Interdisciplinary Unit Plan
Names: Seely Leyenberger, Perla Malik, Sneha Abraham, Shelley Ann Baker, Michael
Campbell
I.
Unit Title
DinoMite! An Interdisciplinary Exploration of the Prehistoric World of
Dinosaurs.
II.
Student Population and Length of Unit:
Middle School, specifically 8th Grade. The estimated length of our unit is 10
school days or 2 school weeks.
III.
Focus Questions:
1.
What are the similarities and differences between the different dinosaur
periods (History) (Introductory Lesson)
2.
What are some comparisons between the anatomy of dinosaurs and
humans. (Biology)
3.
How do scientists create names for dinosaurs? (English)
4.
Theorize about the correct theory of extinction. (History)
5.
How are dinosaurs origins, classification, and theories of extinction
related to Spanish speaking countries. (Spanish) (Conclusion Lesson)
IV.
Goal statements:
1.
Students will be able to identify the different time periods and the
corresponding dinosaurs. (History)(Introductory Lesson)
2.
Students will use analogies and comparative skills to investigate the
anatomies of dinosaurs and humans. (Biology)
3.
Students will explore the Latin and Greek roots dinosaur names.
(English)
4.
Students will use higher level thinking skills to explore the theories of
extinction. (History)
5.
Students will be able to investigate the dinosaur names in Spanish and
extinction theories related to Spanish speaking countries. (Spanish)
(Conclusion lesson)
V.
Instructional Plans:
(Please see lesson plans at end of document)
VI.
Long term projects
1. Dinosaur Periods (Webquest)(History)
2. Anatomy Webquest (Webquest)(Biology)
3. Latin Dino Names (Webquest)(English)
4. Dig Scene Invesigation (DSI): The Extinction of Dinosaurs.
(Webquest)(History)
5.
6.
Origins, Life and Extinction of Dinosaurs(Webquest)(Spanish)
Field trip to NJ State Museum
VII.
Assessment strategies:
During the unit, students will complete diagnostic quizes, a Scavenger Hunt,
presentations, cooperative work, homework, and webquests. There will also
be a final exam for each subject specific dinosaur unit. These informal
assessment tools will allow us to gauge the success of our unit on a group and
individual level. Our interdisciplinary unit will be judged as successful if
80% of the students perform proficiently.
VIII.
Resources:
Glogster.com
Wikispaces.com
Teacherweb.com
Google Docs
Windows Movie Maker
Bubbleshare
Extinction (History)
Websites
http://www.ucmp.berkeley.edu/diapsids/extinction.html
http://www.pbs.org/wgbh/evolution/extinction/dinosaurs/low_bandwidth.htm
l
http://mb-soft.com/public/tecto1.html
http://webspinners.com/dlblanc/paleo/dino-colo/extinction/other.php
http://www.mysciencebox.org/extinction
http://webspinners.com/dlblanc/paleo/dinocolo/extinction/other.php#diseases
http://www.cotf.edu/ete/modules/msese/dinosaur.html
http://www.ucmp.berkeley.edu/diapsids/extinction.html
http://www.pbs.org/wgbh/aso/databank/entries/do80di.html
http://www.zoomdinosaurs.com/subjects/dinosaurs/glossary/Alvarez.shtml
http://www.space.com/scienceastronomy/astronomy/dinosaurs_fry_991118.h
tml
http://dsc.discovery.com/dinosaurs/dinosaur-extinction.html
http://www.ucmp.berkeley.edu/diapsids/extinction.html
http://www.unmuseum.org/deaddino.htm
http://web.ukonline.co.uk/a.buckley/dino.htm
http://webspinners.com/dlblanc/paleo/dino-colo/extinction/other.php#eggs
http://www.enchantedlearning.com/subjects/dinosaurs/extinction/
http://www.npr.org/templates/story/story.php?storyId=9243410
http://animals.howstuffworks.com/dinosaurs/dinosaurextinction.htm/printable
http://www.sciencedaily.com/releases/2008/01/080103090702.htm
http://www.dinosaur.org/extinction.htm
http://www.dinosaurfact.net/extinction/supernova.php
http://www.lbl.gov/Science-Articles/Archive/dinosaur-extinction.html
http://www.dinodictionary.com/
https://www.msu.edu/~defores1/gre/roots/gre_rts_afx2.htm
Books
The Dinosaur Heresies: New Theories Unlocking the Mystery of the
Dinosaurs and Their Extinction, R.T. Bakker
What Bugged The Dinosaurs? Insects, Disease and Death in the Cretaceous,
G. Poinar & R. Poinar
Night Comes to the Cretaceous: Dinosaur Extinction and the Transformation
of Modern Geology, J. L. Powell
Dinosaur Extinction and the End of an Era: What the Fossils Say, J. D.
