Lesson Plan: The Fossil Record
Name: Erin Francis
Title of Lesson: The Fossil Record
Grade Level(s): 9
PDE Standards: 3.1.10 C
Apply patterns as repeated processes or recurring
elements in science and technology
3.2.10 A, B, C
Apply knowledge and understanding about the nature of
scientific knowledge and technological knowledge
Apply process knowledge and organize scientific and
technological phenomena in varied ways
Apply the elements of scientific inquiry to solve problems
3.3.10 A, C, D
Explain the structural and functional similarities and
differences found among living things
Describe how genetic information is inherited and expressed
Explain the mechanisms of the theory of evolution
Essential Question(s): How does the fossil record show a long, variable history of life
on Earth?
Content
Fossil-trace of a long-dead
organism
There are many different
types of fossils
Nicolaus Steno proprosed
the
Law of Superposition:
successive layers of rock or
soil were deposited on top of
one another by wind or
water, upon which observers
could estimate a fossil’s age
Performances
(objectives)
1. Define fossil, and tell
how the examination of
fossils led to the
development of
evolutionary theories
2. Explain the law of
superposition and its
significance to evolutionary
theory
3. Describe how early
scientists inferred a
Formative Assessment
1. Student participation in
classroom discussion and
activities.
2. Student completion and
participation in
Understanding the Visual
Activity
3. Successfully locates
images related to
designated period in
Geologic Time Scale
Earth is more than 100,000
times longer than recorded
history
The fossil record showed
that brief extinctions and
mass extinctions,brief
periods during which large
numbers of species
disappeared, occurred
probably as a result of
drastic environmental
changes
succession of life forms
from the fossil record
4. Completion of Review
Worksheet 1
4. Tell how biogeographic
observations suggest
descent with modification
Biogeography-study of the
geographical distribution of
fossils and of living
organisms, compares fossil
types with living organisms in
the same geographic area
Essential Elements of Inquiry addressed:
Essential Element A, Level 1 and 2
Essential Element B, Level 1 and 2
Essential Element C, Level 2
Essential Element D, Level 2
Essential Element E, Level 1
Procedures:
DAY ONE
Lesson Beginning
1. Students copy down objectives from the board
2. Students participate in Understanding the Visual activity and subsequent
class discussion about adaptation and natural selection
3. Students answer broad questions based on prior knowledge
4. Tell students that the theory of evolution states that species change over time,
and the primary mechanism for this change is natural selection. Emphasize that
fossils provide one line of evidence for evolution.
Concept Development
Think Pair Share: Partner groups are provided with fossils, pictures of fossils, drawings
of extinct organisms based on fossil interpretation, and pictures of living organisms.
Students will examine the materials and try to arrange them in order of their appearance
on Earth. When the class reconvenes as a large group, students make note of patterns
that occurred over time.
DAYS TWO AND THREE
-Lecture: Students take notes from Powerpoint presentation, and participate in class
discussions
-Visual Instruction: Students will receive a copy of Encyclopedia Britannica’s Geologic
Time Scale.
-Inquiry: In pairs, students will choose a specific period from the Geologic Time Scale,
and, using the laptops, find two images of organisms representative of that period.
Lesson Ending
1. Major concepts to summarize:
Fossil-trace of a long-dead organism
There are many different types of fossils
Nicolaus Steno proprosed the Law of Superposition: successive
layers of rock or soil were deposited on top of one another by wind
or water, upon which observers could estimate a fossil’s age
Earth is more than 100,000 times longer than recorded history
The fossil record showed that brief extinctions and mass
extinctions,brief periods during which large numbers of species
disappeared, occurred probably as a result of drastic
environmental changes
Biogeography-study of the geographical distribution of fossils and
of living organisms, compares fossil types with living organisms in
the same geographic area
2. Assessment: Students will complete Review Worksheet 1
Special Adaptations/Modifications: Students with special needs will receive special
assistance and be permitted more time to complete worksheet.
Anticipated Difficulties/Modifications: Computer access may be hindered if system is
down, in which case lesson will have to proceed without the technology portion of the
lesson. Lesson may continue in school library.
Physical Structure: Whole group, partners, individual work
Materials:
Projector
White board
Laptop for teacher
Laptops for students
Power Point Presentation
Understanding the Visual
Geologic Time Scale Handout
Review Worksheet One
Laboratory Safety reminders:
No food or drink while working with laptops. Make sure extension cord is taped to floor
to prevent tripping hazard. Make sure cord from computer are taped to floor to prevent
tripping hazard. Lights will be off in classroom for a portion of the lesson, so advise
students to move about the classroom with caution.
Notes for next semester: