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Lesson Plan

Name: Candice McCorkle Subject: Fossils (Science) Date: 11-11-13 Grade Level: 3

Demographics:   23 Students (11 boys, 12 girls) 1 student with Asperger's disorder

Lesson Objectives: To use knowledge gained from the fossil lessons and activities to attain understanding of what a paleontologist does, how fossils are created, where they can be found, how scientists can tell how old they are, and why fossils of ocean animals are found on mountains today.

Instructional Goals: The children will be able to:          Instruction:  Have the students answer the question, “How do scientists know how old a fossil is?” This is to allow for students to think critically using a combination of previous information that we have learned last week and any prior knowledge.   On the Smartboard, we’ll draw and discuss the layers of earth, ash, sediment, etc to help us understand the different layers that fossils may be found in. Then read, discuss, and explain Pages 1 & 2 of the packet Define the words fossil, sediment, and fossil record Explain the difference between mold, cast, and trace fossils Create 2 fossils and clarify what kind of fossils they have made Explain why we could not make a cast fossil during this lab Answer questions in the packet using paragraph on the page as a reference Use details from the passage to explain why they chose their answer Use critical thinking to answer questions based on information from the reading Follow directions to complete the lab Recall information days after the lesson was taught

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Discuss vocabulary words: fossil, sediment, fossil record, explain the difference between mold, cast, and trace fossils Using Document Camera to explain the lab: o Show the pre-made “sediment” and roll into a ball o Flatten with palm until it is the same thickness as your thumb o Choose 2 objects from the pile to create mold and/or trace fossils  “Why can’t we make cast fossils?” o Press the objects into the “sediment”, count to 15, GENTLY lift them out, and put them back into the pile o Then place your “sediment” on the plate with your name to dry o 4 students at the back table at a time o “While you are waiting to create your fossil/when you finish your fossil work on your packet. You do not have to write an answer for the “Talk” question at the bottom of page two, but I want you to think about it because once everyone is done with their fossils we are going to discuss it as a class.”

Content Standards:

 C.4.5 Use data they have collected to develop explanations and answer questions
generated by investigations   C.4.7 Support their conclusions with logical arguments E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations Instructional Materials/Resources:   Questions Sheet (in their Science folder) Sediment (pre-made) o 1 cup used coffee grounds o ½ cup cold coffee o 1 ½ cups flour

o ½ cup salt o Mixing bowl o Spoon o Small objects such as shells and plastic play animals    Small paper plates (one per student whit their name on it) Science Packet (One per student, already in their Science folder) Smartboard set up o Blank page o Page 1 of packet (photo taken with Avervision 4) o Page 2 of packet (photo taken with Avervision 4) o Lab Checklist Assessment:     Lab checklist Packet graded Participation grade

Modifications: No modifications need to be made at this time for any students

Reflections:

Lab Checklist

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Roll “sediment” into a ball Flatten with palm until it is the same

thickness as your thumb Choose 2 objects from the pile to create

mold and/or trace fossils Press the objects into the “sediment”,

count to 15, GENTLY lift them out, and put them back into the pile Then place your “sediment” on the plate

with your name to dry Work on your packet. You do not have

to write an answer for the “Talk” question at the bottom of page two