Friday (Fossils)
1
Lesson Plan 5: Friday (Fossils)
Title of Unit: Rockin Rocks
Grade Level for Unit: 3rd Grade
Teaching fossils to 3rd graders; twenty (20) students total, 11 girls, 9 boys, 2 of which are African
American.
A – Analyze Learners
Ø 3rd graders
Ø 20 total students: 11 girls, 9 boys
· 2 African Americans
This lesson plan is designed for 3rd grade students and assumes all students are on or above their grade level. The class is made up of audio, visual, and kinesthetic learners. Students in this grade level will build upon and work towards understanding a fossil. All students will have the same opportunity to learn about fossils through discussion and exploration. Students will be profiled during whole group discussion to determine skills and prior knowledge about four types of fossils (true, caste, mould, trace). Students will be to describe how fossils are formed and to give examples of fossils. Students will be asked to explain the job of a paleontologist. Students will learn vocabulary words, participate in a fossil dig activity, take a virtual tour of fossil museums, complete a field journal activity via WebQuest, Journal Writing, and a Unit Project.
S – State Objectives
· Students will be able to define fossil.
· Students will be able to list and describe the four types of fossils (true, caste, mould, trace).
· Students will be able to explain the job of a paleontologist.
· Students will participate in the “Fossil Dig” activity.
A. Students will be able to express thoughts, ideas, and knowledge through oral, written, and multimedia communications towards an understanding of fossils.
Ø Oral Communications:
· Students will identify and describe four different types of fossils (true, caste, mould, trace).
· Students will identify and describe where fossils are found.
· Students will define vocabulary words (fossil, true fossil, caste fossil, mould fossil, trace fossil, paleontologist)
· Students will participate in a “Fossil Dig” activity and describe what they have learned.
Ø Written Communications:
· Students will describe four different types of fossils (true, caste, mould, trace), how they are formed, their physical properties, and where they are found by completing the WebQuest “Fossil Find.” Answers must be in complete sentences. Students must write complete sentences and record this information in their “Field Journals” as indicated in the WebQuest.
· Students will compare and contrast similarities of different types of fossils by completing the assigned WebQuest “Fossil Find.” Students must write complete sentences and record this information in their “Field Journals” as indicated in the WebQuest.
· Students will reflect on what they have learned by Journal Writing answering the questions, “what did you learn about fossils and what would you like to learn about fossils” with a one (1) paragraph in length requirement for each response question.
· Students will reflect on what they learned throughout the unit by presenting a Unit Project on either fossils or rocks.
Ø Multimedia Communications:
· Students will retrieve relevant information from a variety of media sources and use this information to create an effective multimedia presentation.
B. After learning about fossils, students will achieve all stated objectives accurately by the end of the lesson.
S – Select Methods, Media, and Material
The various methods, media, and materials selected allow audio, visual, and kinesthetic learners to equally take part.
Ø Methods:
· A brief lecture on fossils and the four different types (true, caste, mould, trace).
· An activity on fossil digging.
Ø Media:
· World Wide Web, IPad, Computer, White Board
· YouTube Video “Fossil Hunting”
http://www.neok12.com/php/watch.php?v=zX076e0e6d5a7b775b0d7a41&t=Fossils
· Virtual Tours:
www.projectexploration.org
www.prehistoricplanet.com/wv/fossils/
www.wvgs.wvnet.edu/www/museum/htm
Ø Materials:
· Field Journal (created by students during Lesson 1)
· chocolate chip cookies
· sugar cookies
The food contents will be thoroughly explained prior to distributing to the class to account for food allergies or religious beliefs/customs. Sugar cookies will be given to those allergic to chocolate.
· medium sized box
· play sand
· small plastic shovel
· small paintbrushes
· toothpicks
· napkins
· pencils
· white poster board
· Fossil Dig Activity Instructions
· WebQuest titled “Fossil Find”
U – Utilize Media and Material
Media and materials will be utilized in a way that relates to fossils. All media and materials must be age and content appropriate and suitable for all students of this grade-level and diversity. The learning environment will be made free of clutter so students will not become injured. Questions will be asked periodically throughout the lesson to determine how the students understand the information presented and help bridge any gaps.
