Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Authors: Gail Ahrens, Lynn Ashcroft, Katie Middendorff Title: Ancient Creatures and Landforms Grade Level: 2 Goals/Standards: (#S) State Goal 12: Understand the fundamental concepts, principals and interconnections of the life, physical and earth/space sciences. Standard A. Know and apply concepts that explain how living things function, adapt and change. Standard B. Know and apply concepts that describe how living things interact with each other and their environment. Explain how fossils are formed and how the fossil record helps us understand change over time Recognize and state the similarities and differences between various types of ancient creatures Analyze and describe the habitats revealed by the fossil record Explain the relationships between ancient creatures and modern life forms State Goal 1: Reading with understanding and fluency. Standard A. Apply word analysis and vocabulary skills to comprehend selections. Standard B. Apply reading strategies to improve understanding and fluency. Standard C. Comprehend a broad range of reading materials. () = outcome is assessed
(Number refers to assessment)

CONTEXT Engaging the Learner

CONTENT
Teaching and Learning Events*

Note: QAR strategy is introduced before unit begins Encourage I Wonder statements and questions from students The teacher will read a letter from after presenting the letter & fossil to complete KWL chart. a primary teacher whose students The teacher begins the unit by reading, Fossils Tell of Long want help identifying a fossil and Ago, by Aliki. Students create a fossil by imprinting objects information about the creature from in clay. which it came. Inquiry Activities: Teacher rereads: Fossils Tell of Long Ago by Aliki. Students The students will create a Museum create a sequencing booklet explaining fossil formation, and Guide and displays to share with the following day reads Digging Up Dinosaurs by Aliki to kindergarten students to help them finish sequencing booklet information about fossil excavation, understand about fossils and scientific study & museum display. (1) ancient creatures. Closed word sort / dictionary to make connections to words and content Chocolate chip cookie fossil dig QAR: using the strategy within the unit Utilizing text features Information Search Inferencing Digging Deep Into Fossil Facts Research - Students begin inquiry by locating information using trade books and Internet. Students record notes on data sheet which will be used to create a Kid Pix presentation slide for the Museum Guide. (3/4) Final Team Performance Students will be divided into groups by the periods of time during the Mesozoic Era (Triassic, Jurassic, & Cretaceous) that their creature lived. Students will create a wall mural showing their creatures living in a correctly illustrated environment.
Individual Student Assessments

(1) Ordered events in a sequenced booklet (2) Each student contributes information for classification chart (3) Data sheet shows information discovered during research (4) Students will present map with shaded area representing where fossils have been found (5) Students display model with Museum Guide and Museum Guide
*Numbers after Teaching and Learning Events refer to assessments

Emily Alford, 1998

Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Authors: Gail Ahrens, Lynn Ashcroft, Katie Middendorff Title: Ancient Creatures and Landforms Grade Level: 2 Goals/Standards: (#S) State Goal 3: Write to communicate for a variety of purposes CONTEXT Engaging the Learner

CONTENT Teaching and Learning Events* Create a chart to classify types of ancient creatures based on the eating habitats of creatures found in research (2) Synthesizing Use a T-chart to compare ancient and modern creatures

Parent/child home project: Create a model showing the researched dinosaur in its natural habitat for display in the Dinosaur Museum (5) Family and friends are invited to visit the Dinosaur Museum

Final Team Performance (1) (2) (3) (4) () = outcome is assessed

(Number refers to assessment)

(5)

Individual Student Assessments Ordered events in a sequenced booklet Each student contributes information for classification chart Data sheet shows information discovered during research Students will present map with shaded area representing where fossils have been found Students display model in Dinosaur Museum with Museum Guide

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

To: Second Grade Students From: Ms. Jones Dear Students, A friend of mine recently found an interesting rock while on vacation out west. It looks like it might contain an ancient fossil. I understand that your class has been learning about landforms of the earth. I would like your help to excavate the fossil and identify which animal it came from. Since you are becoming such good readers, I hope you will take time to research the fossil and share the information you find with our kindergarten students. Some of the questions my students have asked are: How is a fossil formed? Which animal made this fossil? Where did the animal live? What did the animal eat? Did the animal have enemies? Are these animals still alive today? How was the fossilized animal like other animals from long ago?

