterns. Formative Assessment: While completing a jigsaw activity, students will compare and contrast various dinosaurs and their role in prehistoric Earth by completing the Dinosaur Detective Sheet at 80% accuracy. Teacher will use these assessment performances to independently adjust further instructional decisions. Explain how students achievement of goals and objectives will be assessed. (Summative Assessment Development) Students will complete the Dinosaur Detective Graphic Organizer with 80% accuracy. In the unit Summative Assessment, students will create a dinosaur poster and presentation, which includes information about dinosaur characteristics, including eating habits, size, and movement patterns. Therefore, it will be important for the student to understand the characteristics of the eight dinosaurs we will be studying as well as similarities and differences between the dinosaurs. Procedure o Access Prior Knowledge (Step APK) (Time: 15 minutes)

II.

III.

o Teacher will review students pre-assessment prior to this lesson, focusing on questions 8 and 9 directly relating to the characteristics of different types of dinosaurs. o Teacher will review the previous lessons definitions on dinosaur eating habits (omnivore, carnivore, and herbivore), as well as the definition of extinction. o Teacher will bring in various dinosaur figures and will ask students to predict what traits the dinosaur had, such as its eating habits, height, weight, etc. Each student will be given at least one dinosaur figurine matching the eight dinosaurs we will be learning about during this lesson (Omnivore: Oviraptor. Carnivores: Tyrannosaurus Rex, Spinosaurus, Velociraptor, Pterodactyl Herbivores: Triceratops, Stegosaurus, Brontosaurus) o Teacher will ask students to write down their predictions about their dinosaur, including its eating habits from the previous lesson, its size in comparison with modern day objects (chicken, house, building, car, etc.), and their movement (flying, walking, running, pace). Students will record these observations in their notebooks. (7 minutes) o Teacher will ask students to share a few of their predictions with the class. The teacher will hold up a dinosaur figure and call on individual students to share their thoughts. (5 minutes) o The teacher will gauge the discussion to include a large variety of students sharing on half of the different dinosaurs. Teacher will lead the discussion to ensure they have many different ideas and understandings. It may be necessary for the teacher to add some possible predictions to see student reaction to particular thoughts. Example: well this dinosaur could be the size of the entire school, or he could be just the size of a pet dog, what do you think? (3 minutes) o Acquire New Information (Step ANI) (Time: 8 minutes) o Teacher will explain that students will learn about all of these dinosaurs today. They will be detectives trying to answer questions about the biggest, fastest, scariest dinosaurs as well as the smallest, slowest, and most kind dinosaurs. o The teacher will explain the students will be conducting research in groups of six. Each group will have a good variety of information that the students can read through to find the answers to their questions. Teacher instructs the students to be detectives and search through all of the clues and evidence to help answer various questions about the dinosaurs. These students will become experts on two different dinosaurs. Once the students are experts, they will share their expert advice to the other students in the class when they jigsaw (like a puzzle) into new groups of four.

o The teacher will have all the groups prearranged based on student readiness through formative assessments from the previous lessons. o Teacher will break students off into their groups in various areas of the room. Each groups area will be full of books, magazines, internet pages, and a computer or tablet based on their two given dinosaurs. o Teacher will continually monitor the four groups to ensure all students are actively participating and are engaging in the research. Teacher will assist students with questions and make sure they are finding the correct information to their detective sheets. o Apply Declarative/Procedural Knowledge (Step APP) (Time: 30 minutes) o Students will work with their expert groups to gain knowledge on two different dinosaurs given to them by the teacher. o The students will fill out their detective sheet (included at end) for their two dinosaurs. They will draw a picture, describe their eating habits (using their new vocabulary), discuss the size of the creature, and how it moves around. The groups will share the materials and discuss when they found some information to complete their detective sheets. (15 minutes) o The expert groups will be prepared to share their information with other students. o Teacher jigsaws the students into new groups of four (one student per expert group) Teacher would have these groups predetermined ensuring a variety of student readiness per group. o Each group of four will have a student that is an expert on two dinosaurs. Therefore, every group will have a student that is an expert on all eight dinosaurs that are listed on the detective sheets. o The students in the groups will share their information about their expert dinosaurs and allow the other students enough time to take their own notes and finish their detective sheet. o Teacher will continually monitor the groups. Teacher needs to ensure that students are not just copying down the information from the expert student, they need to be presenting the information and discussing the facts they found with the other students. o Students will rotate through the experts until all of the dinosaurs are filled out on the detective sheet. (15 minutes) o Generalize or Summarize-Closure of the Lesson (Step GEN) (Time: 10 minutes) o Students will return to their expert groups and face the smart board. o Teacher will explain the directions for the concluding activity. It will be a smart board game that involves students to approach the board, and match various traits with a specific dinosaur. (2 minutes)