During whole group discussion, the teacher will bring up images of fossils on the Smart Board and give a brief overview of fossils and the different types of fossils, the types of fossils (true, caste, mould, trace) will be discussed, and vocabulary words (fossil, true fossil, caste fossil, mould fossil, trace fossil, paleontologist) will be written on the white board and defined. Students will watch the YouTube video “Fossil Hunting” on the Smart Board as a whole class. During whole group discussion, students will discuss fossils, different types of fossils, provide examples for each type of fossil type, define vocabulary words (fossil, true fossil, caste fossil, mould fossil, trace fossil, paleontologist), discuss the job of paleontologists, and compare the similarities and differences of fossils. Students are encouraged to take notes about fossils in their writing journals.
Students will work in small groups assigned by the teacher to complete the WebQuest titled “Fossil Find” in which they will answer questions about fossils and take a virtual tour. As a whole class, students will participate in a “Fossil Dig” activity (instructions included below after Teacher Reflection). Students will reflect on what they have learned by answering the questions, “what did you learn about fossils and what would you like to learn about fossils” with a one (1) page well developed essay in their Writing Journals. Students will present their group Unit Project on rocks assigned and worked on during Lesson 3 -Thursday.
During closure, review concepts and vocabulary, ask students to share any fossil stories they have, and ell students they can search in their own backyards and neighborhoods to find rocks discussed or objects that have or could have become fossilized.
R – Require Learner Participation
Students will respectfully collaborate with their peers. Each student regardless of reading level, learning styles, or cultures will participate through flexible grouping, journal writing, and activities. Students will participate when questions are asked periodically throughout the lesson. Students will have an opportunity to practice the concepts they learned about fossils—during class discussion, WebQuest, journal writing, fossil digging, and group project presentations.
E – Evaluate and Revise
Students will be evaluated during oral and written discussions, online assignments, activities, journal writing, and presentations using a checklist that reveal student development and understanding with regard to each objective. In addition, students’ response to the methods, media, and materials utilized will also be evaluated. The results will be used to evaluate each student’s progress, understanding, and achievement. The information will be used to revise and modify instruction if needed.
3 / 2 / 1 / 0Fossil Dig Activity / Participates 100% / Participates 75% / Participates 50% / Participates 25%
WebQuest
“Fossil Find” / Completes 100% of required tasks / Completes 75% of required tasks / Completes 50% of required tasks / Completes 25% of required tasks
Journal Writing Essay / Answers two (2) of the required questions / Answers one (1) of the required questions / Answers one (1) of the required questions but lacks details / Does not answer any the listed questions
Group Project / Participated and contributed in the group to create a project / Did not participate or contribute in the group to create a project
Teacher Reflection:
Were the objections clearly outlined?
Were the objectives met?
Were the performance requirements achieved in the designated time allotted?
Was the evaluation/assessment fair?
Did the evaluation/assessment measure the learned outcomes appropriately?
Were a variety of resources utilized?
Did students of each learning styles benefit from the material?
Did the methods, media, and materials match the objectives?
Was the material appropriately challenging?
Was this lesson effective?
Do any areas of instruction need to be revised or modified?
Did all students participate in the activities and projects assigned?
Did all students complete the assignments?
Materials:
WebQuest “Fossil Find”
Fossil Dig Activity (Instructions):
1. Students will each have a turn to “dig” with a small shovel through the box of play sand to find a “fossilized rock” (which is a chocolate chip cookie). Inform students not to eat the cookie.
2. Each student will take their “fossilized rock” and a napkin back to their seat to brush off the excess sand with a “fossil brush” (small paintbrush).
3. Using a “fossil pick” (toothpick), students will pick the “fossils” (chocolate chips) out of their “rocks” (cookies).
4. Once all students are finished, discuss as a class which types of fossils were represented in this activity by asking students the following:
· What type of fossil was represented?
· What type of fossil do the chocolate chips picked out resemble?
· What type of fossil do the indents that remain from the chips resemble?
5. Give each student a chocolate chip cookie to eat.