When you are finished researching, please invite us to share the discoveries you have made. It would be helpful to us to see a model, a map, and a report to better understand all you have learned. Sincerely, Ms. Jones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 3: Write to communicate for a variety of purposes Standard: B. Compose well-organized and coherent writing for specific purposes and audiences Reading Strategy: Asking Questions Activity Name: KWL Note: page 1 of 2 Description and detailed sequence of activities: 1. After reading the letter from the kindergarten teacher about finding a fossil, students and teacher will generate statements for the What I Know and What I Want to Learn columns of the KWL. (Students can keep this sheet to refer back to throughout the unit.) Time Line: l class session Technologies used and technical skills needed: NA Equipment Name: Fossil KWL worksheet, letter from Kindergarten teacher Supply/Materials Source and Ordering Info: NA Resources Web Sites: NA Resources Software, Source and Ordering Info: NA Milestones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens & Katie Middendorff State Goal 5: Use the languages arts to acquire, assess, and communicate information Standard: Apply acquired information, concepts, and ideas to communicate in a variety of formats Benchmark: Students create fossil imprints and make inferences about them. Reading Strategies: Drawing inferences Note: page 2 of 2 Activity Name: Fossil imprints Description and detailed sequence of activities: Session 1: 1. Teacher reads aloud: Fossils Tell of Long Ago byAliki. 2. Students each get a small clump of modeling clay to flatten out. 3. Students take an object and press it into the clay to make an imprint. 4. Students share their fossils and other students attempt to identify the original objects imprinted. 5. Students make inferences about their fossils and how information can be gathered from fossils found in landforms around the world. Time Line: 1 class session Technologies used: Equipment Name: miscellaneous objects (shells or other hard objects), clay Supply/Materials Source and Ordering Info: Fossils Tell of Long Ago, Alika, HarperCollins, NY Resources Web Sites: Resources Software, Source and Ordering Info:

Fossils
What I know What I want to know What I learned

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens & Katie Middendorff State Goal 5: Use the languages arts to acquire, assess, and communicate information Standard: Apply acquired information, concepts, and ideas to communicate in a variety of formats Benchmark: Students create a sequencing booklet Reading Strategies: Identifying important information Activity Name: Sequencing booklet Description and detailed sequence of activities: Session 1: 1. Teacher reads aloud: Fossils Tell of Long Ago, Aliki drawing students attention to sequence of events 2. Open discussion with students recalling stages of fossil development 3. Brainstorm verbs to use in writing the processes of fossil formation 4. Write descriptive sentences for each of the first five pages of the fossil sequencing booklet that explains fossil formation Session 2: 1. Teacher reads aloud: Digging Up Dinosaurs, Aliki drawing students attention to sequence of events 2. Class discussion with students recalling stages of fossil excavation, scientific study and museum display 3. Brainstorm verbs to use in writing the processes of fossil excavation, scientific study and museum display 4. Write descriptive sentences for each of the last six pages of the fossil sequencing booklet that explains fossil excavation, scientific study and museum display Time Line: 2 class sessions Technologies used: Equipment Name: Teacher-made Sequencing booklet (Note: copy pages 2-sided to create booklet in page order) Supply/Materials Source and Ordering Info: Fossils Tell of Long Ago, Alika, HarperCollins, NY Digging Up Dinosaurs, Aliki, HarperCollins Publishers, NY Resources Web Sites:

Resources Software, Source and Ordering Info:

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 1: Read with understanding and fluency. Standard A: Apply word analysis and vocabulary skills to comprehend selections. Reading Strategy: Making connections Activity Name: Closed Word Sorts (pre-reading activity) Description and detailed sequence of activities: 1. Use 31 important words (on flashcards) found in selected books for research 2. Have students work in small groups (3-4) 3. Sort words by categories: NOUNS (person, place, thing); VERBS (action words) ADJECTIVES (describe nouns) {color coded} Fossil, herbivore, carnivore, prehistoric, era, period, evolve, reptile, amphibian, skeleton, mammals, dinosaur, invertebrates, prey, trilobites, museum, model, paleontologist, extinct, omnivore, ancient, Pangea, vertebrates, predator, ferocious, preserve, disappear, rot, hardened, study, dig 4. In small groups, students will discuss the meanings words & place the flashcards under the appropriate categories 5. Whole group evaluates correct placement of words in categories as students give reasons for choices of categories. 6. Students record words in individual student dictionaries. These dictionaries can be used to record word meanings as the unit progresses. Follow up reading: silent reading time where students read selected books: Fossils, Claire Llewellyn; Dinosaur Bones, Aliki; Prehistoric Animals, David Eastman Time Line: 2 class sessions Technologies used and technical skills needed: none Equipment Name: word cards, chart paper and/or word wall, teacher-made dictionaries, books Supply/Materials Source and Ordering Info: Fossils, Claire Llewellyn; Rigby Literacy, 500 Coventry Lane, Crystal Lake, IL Dinosaur Bones, Aliki; Harper Trophy, Lets Read and Find Out series Prehistoric Animals, David Eastman; Troll Communications Resources Web Sites:

Resources Software, Source and Ordering Info: Milestones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 10: Collect, organize and analyze data using statistical methods; predict results and interpret uncertainty using concepts of probability. Standard: B. Formulate questions, design data collection methods, gather and analyze data and communicate findings. Reading Strategy: Visualizing Activity Name: Chocolate chip fossil excavation Description and detailed sequence of activities: 1. Students will predict the number of whole chips they think they will remove from their cookie. 2. Students will brainstorm strategies for removing the chips without breaking them. 3. Wearing their PALEONTOLOGIST badges, students will use a straightened paper clip & a new, clean paintbrush, to remove as many whole chips from the cookie as possible. 4. Students will record their results (# of whole chips removed) on a class graph created in Graph Club. *If software is unavailable another method of graphing will suffice. Time Line: l class session Technologies used and technical skills needed: Computer, software Equipment Name: Enough paper towels/plates, paper clips, paintbrushes and chocolate chip cookies (large chips) for each student Supply/Materials Source and Ordering Info: NA Resources Web Sites: NA Resources Software, Source and Ordering Info: Graph Club, Tom Snyder, Inc Milestones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 1: Reading with understanding and fluency Standard: B. Apply reading strategies to improve understanding and fluency. Reading Strategy: Asking Questions Activity Name: QAR Description and detailed sequence of activities: 1. Read together: Fossils, Claire Llewellyn 2. Groups of students will be given two questions (1 thin, 1 thick) on sentence strips. When the teacher reads the story aloud for a second time, the group that has the question for the information read will raise their hands. 3. Students will then determine if the question is thin or thick and place that question strip on the 2-column chart. 4. Thin Questions: What is a fossil? Where did the first earth creatures live? What were the first living things on land? How long was the biggest dinosaur footprint? When did the first forests begin to grow on earth? 5. Thick questions: What things can become fossils? How are fossils formed? How do scientists make a model of a dinosaur? What information can a dinosaur footprint fossil tell you? Which living thing appeared first: birds, insects or dinosaurs? Time Line: l class session Technologies used and technical skills needed: NA Equipment Name: sentence strips, chart paper divided into 2 columns (thin & thick) Supply/Materials Source and Ordering Info: Fossils, Claire Llewellyn; Rigby Literacy, 500 Coventry Lane, Crystal Lake, IL Resources Web Sites: NA Resources Software, Source and Ordering Info: NA Milestones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. State Goal 1: Reading with understanding and fluency. Standard B: Apply reading strategies to improve understanding and fluency. Reading Strategy: Determining Importance Activity Name: Utilizing text features in non-fiction text Description and detailed sequence of activities: 1. While looking at the big book, Fossils, by Claire Llewellyn, teacher and students identify: title, contents page, glossary/index, bold-faced print, pictures, diagrams and captions 2. Teacher models how to use text features to locate big ideas and details: 3. Students will get into small groups to apply text features skills with other related books. 4. Students will evaluate the text features using a check-off list. 5. Students will find answers to questions (worksheet) by using text features. Time Line: 2 class sessions Technologies used and technical skills needed: Equipment Name: Information Search worksheet Supply/Materials Source and Ordering Info: The Dinosaur Connection, Buck Wilde; Rigby I Dig Dinosaurs; The Wright Group Long, Long Ago, Judith McKinnon; Rigby Prehistoric Record Breakers, Rod Theodorou; Rigby Resources Web Sites: Resources Software, Source and Ordering Info: Milestones :

Names_________________________________________________

Information Search
Questions/Answers
How many theories do scientists have about the end of the dinosaurs?

Features
Contents Heading Glossary/ Index Graphics

What did some plant eater have inside them to help digest food?

How do we know that giant dragonflies existed during the dinosaur age?

What was the largest flying reptile as big as?

What do alligators help scientists learn about dinosaurs?

Who helps us know about the past?

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. State Goal 1: Reading with understanding and fluency. Standard: C. Comprehend a broad range of reading materials. Reading Strategy: Inferencing Activity Name: Fact/Inference T-Chart Description and detailed sequence of activities: 1. Students will work in small groups to read and share selected books. 2. Students will generate facts. 3. Students will complete a T-chart listing inferences for fossil facts. Time Line: 1 class session Technologies used and technical skills needed: Equipment Name: Fact/Inference T-Chart worksheet Supply/Materials Source and Ordering Info: The Dinosaur Connection, Buck Wilde; Rigby I Dig Dinosaurs; The Wright Group Long, Long Ago, Judith McKinnon; Rigby Prehistoric Record Breakers, Rod Theodorou; Rigby Fossils, Claire Llewellyn; Rigby Literacy, 500 Coventry Lane, Crystal Lake, IL Dinosaur Bones, Aliki; Harper Trophy, Lets Read and Find Out series Prehistoric Animals, David Eastman; Troll Communications Resources Web Sites: Resources Software, Source and Ordering Info: Milestones:

Digging Deep Into Fossil Facts!

