Lesson Plan Format

Teacher Candidate: Jessa Paczkoski Date: 12/07/2022 Time: 60 minutes

Cooperating Teacher: Mrs. Fry Coop. Initials:
Group Size: 20-26 Students Grade Level: 6th Grade
Subject or Topic: Science/Fossil Formation Section: 601, 602, 603, 604

I. Objectives, Standards and Assessments

0. Standard(s)

NGSS:

Standard: MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document

the existence, diversity, extinction, and change of life forms throughout the history of life on Earth

under the assumption that natural laws operate today as in the past.

Science and Engineering Practice

- Constructing Explanations and Designing Solutions: Constructing explanations and designing

solutions in 6–8 builds on K–5 experiences and progresses to include constructing

explanations and designing solutions supported by multiple sources of evidence consistent

with scientific ideas, principles, and theories.

Disciplinary Core Idea

- Evidence of Common Ancestry and Diversity: The collection of fossils and their placement in

chronological order (e.g., through the location of the sedimentary layers in which they are

found or through radioactive dating) is known as the fossil record. It documents the existence,

diversity, extinction, and change of many life forms throughout the history of life on Earth.

Crosscutting Concept

- Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Science

assumes that objects and events in natural systems occur in consistent patterns that are

understandable through measurement and observation.

PDA SAS/PDE Common Core:

Standard - 3.1.7.C3: CONSTANCY AND CHANGE: Identify evidence drawn from geology,

fossils, and comparative anatomy that provides the basis for the theory of evolution.
 - Eligible Content - S7.D.1.1.2: Explain how fossils are formed..

B. Performance Objectives (Learning Outcomes) and Assessment Plan (Evaluate!)

Learning Objective Formative Assessment Data Collection Tool Connection to Summative

     The student will be able to… Design/Plan for each Assessment (when

objective applicable)

1. … accurately identify four out of the five Investigation/Lab Collection of Science Unit Test
different types of fossils, given the Handouts Notebooks and Exit Ticket
previous lesson.
2. … accurately collect data and sketch their
findings, given participating in the fossil
creation lab.
3. … proficiently create their own fossils, Teacher observation for
given the lesson. correct distinction between
a mold, cast, trace, and
carbonized fossil

II. Instructional Materials

Investigation Materials:

Station One:

- Shell/Toy Dinosaur - Modeling Clay

- Modeling Clay Station Three:

- Plaster of Paris - Toy Dinosaur

- Small Cup for water - Modeling Clay

- Spoon Station Four:

Station Two: - Black Crayon

- Shell/Toy Dinosaur - Paper

Teacher:

- Google Slides Powerpoint

- Cast Fossil Formation Guide - Investigation Station One

o English Version (90 copies)

o Spanish Version (20 copies)

- Mold Fossil Formation Guide - Investigation Station Two

o English Version (90 copies)

 o Spanish Version (20 copies)

- Trace Fossil Formation Guide - Investigaton Station Three

o English Version (90 copies)

o Spanish Version (20 copies)

- Carbonized Fossil Formation Guide - Investigation Station Four

o English Version (90 copies)

o Spanish Version (20 copies)

Students:

- Pencil

III. Subject Matter Explanation

a. Prerequisite Skills and/or Prior Knowledge

i. Recognize that fossils provide us with information about living things that inhabited the Earth

long ago.

b. Key Vocabulary

i. fossil - the preserved remains or evidence of ancient living things.

ii. mold - the impression in a rock left by an ancient organism.

iii. cast - a fossil copy of an organism made when a mold of the organism is filled with sediment or

mineral deposits

iv. body fossils - formed from the remains of dead animals and plants. Most are made of hard parts

such as teeth, bones, shells, or woody trunks, branches, and stems.

v. trace fossils - the preserved evidence of the activity of an organism. Includes tracks, footprints,

and nests.

vi. carbonized fossils - a thin, approximately two-dimensional films of carbon preserved on a flat

surface of rock.

c. Content (Today’s Knowledge to be Acquired)

i. The student will be able to create and identify their own fossils.

ii. The student will be able to collect data and sketch their findings.
IV. Implementation

A. Introduction

1.  Hook

- Have the four different lab stations set up, around the room, for when the students walk in

and find their seats.

2. Activation of Prior Knowledge

- Ask the students what they remember about fossil formation

- Allow three to five students to share what they remember.

- Lead the students to say at least one thing about each type of fossil they were

introduced to.

3. Setting Today’s Objective

- Explain to the students since we learned about fossil formation yesterday today will be all

about fossil creation. (Google Slide #1)

- Identify the learning outcomes, for the lesson, to the class. (Google Slide #2)

- SWBAT:

- Identify four out of the five different types of fossils.

- Collect data and sketch their findings.

- Create their own fossils

B. Development

- Acknowledge that there are four stations set up around the classroom for our scientific

investigation.

- Explain to the students that each station is going to have different procedures that they will have to

follow.