IV.

V.

o The students would be in four groups. The teacher will ask one student from each group to come to the board. The teacher would give the name of one dinosaur and the students would have to click and drag one trait for that dinosaur over to their side of the board. o Then the students would go back to their group. Another student would go to the board and drag another trait for the dinosaur. This would continue until the teacher said stop. o The teacher will stop the traits once one group found all of the appropriate traits for one dinosaur. The teacher would than review the appropriate traits chosen. (4 minutes) o The teacher would repeat the activity as time allowed, potentially going through all of the dinosaurs from the lesson today. (4 minutes) o Summative Assessment o The students detective sheet will be completed and met with 80% accuracy. Their expert group dinosaurs should be detailed with information found through the detective resources. o Students will be able to compare the traits of dinosaurs to objects today. They will discuss the vocabulary terms from the previous lesson when identifying dinosaurs with those traits. o Homework (Step HW) o Once students have completed the lesson, they could work on adding their own, new knowledge to the L column of the KWL chart from the previous lesson in their notebooks. They should have much new, learned information about dinosaurs. They should be motivated to add this information. Materials Needed o Graphic Organizer Web o Smart Board o Detective Sheets o Markers, colored pencils, crayons o Dinosaur figures o Paper o Computers (4) o Dinosaur books, magazines, webpages, website addresses, etc. Accommodations/Modifications for Diverse Learners Explain how instructional activities will be differentiated (options include content, process, product and/or environment) for these diverse students TAG- these students will rank the dinosaurs from their detective sheet in order from fastest to slowest and smallest to largest. This may require them access to webpages, books, or other materials from the expert groups. This will require the students to apply the information they learned as detectives into ranges of specific categories. At Risk- teacher should place these students among strong partners and group mates to allow peer assistance and subtle encouragement where needed throughout the lesson.

ELL- when these students are working in their expert groups, teacher should have a specific pile of information for these students to work with. These materials should include more images and shorter terms. Some of the information should be highlighted so the student does not have to search through an overwhelming amount of materials to help their expert groups find information. Special Education- when the student is in the expert group, teacher will have specific information set out for these individual students that have shorter and more concise information and paragraphs. Include images of information where possible. It may be necessary to have student focus on only one dinosaur in the expert group to focus on to allow the student a more concise assignment. They can discuss the other dinosaur within their group and not have to do the searching through the informational sheets. VI. Teacher Reflections What did you expect the students to know, understand, and be able to do by the end of this lesson? o Students should know the size, eating habits, and movement abilities of the various dinosaurs. They should be able to identify traits of given dinosaurs and express comparisons of the creatures to things in their world today. What went really well in the lesson? o The students loved working with dinosaur figures and making predictions. They have a great imagination and worked well creating and expressing their ideas. o Students also enjoyed the interactive game at the end of the lesson. This really worked their memory as well as their enthusiasm to share their knowledge. All students were easily involved with the lesson. o The lesson was extremely hands on and engaged students throughout at various stages. They received figures to create predictions, information to dig through as a detective, and out of their seats working with the smart board making connections about the dinosaurs and their traits. What challenges did you face? o It is always a challenge to jigsaw groups and create experts within the groups to share their findings with other students. It is important to have the teacher present and active within the groups to ensure that accurate and appropriate information is being communicated to the other student detectives. What would you do differently in the future? o I would work on keeping them engaged throughout the exploratory and jigsaw activities, ensuring they stayed on task and thoughtfully and meaningfully developed skills and mastered objectives within the lesson.