Archibald
The Natural History Museum Book of Dinosaurs, T. Gardom & A. Milner
The Great Dinosaur Extinction Controversy, C. Officer & J. Page
Extinction (Spanish)
Websites:
http://www.genesispark.org/genpark/origin/origin.htm
http://www.buzzle.com/editorials/7-17-2004-56751.asp
http://home13.inet.tele.dk/palm/dinweb.htm
http://palaeo.gly.bris.ac.uk/benton/reprints/2006salas.pdf
http://dinosaurs.nhm.org/dinosaurs/
http://en.wikipedia.org/wiki/Dinosaur
http://query.nytimes.com/gst/fullpage.html?res=9C02E3DF143
EF937A35752C1A962958260
http://www.dinosaur-museum.org/featheredinosaurs/
http://www.enchantedlearning.com/subjects/dinosaurs/glossary
/Period.shtml
http://www.indepthinfo.com/articles/dinosaurs.shtml
http://dinosaurs.nhm.org/dinosaurs/
http://www.infowest.com/life/dinosaurs/
http://en.wikipedia.org/wiki/Mesozoic
http://www.ucmp.berkeley.edu/diapsids/dinolh.html
http://www.amnh.org/exhibitions/dinosaurs/epilogue/
http://www.kidcyber.com.au/topics/dino_eras.htm
http://www.naschools.net/teachers/dinosaurs.htm
http://www.duiops.net/dinos/listaaz.html
http://es.wikipedia.org/wiki/Dinosaurios
http://www.duiops.net/dinos/clasific.html
http://en.wikipedia.org/wiki/Dinosaur_classification
http://dinosaurs.about.com/od/dinosaurevolution/a/dinoclassifi
ed.htm
http://www.botanicalonline.com/sopasdeletras/sopasimpresion/dinosaurios.pdf
http://library.thinkquest.org/C0128701/classification1.htm
http://webspinners.com/dlblanc/paleo/dino-colo/taxonomy/
http://biblioweb.dgsca.unam.mx/libros/mesozoico/html/sec_7.
html
http://web.me.com/dinoruss/dinos//de_4/5c52c83.htm
http://www.ucmp.berkeley.edu/diapsids/extinctheory.html
http://web.ukonline.co.uk/a.buckley/dino.htm
http://library.thinkquest.org/C005824/extinction.html
http://en.wikipedia.org/wiki/Dinosaur
http://www.answersingenesis.org/tj/v11/i2/dinosaur.asp
http://en.wikipedia.org/wiki/Cretaceous%E2%80%93Tertiary_
extinction_event
http://news.softpedia.com/news/What-Caused-Dinosaurs-039Extinction-39017.shtml
http://www.geocities.com/andy_tejero/HTML/frames.html
Dinosaur Time Periods (History)
Animals of the Triassic Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Triassic
printouts.shtml
Animals of the Jurassic Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Jurassic
printouts.shtml
Animals of the Cretaceous Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Cretace
ousprintouts.shtml
some more sites
http://www.cbv.ns.ca/marigold/history/dinosaurs/dinosaurs.html
http://www.kidcyber.com.au/topics/dino_eras.htm
http://www.ucmp.berkeley.edu/devonian/devonian.html
http://science.nationalgeographic.com/science/prehistoric
http://www.ucmp.berkeley.edu/carboniferous/carboniferous.html
http://www.ucmp.berkeley.edu/permian/permian.html
http://www.ucmp.berkeley.edu/ordovician/ordovician.html
http://www.ucmp.berkeley.edu/cambrian/camb.html
http://psychology.ucdavis.edu/Simonton/dksppts.html
Books
The Ultimate Dinosaur Book David Lambert
National Geographic Dinosaurs by Paul Barrett and Raul Martin
Latin and Greek roots (English)
Websites:
www.dinodictionary.com
Biology
Websites:
http://www.ucmp.berkeley.edu
http://www.enchantedlearning.com/subjects/dinosaurs/dinos/Ornitholestes
http://www.ldeo.columbia.edu/~polsen/nbcp/eubrontes
http://www.pbs.org/wgbh/nova/trex
http://ngm.nationalgeographic.com/2007/12/bizarre-dinosaurs/updiketext.html
http://science.howstuffworks.com/carbon-142
http://www.don-lindsay-archive.org/creation/carbon
http://www.lessonplanspage.com
http://www.museum.state.il.us/exhibits
(click on “Breathing New Life Into Old Bones” for a video of a ‘casting”
lab.)
