1. Topic-
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2. Content-
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Paleontology
Vocabulary words used in this lesson:
fossil, paleontologist, true fossils, cast fossils, mold fossils,
and trace fossils
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3. Goals: Aims/Outcomes-
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- Students will know the different types of fossils
- Students will understand the job of a paleontologist
- Students will know how to record data, write in a log, and respond
to a writing prompt
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4. Objectives-
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Students will be able to:
- Distinguish between the different types of fossils with 100% accuracy
after completing the fossils search
- Define six new vocabulary words without error that are associated
with paleontology after discussing the words as a class
- Record data from the fossil search with 100% accuracy after completing
the fossil activity
- Respond to a writing prompt independently after completing the fossil
activity
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5. Materials and Aids-
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| book, box, sand, shovel, Chips Ahoy chocolate chip cookies (there
will be several cookies placed in the box with sand in it), paintbrushes,
toothpicks, napkins, recording log for each student |
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6. Procedures/Methods-
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A. Introduction-
- Construct a KWL chart of fossils. Only fill out the K and W with
the class for now. Write down what the students know about fossils
and want to know about fossils. Have a group discussion.
- Explain that today, we will be learning about how Paleontologists
use different tools to dig for fossils. There are also different types
of fossils.
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B. Development-
- Discuss the following 6 vocabulary terms with the class:
Fossil- the preserved remains or traces of animals, plants, and other
organisms.
Paleontologist- a scientist who studies fossils
True fossils- fossils of actual animal or animal part
Cast fossils- fossils formed when a mold is filled in
Mold fossils- a fossilized impression
Trace fossils- fossilized nests, burrows, or footprint
- While the teacher explains, write the definition on the board by
the word. Keep these vocabulary words and definitions up on the board
for the whole lesson. Transfer these to the science word wall after
the lesson.
- Explain to the students the steps paleontologists take to find a
fossil: First, they use shovels to dig and find fossilized rocks.
Then, they take a brush and brush off the excess dirt or sand. Next,
they take a fossil pick and pick away the surrounding rock to get
to the fossil.
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C. Practice-
- Explain to the students that each of them will now have a chance
to become a "�paleontologist for a day' in the following Fossil Dig
activity. Tell them that during this activity, they should be aware
of and look for the different types of fossils that were just discussed.
First students are given instructions, then each student will do the
following:
- 1. Call students up by rows. Have each student dig with a small
shovel through the box of sand to find a "fossilized rock"� (which
is a chocolate chip cookie). Tell students not to eat the cookie.
- 2. Each student will take their "fossilized rock"� back to
their seat and brush off the excess sand with a "fossil brush"�
(paintbrush).
- 3. Using a "fossil pick"� (toothpick), students will pick the
"fossils"� (chocolate chips) out of their "rocks"� (cookies).
- When all students are finished, discuss as a class which types of
fossils were represented in the activity. The chocolate chips that
were picked out resemble true fossils and the indents that remain
from the chips resemble mold fossils.
- Give each student a cookie to eat!
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D. Independent Practice-
- Each student will be given a "Recording Log"� worksheet.
In this worksheet, the students are asked to identify the 2 different
fossils found in this activity: true fossils = chocolate chips and
mold fossils= indents in cookie from chocolate chips.
- After this activity, the students will be asked to count and record
how many whole "fossils"� (chocolate chips) they were able to
get out of the cookie without breaking. They will also take note of
how many were broken.
- Each student will be given a graph and they will sort the broken
chips from the whole chips. The results will be graphed. At the end
of this activity, the whole class can tally up their results and get
a class average of how many were broken and how many were whole.
- In their science journals, the students will answer the following
prompt individually: "Why is it important for paleontologists
to work carefully with their tools? What did you notice about trying
to get the chocolate chips out of the cookie? Was it challenging?
Why?"�
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E. Accommodations (Differentiated Instruction)-
- For students allergic to these cookies- give those students a
brownie with walnuts, or a candy bar with almonds, or another food
item that contains things for the student to dig out that they are
not allergic to.
- For students with learning disabilities-for these students, give
very detailed directions for the activity. Write the directions on
the board and go over to that student to explain the direction one
on one. If possible, work directly with this student during the activity.
Give them a copy of the vocabulary words and definitions to keep at
their desk during this activity.
- For students with behavioral problems-break this activity up into
smaller chunks for these students so they have an easier time concentrating.
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F. Checking for understanding-
- Teacher observation and questioning during the activity
- Teacher will make sure students have an accurate understanding of
the chocolate chip as representing a true fossil and the holes left
by the chocolate chips as the mold fossils by completing the activity.
- Recording log will be collected and graded
- Graph will be collected and graded
- Science journal entry will be read and graded
- Fossil quiz will be graded
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G. Closure-
- Refer back to the KWL chart constructed at the beginning of the
lesson. As a class, fill in the L part, what the students learned
about fossils. Have a class discussion.
- Exit slip: "After going on your own fossil dig today, what
do you think about a paleontologist's job?"�
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7. Evaluation-
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- Summative: Students will take a Paleontologist quiz about this
lesson's activities. This will include vocabulary word matching and
a brief description of what they did and what they learned from this
activity.
- Extension- Students can pair up. One student in the pair can be
the interviewer and the other can be the paleontologist. The interview
can create questions to ask the paleontologist"�"What were your
findings in your fossil search? What do you find most enjoyable about
your job?"�
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8. Teacher Reflection-
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| This is a wonderful lesson that is very engaging because it requires
a lot of hands on participation from the students. This lesson also
relies heavily on science vocabulary and writing skills, which integrates
literacy into this science lesson very nicely. There is real world
integration in this lesson because the students get the opportunity
to do the job of a paleontologist. |
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