FACTS
Some marine animal fossils are found in rock on a mountain. Many fossils are discovered with only small parts showing above the ground. Ancient dragonflies were very big compared to modern day dragonflies. Dinosaurs are reptiles.

INFERENCES (Draw a conclusion)

Sometimes fossils of animals are found in another animals stomach. Most fossil remains found are incomplete.

Some fossils are animal footprints left in mud. Coal is a fossil fuel.

Early fossil hunters, Mr. Mantell, Mr. Buckland, and Mary Anning lived in England. Fossils have been found all over the world.

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 3: Write to communicate for a variety of purposes Standard: B. Compose well-organized and coherent writing for specific purposes and audiences Reading Strategy: Identifying important information Activity Name: Research Description and detailed sequence of activities: 1. Students will select a dinosaur from a list of dinosaur names to research further. (note: if using the Internet as a main source, use the list from the Enchanted Learning website to ensure that students will be able to locate needed information). 2. Students will record specific data about their dinosaur from books and Internet sources on the Student note-taking data sheet. This data will be rewritten or typed into a final report. Categories include: Dinosaur description, habitat, eating habits and other important information. 3. In Kid Pix, students use data sheets to create Museum Guide pages on slides for presentation: description, habitat, eating habits, connection to modern creatures. After writing/typing sentences, students can illustrate each page. Students may record narration. 4. On the last page of the Museum Guide, students will locate where their dinosaur fossils have been found on a world map. Students will create a map key to accompany the map using a color code for fossil location. Time Line: Independent research time (approx. range 2-5 days depending on students) Technologies used and technical skills needed: Internet and word processing Equipment Name: See Bibliography Supply/Materials Source and Ordering Info: Resources Web Sites: www.Enchantedlearning.com Resources Software, Source and Ordering Info: Kid Pix, Broderbund Milestones

Description

Description of habitat

Eating habits

Other interesting information-fossil location

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 1: Read with understanding and fluency Standard: Recognize and state the similarities and differences between various types of ancient creatures Reading Strategy: Synthesizing Activity Name: Chart Description and detailed sequence of activities: 1. Predict which category will have the most creatures listed. 2. Students are invited to write the name of their dinosaurs under the appropriate heading to classify them by eating habits. 3. Discuss probability of types of eating habits of other dinosaurs that were not included in the research. Example: Carnivores Herbivores Omnivores

Time Line: 1 session Technologies used and technical skills needed: Equipment Name: Chart paper, markers Supply/Materials Source and Ordering Info: See Bibliography Resources Web Sites: Resources Software, Source and Ordering Info: Milestones

Unit Title: Ancient Creatures and Landforms Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff Teaching and Learning Events (Engaging Activities) State Goal 1: Read with understanding and fluency Standard: Explain relationships between ancient creatures and modern life forms Reading Strategy: Synthesizing Activity Name: T-chart Description and detailed sequence of activities: 1. Discuss discoveries showing relationships between ancient creatures to their
cousins living in modern day.

2. Brainstorm list of animals living today that remind students of ancient animals. 3. Create a T-chart comparing ancient creatures to creatures that might be their modern relatives. Example: Ancient creature Ceratops Rhino Modern cousin

Time Line: 1 session Technologies used and technical skills needed: Equipment Name: Chart paper, markers Supply/Materials Source and Ordering Info: See Bibliography Resources Web Sites: Resources Software, Source and Ordering Info: Milestones

Ancient Creatures and Landforms Bibliography

Digging Up Dinosaurs, Aliki, HarperCollins Publishers, NY Dinosaur Bones, Aliki; Harper Trophy, Lets Read and Find Out series Dinosaur Connection, The, Buck Wilde; Rigby Dinosaurs Are Different, Aliki, HarperCollins Publishers, NY Fossils, Claire Llewellyn; Rigby Literacy, 500 Coventry Lane, Crystal Lake, IL Fossils Tell of Long Ago, Alika, HarperCollins, NY I Dig Dinosaurs; The Wright Group Long, Long Ago, Judith McKinnon; Rigby Mary Anning: Fossil Hunter, Sally M. Walker, Scholastic, Inc., NY My Visit to the Dinosaurs, Aliki, HarperCollins Publishers, NY Prehistoric Animals, David Eastman; Troll Communications Prehistoric Record Breakers, Rod Theodorou; Rigby