Reflect on how expressive (speaking, writing) and/or receptive (listening, reading) literacy was incorporated in the lesson. o During this lesson, students were given opportunities to experience expressive and receptive literacy on several occasions. Students were given an opportunity to use their expressive skills (group skills, speaking, and writing) when asked to work in small groups. They are working to develop listening, sharing, and speaking skills whilst in a group setting, as well as when working independently. Students were given the opportunity to use their receptive skills (listening, reading, identifying) when working independently on questions, worksheets, and their formative assessment.

Dinosaur Detective Investigation

Name: ______________

Directions: Mr. Rost will give you and your expert group 2 types of dinosaurs. In your group, you will become a detective to try to find answers about these dinosaurs. Be sure to look hard to find all the information so you can share with other detectives. After you are finished, you well share your information and listen to the other experts.

Dinosaur Name Oviraptor

Draw a picture of what the dinosaur looked like

Eating Habits (use Size of Dinosaur vocabulary words) (compare it to something we have today)

Movement Did it run, walk, fly, or swim?

Tyrannosaurus Rex

Dinosaur Detective Investigation

Dinosaur Name Spinosaurus Draw a picture of what the dinosaur looked like

Name: ______________

Eating Habits (use Size of Dinosaur vocabulary words) (compare it to something we have today)

Movement Did it run, walk, fly, or swim?

Triceratops

Dinosaur Detective Investigation

Dinosaur Name Stegosaurus Draw a picture of what the dinosaur looked like

Name: ______________

Eating Habits (use Size of Dinosaur vocabulary words) (compare it to something we have today)

Movement Did it run, walk, fly, or swim?

Velociraptor

Dinosaur Detective Investigation

Dinosaur Name Brontosaurus Draw a picture of what the dinosaur looked like

Name: ______________

Eating Habits (use Size of Dinosaur vocabulary words) (compare it to something we have today)

Movement Did it run, walk, fly, or swim?

Pterodactyl

Fossils and Dinosaurs Lesson 5 of 5 UIU Student Name: Jeff Rost Grade Level/Content Area: 2nd Grade Earth Science TITLE OF LESSON TO BE TAUGHT: New Discoveries V. Set Learning Goal and Objectives to explicitly align with National Standards and Iowa Core (Step GO) Iowa Core, Grade 2 Earth Science: Understand and apply knowledge of properties of Earth materials Essential Question: How can people learn about the Earth long ago? Learning Goal: Students will understand the role dinosaurs had in the past and analyze the significance of modern day discoveries Objective: Students will evaluate how paleontologists make new discoveries by creating their own fossils and correctly identifying classmates fossils at 80% accuracy. Assessment of Student Learning/Performance. How will you use formative assessments to make/adjust instructional decisions? Pre-Assessment: Teacher will use student responses from Pre-Test questions 10 and 11 to glean information about student understanding and to make instructional decisions. Teacher will engage students in a discussion about and demonstration of eggshells, comparing chicken eggs to dinosaur eggs/birth of dinosaurs. Formative Assessment: While working through four centers, students will take various classroom objects and create fossils and will write about their discoveries. They will also analyze classmates fossil creations, write a story and complete the paleontologist game. Teacher will use these assessment performances to independently adjust further instructional decisions. Explain how students achievement of goals and objectives will be assessed. (Summative Assessment Development) Students will show completion of four centers by turning in their Paleontologist Day graphic organizers. These four centers include: creating a fossil, discovering a fossil, completing a paleontologist game, and writing a story about paleontologists discoveries. In the unit Summative Assessment, students will create a dinosaur poster and presentation, which includes information about how their dinosaur was discovered, as well as other interesting facts about their dinosaur. Therefore, it will be important for the student to understand what a paleontologist is, what a paleontologist does, and how fossils are discovered. Procedure

II.