IX.
Bibliography/References:
Dinosaur Websites
What kind of a Dinosaur are you? http://www.nhm.ac.uk/kidsonly/dinosaurs/what-dinosaur/
Zoom Dinosauars - http://www.enchantedlearning.com/subjects/dinosaurs/
Wikipedia Dinosaur - http://en.wikipedia.org/wiki/Dinosaur
Scholastic Dinosaurs - http://teacher.scholastic.com/activities/dinosaurs/
Discovery Dinosaurs - http://dsc.discovery.com/dinosaurs/
Smithsonian Dinosaurs - http://paleobiology.si.edu/dinosaurs/
Dinosaur Museumshttp://www.enchantedlearning.com/subjects/dinosaurs/fun/Museums.shtml
Where to dig for Dinosaurs http://www.pbs.org/wgbh/nova/trex/di
NJSM Museum Websites
Main Museum Website - http://www.nj.gov/state/museum/index.htm
Fossil Mysteries at Trenton - www.nj.gov/state/museum/see_fossilmysteries.htm
How to Dig up a Dinosaur - http://www.nj.gov/state/museum/education.htm
Reviews on Dinos - http://www.judysbook.com/cities/trenton-nj/Recreationand-Sports/51395/p1/t1/New_Jersey_State_Museum.htm
Other NJ Dinosaur Websites
Hadrosaurus Foulkii - www.levins.com/state.shtml
The discovery - http://www.state.nj.us/dep/seeds/docs/statedino.pdf
Archaeological Society of NJ - http://www.asnj.org/
Dino Den at Morristown, NJ Museum http://www.morrismuseum.org/exhibitions/permanent/dinosaur.html
Dinosaur Books
Jurassic Park by Michael Crighton
When Dinosaurs Roamed NJ by William B. Gallagher
The Ultimate Dinosaur Book David Lambert
National Geographic Dinosaurs by Paul Barrett and Raul Martin
The Dinosaur Heresies: New Theories Unlocking the Mystery of the
Dinosaurs and Their Extinction, R.T. Bakker
What Bugged The Dinosaurs? Insects, Disease and Death in the Cretaceous,
G. Poinar & R. Poinar
Night Comes to the Cretaceous: Dinosaur Extinction and the Transformation
of Modern Geology, J. L. Powell
Dinosaur Extinction and the End of an Era: What the Fossils Say, J. D.
Archibald
The Natural History Museum Book of Dinosaurs, T. Gardom & A. Milner
The Great Dinosaur Extinction Controversy, C. Officer & J. Page
X.
General adaptations and accommodations:
The unit will provide adaptations and accommodations including:
 Additional Time (Special Needs)
 Chunking assignments (Special Needs)
 Graphic Organizers (Special Needs)
 Modeling (Special Needs)
 Differentiated Instruction (Special Needs)
 Cooperative Learning (Special Needs)
 Vocabulary Translation sheets (ESL)
 Compacting Assignments (Gifted)
 Enrichment (Gifted)
Individual Subject Specific Lesson Plans
Student: SHELLEY ANN BAKER
EDUC-516, SPRING, 2009
HOLY FAMILY UNIVERSITY
Date: 3-26-09
Subject: SCIENCE 7-9 GRADES
Topic: RADIO-ACTIVE DECAY & CARBON 14 DATING
Time: 30-45
MINUTES
Student Population: 15 STUDENTS, FULL INCLUSION
PDE Academic Standards:
 3.3 BIOLOGICAL SCIENCES “Through the study of the diversity of life, students
learn to understand how life has changed over a long period of time.”
