Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Fossils!

Grade Level/Content Area: 3rd Grade Earth and Space Science

Content Standard Addressed: S3E2. Obtain, evaluate, and communicate information on how fossils
provide evidence of past organisms.
a. Construct an argument from observations of fossils (authentic or reproductions) to communicate how they
serve as evidence of past organisms and the environments in which they lived.
ISTE Technology Standard Addressed:  What would you like students to know and be
1.3 Knowledge Constructor able to do by the end of this lesson: Students
Students critically curate a variety of resources using will be able to identify what a fossil is, and the
digital tools to construct knowledge, produce creative steps required for a fossil to form.
artifacts and make meaningful learning experiences Students will explain what we can learn from
for themselves and others.
fossils.
1.3.a Students plan and employ effective research
strategies to locate information and other resources
for their intellectual or creative pursuits.
What is the student learning goal(s) for this lesson idea? Students will utilize the links provided on
the Padlet, and follow the steps, to determine how fossils form and what those fossils can tell us
about the past.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

What can we determine from observing fossils of burrows, boring, footprints?

How can fossils tell us about the past?
What information about the original organism can you gain from observing a fossil?
How do we know dinosaurs once roamed the earth?
Why might you find a fossil of an aquatic organism in a desert?

How do you plan to implement this lesson and integrate the technology? Check all that apply:  
☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based. 
    
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes. 
 
☐ Problem-based and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.) 

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

Students will log into the Fossil Padlet and work through the 6 sections. The teacher will remain
available to answer questions and refocus students if needed. The lesson will begin with a student-
led white board brainstorm session. A teacher-guided discussion will follow, having students build
on each other's ideas and perceptions (background knowledge) about fossils. Within the Padlet are
links, articles, stories, interactive activities, etc. to get students motivated to learn about fossils.
These resources also show students that there are many people, like paleontologists, that are
passionate about fossils. These links and blogs show students the importance of learning from fossils
to uncover what life was like long ago. Students will be assessed through a, Edpuzzle, Flipgrid video,
and summary of learning question. Students will complete the lesson in person by doing a fun
‘spooky’ themed activity to fit with the fall season. Students will create an illustration of what they
would look like as a fossil, they will also add fossil details to show what their surrounds looked
like/special info that can be gathered from their fossil illustration.
Managing student learning: Students begin the lesson by working as a whole group to brainstorm
and access background knowledge. Students will work independently on most of the Padlet, but one
activity has them working in partner pairs. Students' behavior will change. This is because they will
go from groups to independent work. Students should stay on task though since all the material is
super engaging. Time limits will be placed on activities that are game oriented, so students do not
spend too much time on them.
Universal Design for Learning (UDL):
UDL is utilized in this lesson by having the students participate in whole group, partner, and
individual assignments/activities. This gives students the opportunity to engage with their
classmates and display their individual understanding. This Padlet assignment, paired with in class
(non-technology opening and closing activities) meets the needs of a vast array of learners. Although
all students must go through each activity, even if it isn’t their favorite type of activity, they are
exposed to multiple means of learning and engaging with content.
Reflective Practice:
YES! Students are able to access information and do their own research on fossils with the links
provided. They can view multiple sources, sources created by experts, geologists, paleontologists,
etc. (not just sources created by the teacher) to form their opinions and gain the knowledge to meet
the learning objectives. We look forward to creating the Edpuzzle, as well as finding interesting and
contrasting resources for students to explore on their own!

Frazier, 2021