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Guiding/Essential Questions:
How can information about an individual and/or an environment be used to
understand how it lives?
How does an individuals ability to adapt affect its ability to survive and
reproduce?
How can we use research to learn about an individual and its ability to survive in
an environment?
Performance Tasks:
Research Grouping (2/3): Students will choose an animal to research, and use a variety of
tools to research how this animal groups and record it on a research note sheet. Students
will use this acquired research to participate in a Socratic discussion with their peers.
Creating/Adapting an Individual (4/5): Students will create a fictional individual that can
survive in a given environment. They will then adapt this individual given a set of
changing environmental conditions.
Other Evidence:
Work Sample (1)Students will analyze a set of lyrics about fossils.
Centers (3)Students will complete natural selection online simulations and physical
modeling games, completing accompanying worksheets.
RAFT writing sample (6)Students will research an animals characteristics/traits as a
group and complete and present a RAFT writing assignment.
Honeybee decline simulation (7)Students will model as a class how the use of
pesticides is affecting the honeybee population.
Graph/journal questions (8)Students will construct a bar graph from a data table and
answer a series of questions in their science journals.
Lesson One
Title: Biological Evolution: Unity and Diversity
Topic: Introduction to Fossils, Grade 3
Essential Question: What are fossils, where can they be found, and what information
can they give us?
Standards:
NGSS:
3-LS4-1
Analyze and interpret data from fossils to provide evidence of the organisms and the
environments in which they lived long ago.
LS4.A
Some kinds of plants and animals that once lived on Earth are no longer found anywhere.
Fossils provide evidence about the types of organisms that lived long ago and also about
the nature of their environments.
Scientific and Engineering Practices: Constructing explanations and designing
solutions in 35 builds on K2 experiences and progresses to the use of evidence in
constructing explanations that specify variables that describe and predict phenomena and
in designing multiple solutions to design problems.
Scale, Proportion, and Quantity: Observable phenomena exist from very short to very
long time periods.
Learning Objectives & Assessments
Objectives
Learners will be able to observe a fossils
characteristics.
Learners will be able to analyze lyrics to
find facts about fossils.
Assessments
As a class, we will complete a KWL chart
with K being what we think we know, W
being what the teacher wants us to know,
and L being what weve learned.
Students will work with their groups to
read each stanza of lyrics and determine the
main ideas the author wants them to know
about fossils.
Learners will add a post-it with a learned
fact to the L section of the KWL chart.
Materials:
For the class:
Lyrics sheets
Fossils
Post-its
For the teacher:
SMARTBoard/projector
Chart paper
Pre-lesson assignments and/or prior knowledge:
Students will have knowledge of animal bodies decomposing to bones over a period of
time. Students are not expected to know the definition of a fossil or different types of
fossils.
Lesson Beginning:
The teacher will begin by asking students, what is a fossil?, and having them record
their answers in their science notebooks. Teacher will use the information obtained at
this time as an informal assessment of student knowledge. (5 minutes)
Instructional Plan:
Timetable & Transitions:
0:05:00-0:15:00
Teacher will give each group a fossil to observe. Students will observe the fossils,
and use adjectives to describe it. Teacher will ask students to predict where it may
have come from, what it is, and why it is important. Students should record their
observations in their science journals.
The teacher will have students raise their hands and share what they think they
know about fossils, and will write these notes on the chart paper in the K
column. She will then present students with three ideas she wants students to
explore. Students can then add to the W column with a post-it of one thing they
want to know about fossils.
Transition: Teacher will read some wonders out loud as students come up to post their
ideas on the chart paper.
0:15:00-0:45:00
Students will listen to a song about fossils. Students will listen twiceonce for
enjoyment, and again for new content.
Students will then receive a worksheet with the lyrics to the fossil song. Students
will work with their groups to write the main ideas or important points they think
the author is making next to each stanza. Teacher will replay video or provide
clarification if students seem to be having trouble completing the worksheet.
0:45:00-1:00:00
Teacher will ask students to write something they learned about fossils on a postit and add it to the L column on the KWL chart. Tables will come up one at a
time, sharing their ideas with the class. Teacher will clarify any misconceptions.
Differentiation:
Groups will be of mixed ability so more able learners can assist less able learners
within their small groups.
Lyric sheets will be accessible virtually or in paper form.
Students can note observations of fossils using words or pictures, as long as
findings can be explained orally.
Zoe will be allowed to view the lyric sheet on her iPad so it can read the lyrics to
her using voice recognition technology.
Students who struggle with reading and writing should be grouped with proficient
readers and writers who can support their spelling/writing skills and read the
lyrics aloud to the group.
Anita and Kabir will be grouped together to support one anothers use of
language.
Calvin does not need any special accommodations in order to succeed during this
activity.
Wayne will be grouped with patience and more abled readers who can answer any
questions he may have. Teacher will be sure to check on Wayne frequently to
provide frequent reassurance and praise.
Universal Design for Learning
o Provide multiple means of representation
Zoe will use her voice recognition technology to read/write.
Worksheets will be available virtually and on paper.
o Provide multiple means of action and expression
Students can use an online dictionary/translator to assist with
writing.
Students can present their ideas using words or pictures, whichever
they feel more comfortable using.
o Provide multiple means of engagement
Students will work collaboratively to analyze lyrics and determine
the main ideas of the text.
Students will analyze physical examples of fossils and listen to a
song about fossils.
Questions (post-activity class discussion):
What is a fossil?
Where can they be found?
What information do they give us?
Classroom Management:
Students will watch videos and complete worksheets from their tables so that the
teacher has easy access to monitor behavior.
Teacher will group the children to avoid conflict and ensure maximum
productivity.
One teacher will lead the activity while the other circulates to provide
individualized support. Once broken up into groups, both teachers will circulate to
eliminate misconceptions and support students with reading, give praise where
needed, and ask deeper meanings of students who complete the assignment easily.
Closure:
The lesson will conclude with a class discussion from students desks for a lesson
reflection (after the modeling activity) to answer above questions. There will not be a
homework assignment relating to this lesson. (3 minutes)
Fossil Song
http://youtu.be/RNSrNT-nIDE
When life leaves us, when they die