Fossils and Earth’s History Lesson Plans
Week 4 Feb. 9-13
Monday (9)
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.
Learning Target - I can carry out an investigation on Natural Selection to see if insect color affects
future populations of insects.
Students will work in small groups to conduct an investigation. Each group will have 10 beans of 5
different colors and a piece of fabric containing a natural pattern. Two of the students in the group will
strategically place the beans on the fabric while the third group member covers his/her eyes. Upon
uncovering his eyes, the student will pick up the first ten beans they see. Students will play four rounds
and will keep track of numbers of beans removed with each round. Students will see how the organisms
with the genes for certain colors will thrive while the colors picked off by the birds will dwindle.
Students will try at least two different types of fabric to see how different environments influence insect
populations.
Assessment: How would you explain natural selection to a 7th grader using the bug/bird model we used
in class?
Differentiation: Small groups will be heterogeneous.
Smithsonian Leaf Margin Analysis
MS ESS 4-1: 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-4 I can use fossil evidence to explain how life (biodiversity) and environmental conditions
(climate and continents) have changed.
Students will:
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Complete a bell work assignment to review LT 1-3.
Work with a partner to sort pictures (from two locations) of leaf fossils into smooth
edged and toothed edged. Complete a data table for the leaf data.
Students will use a mathematical formula to determine the percent of smoothed edged
leaves vs. toothed leaves at each location. This formula will then be used to calculate
the climate for each location.
Next, students must convert the temperatures from degrees C to degrees F.
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Finally, students will analyze a graph in order to determine the cause of the climate
change illustrated by the leaf data.
Formative Assessment: Leaf Activity, Exit Slip
Differentiation: Grouping with partner if extra assistance is needed.
Wednesday (11)
Who’s on First?
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
Thursday (12)
Learning Target – I can apply geologic principles to rock strata diagrams to determine the
relative ages of rocks.
What’s Up
This exercise will introduce the concept of relative age dating. Through a partner activity, students will
practice their new skills by determining the age sequence of geologic events in a cross section. They will
learn the geologic principles that help geologists in their study of the Earth’s crust.
Students will work with a partner to complete part one of What’s Up? To begin the lesson, students will
read the information about the geologic principles. After students have had time to read we will have a
brief discussion of the principles. Next, student pair will apply the principles to a diagram. They will
place their answers on a white board. On my count, students will hold the boards up so that we can
compare responses. This will allow me to see gaps in understanding, but will give students some
argumentation situations that can lead to discussion and better understanding of the principles.
Differentiation: heterogeneous pairs (at least one strong reader based on MAP)
Assessment –
Friday (13)
What’s Up (continued)
Student pairs will continue to apply the principles to diagrams. They will place their answers on a white
board. On my count, students will hold the boards up so that we can compare responses. This will allow
me to see gaps in understanding, but will give students some argumentation situations that can lead to
discussion and better understanding of the principles.
Assessment – Exit slip diagram
Students will be given a diagram. They must put the rock layers in order from oldest to youngest.