1. Topic-
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Dinosaurs: What were they? When did they live? How do we know about
them? |
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2. Content-
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Students will learn in this unit about the life, extinction, fossils,
change in nature, and the different types of Dinosaurs. The unit will
begin with setting a basis of the students previous knowledge of dinosaurs
whether from prior classes or from somewhere else. This unit will
incorporate lessons about Dinosaurs in all subjects. Dinosaurs will
be the focus of all subjects in the class i.e. Language, Science,
Social Studies, and Mathematics. In order to learn more about Dinosaurs
other than in our classroom the students will have to use one resource
in the school Library to research information that they will be using
throughout the unit. At the end of the unit the students will have
a project on Dinosaurs. The students will be required to each choose
a Dinosaur in which they will study everything about it and construct
a diorama. They will have to present their dioramas to the class providing
adequate information about the Dinosaur and why they chose it. The
project will tie all areas of subjects together using the knowledge
they acquired during the lesson. In addition to this major project
they will also have a quiz in each subject (Mathematics, Social Studies,
Science, and Language) using the skills they have learned during the
lessons in the unit. The unit will end with the major project as well
as an evaluation of their knowledge on Dinosaurs after the unit has
been completed.
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3. Goals: Aims/Outcomes-
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At the end of the lesson, Students will be able to know...
1. Time Sequence/Time Lines. (i.e., Lived on earth 200 million years
ago and became extinct about 64million years ago.)
2. New vocabulary relating to the unit. (I.e., Extinct, carnivores,
herbivores, fossils, etc.)
3. How to conduct research on a specific topic as well as present
scientific research aligned with a diorama as well as listening to
their peers. |
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4. Objectives-
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1. Explain that scientists have theories about what dinosaurs were
like, but that they don't really know for sure as well understand
the development of fossils.
2. Use evidence to support a theory about dinosaurs.
3. Describe how evidence is used to try to determine what a dinosaur
looked like, how it behaved and what happened to them.
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5. Materials and Aids-
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- Internet access
- Library: for research.
- Picture of a familiar animal i.e. dog or cat.
- Writing and drawing materials
You will need to list the words that come to mind when you think of
dinosaurs then explain some of the ways in which animals living today
make use of your specialized body parts. You will also view pictures
of two recently discovered dinosaurs' fossils and describe interesting
things about the dinosaurs' body structures and list ways in which
these dinosaurs might have used their body parts. You will finally
draw pictures of dinosaurs doing realistic activities such as eating
or walking, and write explanations how the dinosaurs are using their
bodies in these activities. This is the first part is the preparation
for the presentation and diorama project due at the end of the unit.
For this assignment you will be a scientist researching dinosaurs
and how they lived. You will need to research a Dinosaur of your choice
after our class discussions and write a short report on the information
you researched. Along with the report you will make a diorama of the
dinosaur and its environment and present it to the class. When preparing
for your presentation you will pretend that the class is a group of
fellow scientists all researching the topic, you will need to present
your research in order to better the knowledge of the scientists as
a collective.
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6. Procedures/Methods-
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A. Introduction-
1. Explain to students that they are going to learn about how scientists
use evidence left by the dinosaurs to tell what dinosaurs looked like
and how they behaved. Let students know that they will be trying to
decide some things about dinosaurs from what dinosaurs left behind.
2. Explain to students that dinosaurs lived so long ago that no human
being has ever seen a real one, which means that the best we can do
is have theories about what they looked like and how they behaved.
Tell them that scientists who study dinosaurs are called paleontologists
(write this word on the chalkboard) and that some theories that paleontologists
have had about dinosaurs have been proven wrong. For example, in the
movie Jurassic Park, giant plant eaters are seen standing on their
hind legs to eat leaves off of tall trees, but many scientists do
not believe that they ever did that!
3. Explain to students that scientists use clues to develop theories
about dinosaurs. Tell them about fossils (write this word on the board
as well), and explain that fossils include dinosaur bones, dinosaur
footprints, dinosaur teeth, and even dinosaur eggs.