III.

o Access Prior Knowledge (Step APK) (Time: 10 minutes) o Teacher will review students pre-assessment prior to this lesson, focusing on questions 10 and 11 directly relating to what paleontologists do and how fossils are discovered. o Teacher will have students take out their science notebooks and create a list of all the animals they know that lay eggs. (4 minutes) o Teacher will have the students share a few of their ideas to the class. o Teacher will ask students why they think the egg shell is important. Have a few students share their idea with the class. o Teacher will have a normal chicken egg. Break the egg shell in front of the class over a bowl. Ask the students what happened when the shell cracked? Help the students make a connection to the egg shell and the importance of protecting the egg inside. (3 minutes) o Teacher will have the students in their science journal write down what they think would happen to the developing chicken if the eggshell breaks before the baby chick is fully grown? (3 minutes) o Acquire New Information (Step ANI) (Time: 10 minutes) o Teacher will share that dinosaurs laid eggs as well as the animals they had listed in their notebooks and shared with the class. o Teacher will talk specifically about the Oviraptor and eggs. The Oviraptor was discussed in yesterdays lesson as well. o Teacher will write Oviraptor on the board. Explain that there was a fossil that showed an Oviraptor and eggs. Many people believed that the Oviraptor was trying to steal the eggs to eat them. Then, they found another fossil with the dinosaur on the eggs. This had people believe that they were the dinosaurs eggs, and the dinosaur just wanted to protect the eggs. (5 minutes) o Teacher will then write the word Paleontologist on the board. o Teacher will connect the paleontologist to the discoveries and believes of the Oviraptor and the eggs. o Teacher will explain the definition of a Paleontologist. The definition will go underneath the word. Have the students copy both the word and the definition into their notebooks. o Explain that paleontologists study fossils and they will work as paleontologists today. (5 minutes) o Apply Declarative/Procedural Knowledge (Step APP) (Time: 45 minutes) o Students will be divided into four groups. (Could use the expert groups from previous lesson) o Teacher will explain that they are going to be working on stations today. Number each group 1-4 to let the students know what station they will start at first. o Each station will have a directions sheet laid out in case the students forget the directions once they reach their station.

o Station 1: Students will be creating their own fossil using clay and various shapes (classroom/office tools, odd shaped things from home, etc.) The students will press the objects into clay pieces and remove the object. They will then study the fossil they have created and record answers to their Paleontologist sheet (attached at end). They will answer questions as how does it look similar to the object, how different, would this item make a good fossil, why or why not? o Station 2: Students will be discovering fossils. At this station there will be a large box full of sand, rocks, and fossils. The students will be gently digging through the box in search for fossils. Once they have found something that they believe is an actual fossil (not a rock) they will record it on their Paleontologist sheet. They will have small brushes available to wipe away sand from the fossil to really look into the small crevices of the fossil for more detail. o Station 3: Students will get on computers and play a paleontologist online game (link below). The students will go through the game as a Paleontologist and search for fossils and answer questions as what they believe created the fossil. They will then use the fossils they have found to solve puzzles. o Station 4: Students will have various coloring tools available to them at this center as well as blank paper. The students will work individually to draw a picture and write a short story about a Paleontologist. They should focus on how a paleontologist works and how they make discoveries. o Teacher will give each group 10 minutes at each station. The teacher will spend the time rotating from station to station ensuring that students are actively engaged and all questions are being answered. o Generalize or Summarize-Closure of the Lesson (Step GEN) (Time: 5 minutes) o Teacher will lead a class discussion focused on the job of a paleontologist. o Questions will include: remind me what a paleontologist is, what do they work with, what did they learn about eggs, etc. o Students will raise their hands and be called on individually to share their answers with the class o Teacher will ask a few students to share information from their stations. Some will show their pictures, some students can read their stories, some students can show the fossils they made or were excited to find, etc. o Summative Assessment o Students will turn in their paleontologist sheets. They need to have filled out the entire sheet and correctly answer all questions. o Homework (Step HW)

IV.