·
3.4 CHEMISTRY “Laboratory investigations of the properties of sub-stances
and their changes through a range of chemical interactions provide a
basis for students
to understand atomic theory.”
Goals for Understanding: STUDENTS WILL LEARN CONSTRUCTIVELY ABOUT “HALFLIFE” THROUGH A, SIMPLE, DRY LAB.
Instructional Objectives:. 1. DEFINE THE TERM, HALF-LIFE.
2. DISTINGUISH BETWEEN PARENT & DAUGHTER ELEMENTS.
3. USE THIS MODEL TO DEMONSTRATE HALF-LIFE TO OTHERS.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
 Cooperative learning(team
 Work as lab partners
 Labs will be graded
work)
 Expressing higher level
 Writing a follow-up essay
 Rubric for essay
thinking/ideas
about the effectiveness of
C-14 dating for dinosaur
remains
Estimated Time:
Teaching to the Objective
Differentiation
10 minutes
Introduction/Motivation/Prior Knowledge (lecture)
The use of Carbon 14 dating is controversial in dating dinosaur
bones. ( It was once considered the standard). Carbon 14
dating is based on isotopes of the element Carbon. This is a
simple lab to constructively learn the idea of half-life.
Discuss the radioactive decay of the isotope, Uranium -238 as
a “parent” element and how it becomes the “daughter”
element, lead-206.
15 minutes
15-20 minutes
Developmental Activities: (as lab partners)
1. Record the time.
2. Wait one minute, then cut the paper in half. Select one
piece, and se the other piece aside.
3. Wait one minute, then cut the selected piece in half. Select
one piece. Then set the other piece aside.
4. Repeat STEP 3 unit 9, one-minute intervals have elapsed.
Questions to answer: (as lab partners)
1. IN TERMS OF RADIOACTIVE DECAY, WHAT DOES
THE WHOLE PIECE OF PAPER USED IN THIS
INVESTIGATION REPRESENT?
2. WHAT DO THE PIECES OF PAPER THAT YOU SET
ASIDE IN EACH STEP REPRESENT?
3. WHAT IS THE HALF-LIFE OF YOUR ELEMENT?
4. WHAT FRACTION OF YOUR PAPER WAS LEFT
AFTER THE FIRST THREE INTERVALS? SIX
INTERVALS?
5. WHAT TWO FACTORS IN YOUR MODEL MUST
REMAIN CONSTANT FOR YOUR MODEL TO BE
ACCURATE?
Closure: Class discussion: How does this model represent
radioactive decay?
Follow Up: For homework, using the internet, write an essay
answering the following question: “What is Carbon Dating
and is it useful in dating dinosaur remains?”
Materials: CLOCK OR WATCH WITH SECOND HAND, SHEET OF RULED NOTEBOOK
PAPER, SCISSORS
Resources: http://science.howstuffworks.com/carbon-142
http://www.don-lindsay-archive.org/creation/carbon
http://www.lessonplanspage.com
rogerwise@avery.k12.nc.us
Latin and Greek Roots
Grade
Level:
7th Grade
Subject: English
Prepared By: Michael Campbell
Overview & Purpose: To introduce Latin and Greek Education Standards Addressed:
roots which make up a dinosaurs name. To initiate a 1.1.8A; 1.4.8B; 1.5.8B; 1.6.8A,D,E;
creative exercise whereby students use this
1.7.8A
knowledge to invent their own “literary” dinosaurs.
To assess their knowledge through a brief quiz.
Time
5 minutes
20 minutes
Remainder of
class
Objective
Day Notes
Get class in groups and
1 Make sure everyone gets started
promptly.
introduced to the webquest.
Also, make sure they are
comfortable with their assigned
roles.
Have class explore the
1
www.dinodictionary.com
looking for dinosaurs whose
names they recognize,
discovering why the dinosaurs
are named what they are named
and looking for any
commonalities amongst the
names.
Introduce the concept of the
1 Latin and Greek roots are fun and
ubiquitous. Make sure to reinforce
“literary” dinosaur through the
to the students how useful it is to
use of the webquest and teacher
have a knowledge of Latin and
examples. Introduce
Greek.
https://www.msu.edu/~defores1/
gre/roots/gre_rts_afx2.htm and
have students review this page
and look for roots that they
40 minutes
recognize. Have them decide on
the name of the literary
dinosaur.
