INTERPRETING THE PAST USING FOSSILS
NAME
HOUR
KNOWLEDGE TAG: s3o3d
MODERN LANDSCAPE
0.) SKETCH WHAT THE LANDSCAPE LOOKS LIKE NOW AT FOSSIL BUTTE NATIONAL
MONUMENT.
SKETCH the LANDSCAPE
EXPLAIN THE CURRENT ENVIRONMENT (list geography, elevation, weather/climate, animals,
plants, etc.)
SLIDE #1
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
Deciduous tree leaf
3.) What kind of paleoenvironment was this? Explain! Uniformitarianism
Temperate forest
4.) What can we NOT conclude/know/infer from this fossil?
The size of the tree
SLIDE #2
1.)
SKETCH the fossil-
evidence
2.) Interpret the fossil. Inference. What is/was it?
A downy feather
3.) What kind of paleoenvironment was this? Explain! Uniformitarianism
Could be any. Birds fly all over
4.) What can we NOT conclude/know/infer from this fossil?
The color of the bird
SLIDE #3
1.)
SKETCH the fossilevidence
2.) Interpret the fossil. Inference. What is/was it?
A crocodile
3.) What kind of paleoenvironment was this? Explain! Uniformitarianism
fresh water marshes or salt water marshes in tropical and subtropical environments.
4.) What can we NOT conclude/know/infer from this fossil?
If it was male or female? The color?
SLIDE #4
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
SLIDE #5
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
SLIDE #6
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
SLIDE #7
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
SLIDE #8
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
SLIDE #9
1.)
SKETCH the fossil-evidence
2.) Interpret the fossil. Inference. What is/was it?
3.) What kind of paleoenvironment was this?
4.) What can we NOT conclude/know/infer from this fossil?
FORMATIVE ASSESSMENT
NAME
HOUR
INSTRUCTIONS: From the fossil evidence we have looked at and interpreted, draw and color the
paleoenvironment that existed when all these animals were alive. Remember to follow Occums Razor AND
Uniformitarianism, keep it based on the evidence and keep it simple. Color your picture.
You Can either DRAW A PICTURE (see example) OR do the WRITING SAMPLE using the green sentence
on the next page.
WRITING
GREEN: By describing what ALL the fossils looked like when they were alive, I will explain what the surface
of the earth looked like when all the fossils were alive.
OR
DRAWING
My drawing includes ALL the fossils I observed and what they looked like when they were alive AND what the
earth looked like when all the fossils were alive.
FOSSIL AND PALEOENVIRONMENT INTERPRETATION PROJECT WORK SPACE
DRAWING CHOICE RUBRIC
(4) Above Standard
Ideas:
(3) Standard
My DRAWING is accurate,
clear, balanced and focused
and is COMPLETELY based
on the fossil evidence.
Ideas:
Ideas:
My DRAWING is accurate,
clear, balanced and focused
and is MOSTLY based on
the fossil evidence.
Specific details ARE
ALWAYS supported by
evidence.
Specific details
SOMETIMES supported by
evidence.
(2) In Progress
Ideas:
Ideas:
My DRAWING is NOT Very
accurate, clear, balanced
or focused and is RARELY
based on the fossil
evidence.
Specific details ARE
RARELY supported by
evidence.
(1) Minimal
Ideas:
My DRAWING is NOT
accurate, clear, balanced
or focused and is NOT
based on the fossil
evidence.
Specific details ARE NOT
supported by evidence.
WRITING CHOICE RUBRIC
(4) Above Standard
(3) Standard
(2) In Progress
(1) Minimal
Ideas:
Ideas:
Ideas:
Ideas:
My information is accurate, clear,
balanced and focused.
Specific details support my main
idea.
I anticipate and answer questions
in the reader’s mind.
My information is good and
generally accurate, clear, focused
and balanced.
Most of my details are specific
and support my main idea.
I answer most questions in the
reader’s mind.
My information is vague, unclear,
and may be inaccurate.
My details are general and offer
little support.
I leave many questions in the
reader’s mind.
Organization:
My writing is well-organized and
allows my ideas to be fully
developed.
Details fit where they are placed.
My introduction brings readers in,
and my conclusion offers closure.
My transitions are smooth and
enhance the writing.
Organization:
My writing is organized.
Details are generally well-placed.
My introduction and conclusion
are fairly solid.
My transitions are smooth.
My information is somewhat
defined, but broad. My
knowledge is general and/or not
always accurate.
I attempt to support my main idea
with details.
I leave some questions in the
reader’s mind.
Organization:
Organization is attempted, but not
always logical.
Placement or relevance of details
is occasionally confusing.
My introduction and conclusion
are not always well crafted.
I may have some transitions, but
they are weak.
Organization:
My writing lacks a clear sense of
direction.
Details are minimal and/or
confusing.
My introduction and/or
conclusion are missing.
Transitions are missing.