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B. Development-
1. "What Ever Happened to the Dinosaurs?"� will be the focus
of today's lesson. Extinction will be written on the board at the
beginning of the lesson. I will read the word to them and ask if anyone
knows what this word means. I do not expect them to know what the
definition is but I want to see if they have an idea of what it means.
I will have a large KWL (Know, Wonder, Learn) poster on the front
bulletin board for them to reference throughout the lesson. They will
use this to determine what they know, wonder and learn about dinosaurs.
2. Using the KWL chart with the class they will be able to give prior
knowledge about dinosaurs as well as things they are curious about
want to learn. Lastly, they will then use scientific evidence gained
from the lesson to explain what they have learned.
3. To add to the KWL the students will talk about the dinosaurs being
extinct and why they think the dinosaurs became extinct. I will use
the overhead and show pictures of the possible theories scientists
believe could account for why they are extinct. When I show them each
picture I will ask them what they think is happening in the picture.
This will be repeated for each picture. |
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C. Practice-
1. Discover dinosaurs"�part of the in class assignments will be
for students to look at books and Internet pictures of dinosaurs,
fossils and possible extinction theories. In addition they will be
able to go outside and find things to create their own fossils. During
this activity they will become scientific explorers allowing them
to look at the world through a scientific eye.
2. Have your students collect seeds or pinecones, and then press them
into clay to make their own "fossils." I will also have students use
shells and fake bones from our resource closet to make impressions.
When their work is complete, I will have students attempt to identify
the plants and animals that each other's fossils were made from. I
will also have students create a diorama of the dinosaur of their
choice and its environment. They will need to write up information
about their dinosaur.
3. Have the class give ideas that they would like to know about Dinosaurs.
Then write them down on the board for them. We will then toss around
ideas that may answer these questions. Following this process we will
begin our first task. In this task I will read the book "Boy
Were We Wrong about the Dinosaurs"� aloud with the class. This book
will bring the information to their level in order for them to grasp
everything informational about Dinosaurs. In order for the class to
actually discuss dinosaurs they will need information to set up the
basis of the conversations. Also at this point I will ask them what
they think could have happened to the dinosaurs. Present the students
with the possible ideas that scientists have come up with for reasons
why the Dinosaurs are extinct. Having these ideas presented to them
will show them that we do not know for certain why the Dinosaurs are
no longer here and have become extinct. It will also show them that
not all animals will continue to live on earth thus becoming extinct.
After these ideas are presented then break the class up into as even
groups as possible and give them the task of supporting each reason
for the extinction. Each group will support one of the hypotheses.
This assignment will focus on the inability of the dinosaurs to adapt
and became extinct.
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D. Independent Practice-
1. The students will be required to each choose a Dinosaur in which
they will study everything about it and construct a diorama. They
will have to present their dioramas to the class providing adequate
information about the Dinosaur and why they chose it. The project
will tie all areas of subjects together using the knowledge they acquired
during the unit.
2. Students will discuss pictures of dinosaurs and fossils, they will
realize that fossils tell a story about the animal. They will describe
the facts they see, (i.e. how tall, how wide, what kind of teeth,
and they describe ideas) Through this hypothesis they can also infer
what the dinosaurs may have eaten, how fast it may have moved due
to its leg structure, and how it may have hunted. Once students have
an understanding of how to extrapolate facts and ideas from fossils,
they will do some of their own digging in the second part of this
lesson to practice using the thinking skills they've obtained.
3. Students will need to list the words that come to mind when you
think of dinosaurs then explain some of the ways in which animals
living today make use of your specialized body parts. You will also
view pictures of two recently discovered dinosaurs' fossils and describe
interesting things about the dinosaurs' body structures and list ways
in which these dinosaurs might have used their body parts. You will
finally draw pictures of dinosaurs doing realistic activities such
as eating or walking, and write explanations how the dinosaurs are
using their bodies in these activities. This is the first part is
the preparation for the presentation and diorama project due at the
end of the unit. |
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E. Accommodations (Differentiated Instruction)-
1. Differentiated Instruction #1: To address readiness needs.
Students who will be more timid in class discussion will have a more
difficult time benefiting from these activities as well as the report
assignment for the end of the unit. I will need to find ways to involve
all the students especially those with difficulty speaking in front
of the class. Another issue that may arise is that some students may
not be fully prepared or ready to write reports or perform research
tasks at this level. I do not expect any student to be fully equipped
with all of these tasks because this will be fairly new for them all.
I will just need to know that it is new and make sure I fully explain
every step and walk them through it all. This will help minimize any
discouragement from the assignment with any students.
2. Differentiated Instruction #2: To tap student interests.
The students are instructed to relate this project to their pets and
their own lives to make it easier to relate too as well as understand
since they will be comparing dinosaurs to what they know about their
lives and habits. This will easily tap into their interests because
at their age they are very interested in themselves.
3. Differentiated Instruction #3: To address student learning preferences.
To allow different learning preferences they have the choice to research
from a computer, in books, and their personal lives. This will give
them options to rely on one or more that they are comfortable with. |
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F. Checking for understanding-
1. The students will use the KWL worksheet to determine what they
already know, what they wonder and what they have learned about Dinosaurs.
This will provide a record of the students progress throughout the
lesson.
2. Students will assess their understanding of extinction through
a cause and effect worksheet that will allow them to determine what
theories they know and understand about Dinosaur extinction.
3. The students will also be assessed through their class work and
writing assignments that show what they have learned about Dinosaurs
through in class participation and independent work.
4.At the end of the lessons the students will have a homework project
on Dinosaurs. At this time they will combine all of the information
they have learned during the lesson and present it to the class. |
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G. Closure-
1. At the end of the lesson the students will finish the KWL worksheet.
The last part of the worksheet the students will together fill in
the "learn" column. Through this activity I can see what they students
are taking away from the lesson.
2. The lesson will end with the students presentations of their reports
and dioramas. |
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7. Evaluation-
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1. For the final assignment the student will be a scientist researching
dinosaurs and how they lived. You will need to research a Dinosaur
of your choice after our class discussions and write a short report
on the information you researched. Along with the report you will
make a diorama of the dinosaur and its environment and present it
to the class. When preparing for your presentation you will pretend
that the class is a group of fellow scientists all researching the
topic, you will need to present your research in order to better the
knowledge of the scientists as a collective.
2. The students will be required to each choose a Dinosaur in which
they will study everything about it and construct a diorama. They
will have to present their dioramas to the class providing adequate
information about the Dinosaur and why they chose it. The project
will tie all areas of subjects together using the knowledge they acquired
during the unit. They will be assessed using a rubric for their report
and presentation. |
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8. Teacher Reflection-
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This lesson will promote exploration of their knowledge about Dinosaurs.
They should know about Dinosaurs however I do not expect their knowledge
to be extensive.
By introducing the unit slowly and allow them to take part in what
they learn will make them more excited to learn and take part in class.
Using their questions as a guide I will make sure that what they want
to learn will get taught as well as what is necessary for the unit.
For the students who have trouble with the projects or readings their
assignments will be less extensive. I will also help support them
through modeling and guided practice so that they can work more successfully
through their assignments.
Overall I felt that this lesson was successful. Students were able
to successfully present their findings and the work they created.
Breaking down each major section allowed students to build on what
they are learning. Many students know more about Dinosaurs than even
they think. Building on their prior knowledge and interest really
fuels this type of lesson. Students at this age love to create things
so using a diorama and making their own fossils will keep students
interested in the lesson. However, I do think after reviewing my lesson
that I may have a lot packed into one lesson. I think that I could
spread the lessons out over a period of time.
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