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Step-by-step directions for teaching. Include what students do and what the teacher
says/does.
1. Teacher introduces rocks and asks how rocks tell stories.
2. Students will make suggestions, teacher writes all ideas on the board. Someone might bring
up fossils.
3. Teacher asks driving question: Where was this rock formed and how do we know?
Students write driving question in science notebooks.
Assessment:
What will you look for in student talk/writing/activity that will tell you what students are
thinking? Be sure to align with your knowings and doings.
Pre-Assessment: The teacher gets information about student understandings about rocks and fossils
by asking what types of clues students would look for in rocks. (Knowing #1-4).
Accommodations/Adaptations:
(Jacob- vision challenges)
Use large print, braille, and give him a handout of the questions (input)
Allowing more time to read and respond to questions (time)
Assessment:
Formative: Teacher asks probing questions about students observations (Knowings #1-3, Doing #1)
Accommodations/Adaptations:
Provide larger hand lense and allowing him to use sense of touch instead
(input, substitute curriculum)
Work with partner- verbally state observations, while partner records (participation, level of
support, output)
Assessment:
Formative: Teacher attends to student ideas about fossils in the science talk (Knowings #1-4)
Accommodations/Adaptations:
Provide students group with actual life saver and clam to feel in order to
make comparisons to the feeling of the rocks/fossils (substitute curriculum, input)
Place student in group with students who will support him- friends, helpers
(level of support)
Assessment:
Formative: Teacher attends to student drawings and guides student observations. (Knowing #2, #3;
Doing #1)
Accommodations/Adaptations:
Print fossil sheet in a darker font or have contrasting colors as well as make
the text and pictures larger (input)
Allow student to type observations or use chart paper instead of science
notebook (substitute curriculum)
Assessment:
Formative: Teacher attends to students ideas about where the rocks came from (Knowing #4, Doing
#2)
Accommodations/Adaptations:
Student may name ancient organisms after superheroes or comic characters
in order to help him to remember how they look (output)
Provide picture cards of fossils to help identify whether he saw these fossils
(input)
Assessment:
Summative Assessment: The teacher assesses student science notebooks to see if they included
the following features.
That the rock had fossils. (knowing #1)
That the fossils were evidence of animals that used to live in a sea (crinoids, brachiopods). (knowing
#2)
That the shells are no longer in the rock. (knowing #3)
That the fossils are evidence that the rock formed at the bottom of the ocean. (knowing #4, doing #2)
Accommodations/Adaptations:
Student may type his response to the driving question in large font and
share verbally (output)
Student Science Toolkits
Building on student ideas Students will likely have heard of fossils, probably in the
context of dinosaurs. They probably understand that fossils are very old. This will help them
think about new kinds of fossils of animals they have never seen before.
Connecting to funds of knowledge Some students may have seen fossils in museums or
have their own rock collections that include fossils. These funds of knowledge are family, peer
activities, and interests/talents.
Students are familiar with mystery stories and know that in mysteries, clues are provided
to help figure out what happened. This lesson builds on students understanding of stories and
clues to help them make sense of using fossils to figure out where rocks were formed. These
funds of knowledge are family, popular culture, and peer activities.
Bibliography/Sources
Fossil guide picture from:
Rhodes, F. H., Shaffer, R. R., Zim, H., & Perlman, R., (1962). Golden Guide to Fossils. New
York: Golden Guide Press.