- Identify the four stations that they will be visiting and provide a brief summary of what they will

be asked to do at each one. (Google Slide #3)

- Station One: This station is all about Mold Fossils.

- At this station the students will have ten minutes to create a mold, with an object

of their choice, from the variety provided.

 - Station Two: This station is all about Cast Fossils

- At this station the students will have ten minutes to create a cast, what an object

of their choice, from the variety provided.

- Station Three: This station is all about Trace Fossils

- At this station the students will have ten minutes to create a trace fossil, with a

dinosaur of their choice,

- Station Four: This station is all about Carbonized Fossils

- At this station the students will have ten minutes to create a carbonized fossil.

- Distribute the investigation packet.

- Separate the students into four groups, one for each station, and then have the groups all start at a

station.

- Explain to the students that they have ten minutes at each station, and that they will be

notified when they have two minutes left, before they need to switch stations.

- Allow the students to begin the investigation lab!

- (Circulate the classroom to allow for the students to ask questions, show their projects, and to ask

students back pocket questions that will require them to think about the investigation more in-

depth.

- Acknowledge that there are two minutes left before the students have to switch station.

- Tell the students that they should be wrapping up their projects and getting ready for

their next station.

- Tell the students to switch to the next station, moving counterclockwise.) x3

- Regroup with the students and ask them what is something new that they learned, due to the

participation in this lab.

- Distribute half sheets of paper and tell the students that they are asked to summarize their findings

from the fossil creation lab. (Google Slide #4)

C. Closure

- Ask the students that since we now know about several different types of fossils, how do they

think we know when the fossils in our museums are from?

 - Tell the students that we can, estimate, the approximate time that these animals that were fossiled

lived due to the fossil record!

D. Differentiation and Accommodations

1. Differentiation Plan

Tier 1 (Striving Learners):

- Allow for striving learners to work with a partner, throughout the investigation. Offer

assistance and clarification at each station, for the students who need and/or want it.

Tier 3 (Accelerated Learners):

- Allow for accelerated learners to think more in-depthly in the conclusion, and data

analysis section by allowing them to create additional questions that they want to know

more about.

2. Accommodations Plan

Section 601:

- YC (Attention Deficit) - have regular “concept checks” throughout the lesson to keep the

student’s attention on the work rather than varying factors.

Section 602:

- HH (handwriting) - give more space for student to write down their thoughts, and to show

and explain their answer.

- JC (Attention Deficit) - have regular “concept checks” throughout the lesson to keep the

student’s attention on the work rather than varying factors.

Section 603:

- AM (Primary: SLD) - provide a glossary of content-related terms and break down

abstract concepts and rephrase if needed.

- AM (Secondary: Autism) - clear communication of what will happen at each station of

the lab, and how long it will take.

- DA, OP (ID) - use a combination of written, verbal, and pictorial instructions when

explaining complex concepts.

 - OS, DZ (OHI - ADHD) - Have regular “concept checks” throughout the lesson to keep

the student’s attention on the work rather than varying factors

- DA, SC, LD, NF, EP, DR, SR (ESL - Level 1) - provide native language supports, use of

visuals, and sentence stems in guided notes.

Section 604:

- YC (SLD) - Check in frequently to make sure the student understands the work

- CA, JB, RD, LM (ESL - Level 1) - provide native language supports, use of visuals, and

sentence stems in guided notes.

V. Reflective Response:

A. Report of Students’ Success in Terms of States Objectives 

(Reflection on student success written after lesson is taught, includes remediation for students who

failed to meet acceptable level of achievement)

Student success was exceptional during this lab/investigation. 95% of the students were able to create

their own fossils, while identifying and acknowledging that there are differences between the four

different types of fossils shown. 85-90% of students were able to complete the sketching and collecting

data section proficiently given the prior lesson. Individualized small-group instruction was given to

native language speakers with the utilization of the paraprofessional in the room to translate my

instruction into spanish for that specific group of students.

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is

taught.)

1. How well was the allocation of time for each station in the investigation?

The allocation of time for each stations was a adequate time for each station, however station 3

finished earlier than any other station did. Therefore, next time this lesson is taught maybe

something extra should be added to station 3, so they are spending the whole 10-12 minutes doing

something scientific.
2. How well was my classroom management throughout the lesson, due to the students moving

around the room every ten to twelve minutes?

My classroom management was something that I worked on throughout the day. The first section

that I completed this lab with the students they were confused on where to go next which caused

commotion during each transition. For the following three sections I spent time in the beginning of

class modeling the direction the students should go when they switch from station to station, this

allowed for the students to move between stations with little to no commotion.

3. How well was my time management throughout the lesson?

My time management was good throughout this lesson. The only suggestion would be to maybe

print more detailed instructions out for each station and tape them to the table so we don’t have to

spend fifteen minutes in the beginning in-depthly explaining each station to allow for more time

for the students to do the actual science.