Materials Needed o Egg o Bowl o Student notebooks o White board o Markers o Computers (6) o Fossil Game link: Caillou the Paleontologist on PBSKids.org o Markers, colored pencils, crayons o Paleontologist Sheet o Various classroom items (paper clips, binder clips, tacks, erasers, building blocks, mini stapler, etc.) o Small odd shapes (sea shells, Legos, ring, earring, plastic food, etc.) o Clay o Blank paper o Box of sand o Fossils (from lesson 1 and newly created/not shown to class before) o Small art brushes o Magnifying glasses Accommodations/Modifications for Diverse Learners Explain how instructional activities will be differentiated (options include content, process, product and/or environment) for these diverse students TAG- when these students were writing their story, they could have to include a list of key terms about paleontologists and their roles in society. They would include certain vocabulary to fulfill the story and take a more nonfictional approach. At Risk- these students will be working in the same groups as the previous lessons to aid in encouragement and peer support. They will continue to build relationships with their group mates to ensure and further comfort the student through asking and answering questions. ELL- these students would have examples written for them on their paleontologist sheet. This would help them have a visual example of what they should be focused on and not be confused by instructions or language. Also, they could focus more on the image of paleontologist in station 4 and depicting a story through the image, and not focus on writing an actual story. Special Education- these students would have a list of vocabulary words with them on their paleontologist sheet as they went through the stations to help them remember the terms and their spelling. Also, they could focus more on the image of paleontologist in station 4 and depicting a story through the image, and not focus on writing an actual story.

V.

VI.

Teacher Reflections What did you expect the students to know, understand, and be able to do by the end of this lesson? o Students will be able to define and explain a paleontologist. o Students will understand the importance of finding fossils and making educated conclusions from these fossils. What went really well in the lesson? o Students loved the interaction from all of the 4 stations. They worked individually on the computer, and with group mates throughout the discovery process. They creatively wrote a story and drew a picture showing their own definition of the new term. What challenges did you face? o This lesson was a lot of work up front for the teacher. Many items need to be found, brought in, organized, and maintained in good shape. What would you do differently in the future? o I could add another station in the future as needed after seeing this lesson and the needs or wants of students that were not met during this. Maybe have a station with a story read to the group on tape, a station with music or a video, etc. Reflect on how expressive (speaking, writing) and/or receptive (listening, reading) literacy was incorporated in the lesson. o During this lesson, students were given opportunities to experience expressive and receptive literacy on several occasions. Students were given an opportunity to use their expressive skills (group skills, speaking, and writing) when asked to work in small groups. They are working to develop listening, sharing, and speaking skills whilst in a group setting, as well as when working independently. Students were given the opportunity to use their receptive skills (listening, reading, identifying) when working independently on questions, worksheets, and formative assessment.

Paleontologist Day!

Name: __________

You are going to go to each of the 4 stations around the room as a paleontologist. Fill out each of the sections below while you are at each station. Have fun! Station 1: Making a Fossil!

Take one of the objects from the bin and create a fossil into your clay. Push very hard to get all the imprints into your clay fossil. Now carefully remove your object and look closely at your clay fossil.
What object did you put into clay?

How does your fossil look similar to the object? How does your fossil look different than your object? Did this object make a good fossil?

Why or why not?

Station 2: Discovering a Fossil!

Dig into the sandy pit! You are searching for fossils. You may come across many objects in there that you do not care to look at, since you are a paleontologist. Whatever you do not want, keep in the pit. When you find a fossil, use your brush and magnifying class for a closer look.
Draw a picture of your fossil

What do you think made this fossil?

Why do you think that made the fossil?

What else could have made the fossil?

Station 3: Caillou the Paleontologist

Your computer is set up already. Do not leave this website. Click go and follow the instructions on screen.
What dinosaurs did you discover?

What did you like most about being a paleontologist? What did you have to in order to find your dinosaur?

Station 4: Creating a Paleontologist

Write a short story about a paleontologist. Think about what their day is like or what they would do. Then you can use the colors at your station to draw a picture of a paleontologist at work on a blank sheet of paper. This picture can match your story if you wish. Mr. Rost will staple it for you when you are finished.
Story Title: ___________________