Mary Beth Armstrong
Lesson Plans Week of April 7-11 2014
Fossils and Earth’s History Week 2
Monday (7)
MS-ESS1-4 : Construct a scientific explanation based on evidence from rock strata for how the geologic
time scale is used to organize Earth’s 4.6 billion year old history.
LT - 1 : I can describe and explain the conditions necessary for organisms to become fossils.
Students will finish the pretest over fossils that they began last week. Upon completion of the
pretest students will discuss the Internet activity from Friday, “Getting Into the Fossil Record”.
Focus will especially be given to the concept of the conditions necessary for fossilization.
If time remains after the discussion, students will divide up in groups of four to play the game,
“A Twist in Time”. This game will reinforce the concept that most organisms do not fossilize
when they die.
For the last minutes of class, spend a few minutes questioning students about the game.
How many of you were able to win the game (become a fossil) without having to lost a
turn or go backwards in the game, or return to start?
What do you think the game maker was trying to teach about fossils for this game?
Formative Assessment: Pretest
Media/Technology: SMART Board: Getting Into the Fossil Record
http://www.ucmp.berkeley.edu/fossil/open.html
Special Needs Strategies: Small groups of students for the game, reader for pretest if needed
Tuesday (8)
MS-ESS1-4 : Construct a scientific explanation based on evidence from rock strata for how the geologic
time scale is used to organize Earth’s 4.6 billion year old history.
LT – 2: I can differentiate between types of fossils and how they are preserved.
1. Students will copy learning target 2 into their journals and will pre-assess it. To open the lesson,
the teacher will show students a variety of fossils such as a carbon imprint, a trace fossil
(coprolite), and a cast or mineral replacement fossil. After showing the fossils to the students,
the students will be asked to read to find out the type of fossils that were shown, and how they
formed.
2. To do this, students will work with an elbow partner on an informational text reading
assignment in the Glencoe Blue textbook p. 242-249. To complete this task, students will read a
section at a time silently (about one page per section). After an appropriate time has been
given, the pairs of students will assume the roles of “teller” and “coach”. The teller must close
his or her text and summarize what he or she read to their partner. The partner (coach) will be
allowed to keep his/her text open and will coach the teller through the summary. The coach will
prompt the teller about points the teller has omitted. The pair of students will alternate roles as
they read each section.
3. To close class, have students identify the types of fossils they were shown at the beginning of
class: carbon imprint, trace fossil, cast, mineral replacement. Ask students to support their
ideas with evidence cited from the text.
Formative Assessment: Identifying fossils
Media/Technology: SMART presentation
Literacy Strategy: Summarizing Information Text/ Partner Reading
Wednesday (9)
MS-ESS1-4 : Construct a scientific explanation based on evidence from rock strata for how the
geologic time scale is used to organize Earth’s 4.6 billion year old history.
LT – 2: I can differentiate between types of fossils and how they are preserved.
Students will begin class by reviewing learning target two. Students will then share out details
about the text pages 242-249 that they read in class on Tuesday. (The teacher may show the
different types of fossils again, just to get students focused on the topic again). Make sure they
share details that they will need in order to complete the fossil pamphlet. Students use the
information they read to help them complete a fossil brochure that they will have for a study
tool. To close class, review the questions from the pamphlet to make sure students have correct
information.
Media Technology: SMART Presentation
Special Needs: Small group w/aide during 2nd period
Formative assessment: Discussion and pamphlet
Thursday (10)
MS-ESS1-4 : Construct a scientific explanation based on evidence from rock strata for how the
geologic time scale is used to organize Earth’s 4.6 billion year old history.
LT I can identify strengths and weakness that I have concerning learning targets 1 and 2 based
on my performance on a formative assessment using the SMART Response.
Students will begin class by reviewing learning targets 1 and 2. The teacher will ask students to generate
big ideas for each target which they will add to their journals. Have students pair/share their ideas. Call
on random students to share out their responses. Students will then copy a formative assessment chart
into their journals and will then pick up a clicker and sign in for the assessment. When all students have
finished the assessment, students will get immediate feedback on their performance. Students will
record their results from the assessment in their journals so that they can identify strength and weak
areas in their understanding concerning both learning targets. We will revisit each question from the
assessment orally and discuss the correct answers. If time remains, students can play “A Twist in Time”.
See plans from Monday.
Formative Assessment: SMART Response Quiz
Media/Technology: SMART Response Clickers
Special Needs Strategy: The formative assessment will be read orally
Friday (11)
LT-3 I can identify the characteristics of an index fossil and can identify index fossils in rock strata.
To begin class, discuss stacking issues of magazines in a basket in the order that they are received.
Relate this idea to the Principle of Superposition. Superposition is the geologic principle which states
that the oldest rock layers in rock strata are on the bottom. Once students are clear on the concept,
handout directions for “Who’s on First” activity. Students will read the directions.
Next, students will work in small groups to sequence a set of cards with letters on them. The letters
represent fossils and the cards represent rock layers. Students will find cards with overlapping letters
and will put them in order from oldest to youngest. This activity simulates how geologists use the
Principle of Superposition to date rocks relatively. In part 2 of the activity, students will order cards with
fossil pictures on them using the same method as in part two. In this part of the activity, students will
then answer questions about relative dating using the information on their handout concerning the
fossil pictures. They will be asked to determine which fossils are “index” fossils. Index fossils are fossils
that are very important because they help scientists put actual ages on rock layers. Index fossils were
organisms that were abundant and were distributed over a large area, but only lived within a small
period of time in Earth’s history.
Formative Assessment: Ordering two sets of cards correctly in the activity. Identifying the index fossils
and being able to explain which fossils could not be used as index fossils.
Media/Technology: SMART Lesson Presentation
Special Needs Strategy: None needed