Have students begin to design
their “literary” dinosaur. This
can take the form of a sketch,
painting, even a narrative it the
groups should decide. Also,
make sure the groups come up
with an explanation of the
nature of the animal i.e. why it’s
named what it is named.
Administer Quiz
Remainder of
class
Objectives
(Specify
skills/information
that will be
learned.)
Information
(Give and/or
demonstrate
necessary
information)
Assessment
(Steps to check
for student
understanding)
Students will learn to analyze
dinosaur names for their Latin and
Greek roots. They will express this
knowledge creatively by creating
their own “literary” dinosaur,
drawing it and explaining its
nature.
Students will use
www.dinodictionary.com as a
resource to with which to study
dino names. Students will use
https://www.msu.edu/~defores1/gr
e/roots/gre_rts_afx2.htm as a
resource to expand on Latin and
Greek roots to come up with a
fictional animal of their own.
Students will create a “literary”
dinosaur and demonstrate their
understanding of the role root
words play in modern language by
identifying and explaining the
nature of their fictional animal.
Students will also take a quiz
2
Reinforce creativity. Don’t allow
the students to define their animals
in syllogism, make sure that they
are detailed, using figurative
language, in their expositions.
2
Allow the groups to work together
on the quiz, but do not let them use
the internet. Once the quizzes are
graded, return them to the students,
allow them to revise using the
internet and then count the revised
grade if so desired.
Materials Needed
·
Paper
·
Pencil
·
Colored pens
·
Webquest
·
Quiz
Other Resources
www.dinodictionary.com,
https://www.msu.edu/~defores1/gr
e/roots/gre_rts_afx2.htm
testing their ability to identify and
interpret root words in dinosaur
names.
Follow-Up
(Describe the
independent
activity to
reinforce this
lesson)
Conclusion
Students will be asked to answer a
series of questions on the
webquest which test their
understanding of root words. They
will be encouraged to come up
with examples of their own of root
words used in contemporary
language.
Students who do well on the quiz
and understand how to use Latin
and Greek words to formulate a
“literary” dinosaur are well on
their way to understanding the
overall role of Latin and Greek in
contemporary English. The
follow-up exercises will continue
to test them on this ability.
Additional Notes
Dig Scene Investigation (DSI): The Extinction of Dinosaurs
Daily Lesson Plan
Student: Seely Leyenberger
Date: February 26, 2009
Subject: Social Studies (History)
Topic: The Extinction of Dinosaurs
Grade: 8th grade
Allocated Time: 50 minutes during 4 separate class periods
Student Population: Student population is 96 students (24 students per class during 4 class
periods). The student demographic is 48% White Anglo-Saxon, 16% Hispanic American, 12%
African American, 10% Asian American, 14% Indian American. Also, 18% of the students
receive special education services including 1% of gifted learners, and 2% of ESL learners.
State Standards:
Pennsylvania Department of Education Academic Standards for History
8.1.6 Historical Analysis and Skills Development.
A. Understand chronological thinking and distinguish between past, present and future time.
·
Patterns of continuity and change
B. Explain and analyze historical sources.
·
Multiple historical perspectives
C. Explain the fundamentals of historical interpretation.
·
Multiple points of view
·
Causes and results
D. Understand historical research.
·
Formation of a historical question
Goals for Understanding: Through a discussion-based activity and watching a video clip,
students will be introduced to leading dinosaur extinction positions and the accompanying
WebQuest.
Instructional Objective: Students will be able to participate in classroom brainstorming, group
discussion on extinction theories, and create a related graphic organizer.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
To follow directions
Brainstorming session results in a Students must follow directions
completed graphic organizer.
given on completing
brainstorming and graphic
organizer.
To participate in discussion
Students will share brainstorming
results, reflect on the video clip,
and will respectfully listen to their
peers.
Students will attempt to participate
in classroom discussion by raising
hands and listening intently to
discussion.
To take effective notes
Students will successfully
complete the graphic organizer
provided by facilitating teacher.
Students will follow criterion
provided in classroom graphic
organizer rubric.
Teaching to the Objective
Estimated Time:
10 minutes
15 minutes
Teaching to the Objective
Differentiation:
(Required for
each section)
Introduction/Motivation/Prior Knowledge:
Break class into 4 groups and ask them to brainstorm using a - Distribute
graphic organizer to record what they know about the theories special
of extinction.
education
learners among
As a class, discuss the group ideas recorded in their graphic
regular
organizers. Using this discussion, create an additional class
education
graphic organizer on Smart Board. Encourage students to add learners to
additional information to their graphic organizers.
encourage
modeling
behavior.
- Circulate
detailed
graphic
organizers for
special
education
learners to
assist with note
taking.
- ESL learners
will receive
extinction
vocabulary
packets.
Estimated Time:
Teaching to the Objective
Developmental Activities:
Watch dinosaur extinction clip that outlines main extinction
theories that will be covered in WebQuest.
12 minutes
5 minutes
Differentiation:
(Required for
each section)
- Appropriate
language
subtitles on
video clip.
Compare and discuss class graphic organizer with theories
mentioned in video clip. Encourage students to add additional
information to their graphic organizers.
- Allow for
extra time for
Closure:
special
Briefly review extinction theories and introduce WebQuest
education
that will start during the following class period.
learners to take
notes.
8 minutes
- Circulate
room with aide
to review and
assess graphic
organizers.
Assessment: Informal observational assessment completed by teacher and aide. Student graphic
organizers may be incorporated into work-sample portfolios for further assessment.
Follow-Up:



Continue to update extinction theory graphic organizers as they progress through the
WebQuest.
Review lesson prior to DinoMite field trip to the New Jersey State Museum to
reinforce understanding of “Fossil Mysteries” exhibit.
Watch additional extinction theory video clips at the beginning of each day of
WebQuest work.
Materials: Graphic organizer, television with DVD player, Smart Board, dinosaur extinction
video clip.
Resources:






Graphic Organizers - http://www.enchantedlearning.com/graphicorganizers/
DSI Webquest - http://teacherweb.com/WQ/HighSchool/Dinosaurs/h1.stm
Zoom Dinosauars - http://www.enchantedlearning.com/subjects/dinosaurs/
Scholastic Dinosaurs - http://teacher.scholastic.com/activities/dinosaurs/
Discovery Dinosaurs - http://dsc.discovery.com/dinosaurs/
Smithsonian Dinosaurs - http://paleobiology.si.edu/dinosaurs/
Lesson Plan
Student: Perla Malik
Date: 2/16/09
Subject: Spanish
Topic: Dinosaurs
Grade: 7-9
Allocated Time: 50 Minutes
Student Population: 30
State Standards: (Specific Number and Exact wording)
Standard 1.2: Students understand and interpret written and spoken language on a variety of
topics.
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the
foreign language.
Goals for Understanding: To read a non-fiction paper about dinosaur’s extinction, lean new
vocabulary, and to re-tell the reading through drawings.
Instructional Objective (Statement): Students will be able to read and interpret information
about dinosaur extinction in Spanish.
Student Behaviors
To read the one page non-fiction
paper.
Sources of Evidence
Criteria for Evaluation
Paper is read as a class, translating Students follow directions.
sentences with teacher’s guidance.
Students place drawings on the
To draw a picture to represent one Students draw pictures to represent board using magnets, as they hear
sentence of the reading.
a sentence from the reading.
their sentence read by the teacher.
To participate in reading re-telling
and to work cooperatively.
Teaching to the Objective
Estimated Time:
Students re-tell the reading by the
drawings’ sequence.
Teaching to the Objective
Differentiation
:(Required for each
section)
5 minutes
Introduction/Motivation/Prior Knowledge: Talk about what Students could
they already know about dinosaurs, life, and extinction.
draw a scene of
Various extinction theories. Distribute reading and
dinosaur’s life and
vocabulary.
extinction.
5 minutes
Read and explain reading vocabulary.
15 minutes
4 minutes
6 minutes
10 minutes
Students may draw
a picture of
vocabulary words,
or write a sentence
that explains the
word.
Students may
Developmental Activities: Read and interpret the reading. search the internet
Teacher gives each student a paper strip with a sentence of for more
the reading, and explains what the sentence means. Students information on
draw a picture that represents the meaning of the sentence dinosaur’s life and
on a piece of oak-tag, and glue the sentence on the back.
extinction.
Then, the teacher reads the paper to the class, and as she
reads, the students listen attentively for their sentence. Once
their sentence is read, the students get up and place the oaktag on the board with a magnet in the order that the
sentences are read.
Closure: Students take turns to re-tell the reading using the Students may share
drawings on the board. Theory of extinction is stated.
with the class their
findings on the
Students play a vocabulary game prepared by the teacher internet and show
online.
their scene
drawings to the
class.
Interdisciplinary dinosaur review/wrap-up. Students will
overview the five DinoMite focus questions from the
Interdisciplinary Lesson Plan. Ask the class for a feed back
of favorite sections.
Follow-Up: Next class, for the warm-up, students will answer five questions about the reading.
Materials: Oak-tag, crayons, color pencils, and magnets.
Resources: Reading hand-out, vocabulary list, and the educational Web Site “linguazone.com”
La Extinción de los dinosaurios
Existen muchas hipótesis para explicar la extinción de los dinosaurios. Una de esas
hipótesis y la más aceptada actualmente es la de Colisión de un asteroide. Esta hipótesis
propuesta por el físico estadounidense Luis Walter Álvarez y su hijo, el geólogo Walter Álvarez,
explica que la gran extinción de finales del período Cretácico comenzó con la caída de un bólido
a la tierra. Este meteorito habría hecho impacto en la península de Yucatán, México, hace
aproximadamente 65.5 millones de años. El impacto de este meteorito creó el cráter de
Chicxulub de 170 kilómetros de diámetro, provocando una cadena de extinciones en masa.
Álvarez notó un aumento repentino de los niveles registrados de iridio—elemento abundante en
cierta clase de meteoritos—a escala global en el estrato de rocas correspondientes al período
Cretácico. Los científicos no saben que tan pronto se extinguieron los dinosaurios, pero muchos
consideran que podrían haber existido dinosaurios aún a principios del período Cenozoico.
Vocabulary list
1. asteroide
1. asteroid
2. cretácico
2. cretaceous
3. bólido
3. bolide
4. cadena
4. chain
5. masa
5. mass
6. aumento
6. increase
7. niveles
7. levels
8. iridio
8. iridium
9. principios
9. beginnigs
10. cenozoico
10. cenozoic
Dinosaur Era Lesson Plan
Student: Snehalatha Abraham
Subject: History
Topic: Dinosaurs
Allocated Time: 45 minutes a day; nine days
Student Population: 30
Date: March 2009
Grade: 7-8
State Standards: (Specific Number and Exact wording)
PDE Academic Standard: 8.1.9A Analyze chronological thinking
8.1.9D Analyze and interpret historical research
Goals for Understanding: Students will be able to identify the different time periods and the
corresponding dinosaurs.
Instructional Objective: Students will be able to collectively and individually be able to
understand the differences within each of the time periods and share their work with the class.
Introduction: This is the first of five subjects that will be introduced in this interdisciplinary unit.
Student Behaviors
Sources of Evidence
Criteria for Evaluation
To read and comprehend the
Ability to answer classroom focus Students will read and answer
information given.
questions and interpret the readings Questions and follow directions
in class.
given.
Take notes that cover all
information necessary to review
for quiz
Be able to perform well on weekly Students may make modifications
quizzes given for this unit.
to their study and note taking skills
Group project is well organized
To participate in group activity and and well delivered.
work well in group settings.
Estimated Time:
DAY 1
15 minutes
30 minutes
To show class final project
Teaching to the Objective
Differentiation
:(Required for each
section)
Introduction/Motivation/Prior Knowledge: Talk about what they Students will share
already know about dinosaurs, time periods, and the earth at the prior knowledge of
time when the dinosaurs inhabited the earth. Introduce the
dinosaurs.
interdisplinary unit that they will do and the areas that will be
covered.
Students will make
Developmental Activities: Begin with an overview of the
a diagram that
Palaeozaic Era. Introduce the six periods that were within this shows the different
era. Next introduce the Mesozaic era and the periods that were periods and in
within this time. Give students time to each write down one
which era they
period that belonged in each era. Discuss the differences
belong
between the two as a class.
Assignment: get one article from the internet dealing with
Students will
the Palaeozaic or Mesozaic eras.
Use internet to
gather research.
Estimated Time
DAY 2
15 minutes
30 minutes
Estimated Time
DAY 3
15 minutes
30 minutes
Estimated Time
DAY 4
15 minutes
30 minutes
Estimated Time
DAY 5
15 minutes
30 minutes
Estimated Time
Introduction/Motivation/Prior Knowledge: Review any
Students will pair
questions that students may have had with the previous session. up and share
Assign the students to their groups and give them the rubric.
information.
Allow the groups to meet for a few minutes.
Students can draw
Introduce the Cambrian Period (570 million years ago). Give
the creatures that
notes for students to take via power point. Discuss what living lived at that time.
matter existed at this time as well as geographical area of earth.
Introduction/Motivation/Prior Knowledge: Students will gather
in there respective groups and talk more about their projects
(time outside class maybe necessary for more further research.)
Introduce the Ordovician Period (505 million years ago). Give Students can draw
notes for students to take via power point. Discuss what living pictures of
matter existed at this time as well as geographical area of earth. creatures of that
time.
Introduction/Motivation/Prior Knowledge: Each group will share
with the teacher what research they have collected so far and any Students may share
concerns they may have regarding the project.
with the class their
findings on the
Introduce the Silurian Period (438 million years ago). Give notes internet
for students to take via power point. Discuss what living matter
existed at this time as well as geographical area of earth.
Introduction/Motivation/Prior Knowledge: Students will take a
pop quiz on areas covered so far. A total of 5 questions only.
Class will consist of covering the last three periods within the
Palaezoaic Era (Devonian, Carboniforous, and Permian Periods.
Students will complete readings for homework.
Students can make
a chart of the
differences so far
in dinosaurs.
Introduction/Motivation/Prior Knowledge: Students will gather
in there respective groups and talk more about their projects
(time outside class maybe necessary for more further research.)
Introduce student to the Triassic Period (245 million years ago). Students may share
Give notes for students to take via power point. Discuss what
with the class their
living matter existed at this time as well as geographical area of findings on the
DAY 6
15 minutes
30 minutes
Estimated Time
DAY 7
15 minutes
30 minutes
Estimated Time
DAY 8
15 minutes
30 minutes
earth.
internet
Students take notes
or draw pictures to
Introduction/Motivation/Prior Knowledge: Students will gather organize
in there respective groups and talk more about their projects
information.
(time outside class maybe necessary for more further research.) Students may share
with the class their
Introduce students to the Jurassic Period (208 million years ago). findings on the
Show a quick clip from Jurassic Park!
internet.
Introduction/Motivation/Prior Knowledge: Students will gather
in there respective groups and talk more about their projects
(time outside class maybe necessary for more further research.)
Introduce student to the Cretaceous Period (144 million years
ago). Give notes for students to take via power point. Discuss
Students may share
what living matter existed at this time as well as geographical
with the class their
area of earth.
findings on the
internet.
Testing of
Students will take a test that covers all the material presented in student’s
the last 8 days. The following week students will present their knowledge.
projects.
Estimated Time
DAY 9
45 minutes
*Please see Webquest for information on class presentation directions.
Visit http://www.teacherwebquest.com/WQ/MiddleSchool/Dinosaurs1/index.html
Resources:
Animals of the Triassic Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Triassicprintouts.shtml
Animals of the Jurassic Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Jurassicprintouts.shtml
Animals of the Cretaceous Period
http://www.enchantedlearning.com/subjects/dinosaurs/dinotemplates/Cretaceousprintouts.shtml
Some more sites
http://www.cbv.ns.ca/marigold/history/dinosaurs/dinosaurs.html
http://www.kidcyber.com.au/topics/dino_eras.htm
http://www.ucmp.berkeley.edu/devonian/devonian.html
http://science.nationalgeographic.com/science/prehistoric
http://www.ucmp.berkeley.edu/carboniferous/carboniferous.html
http://www.ucmp.berkeley.edu/permian/permian.html
http://www.ucmp.berkeley.edu/ordovician/ordovician.html
http://www.ucmp.berkeley.edu/cambrian/camb.html
http://psychology.ucdavis.edu/Simonton/dksppts.html