Mary Beth Armstrong
Fossils and Earth’s History Lesson Plans
Week 2 January 26-30 2015
Monday (26)
08-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
LT-2 I can differentiate between types of fossils and how they are preserved.
Students will review LT-1 by completing a short bell work. While this occurs, the teacher will check the science journal for organization and Getting into the Fossil Record for work completion. This will be followed by a discussion of the online module students completed on Friday called Stories from the Fossil Record. Students will review textbook pp. 242-248 by completing a Fossil Pamphlet. After reviewing the assignment, students will post -assess LT -2 in their journal. Students will also write “big ideas” for the target.
Assessment – Students will take a quick matching quiz on the types of fossils before class ends.
Differentiation – For students who need a scribe, a copy of the correct answers (to the fossil pamphlet) will be given to those students. Students that need a reader can use the electronic version of the text as well as Read Write Gold.
Tuesday (27)
Learning Target – I can identify my strengths and weaknesses in my understanding of LT 1 and 2 based on my performance on the practice quiz.
I can classify objects/traits in order to accurately complete a cladogram.
Students will begin class by having a bell work review of LT 1 and 2. Students will use SMART Response clickers to take a practice quiz over LT 1 and 2. Students will construct an assessment chart in their journal in order to track their strengths and weaknesses in understanding LT 1 and 2.
Students will then begin a lesson on Understanding Cladistics from the Museum of Natural History. Students will complete a guided discovery activity in which they will construct a trait chart after analyzing 4 coins: a penny, nickel, dime and quarter. Students will come up with a characteristic that fits all four coins, then a characteristic that fits three of the four coins, a characteristic that fits two of the four coins and finally a characteristic that is unique to one coin. Students will then construct a cladogram showing how the characteristics become more sophisticated as you move up the cladogram.
Assessment: SMART Response Practice Assessment LT 1 and 2.
Differentiation: The test will be given orally to the class.
Wednesday (28)
Learning Target - I can classify objects/traits in order to accurately complete a cladogram.
From there, students will construct a trait chart for the following organisms: snail, fish, salamander, alligator, T.rex, mockingbird, duck, mouse bat, deer, rhinoceros, and fossil horse. They will use the internet to discover common traits of each organism. Students will also be given a partially filled out cladogram which students will complete as they find answers to their research.
Students will take a paper/pencil quiz over LT 1 and 2.
Differentiation: Students needed a reader will work in a small group with the instructional aide. In classes with no instructional aide, students can listen to the test being read on the computer.
Thursday (29)
Learning Target – I can show what I know about LT 1 and 2 based on my performance on my quiz.
Students will construct a test summary chart to record their results from LT 1 and 2 Quiz. Students will glue their scantron into their journal. I will use item analysis data to discuss/review questions that gave students problems in each class. Students will receive information about retakes and can get a copy of a retake review if they choose to take a retake.
The remainder of class will be used to discuss the Inverted Cup of Water Scientific Explanations. Students will get their papers back and will have an opportunity to look at the feedback they have been given. I will also discuss problem areas that occurred often with the explanations.
Assessment: None
Differentiation: None
Friday (30)
Learning Target – I can
What Did T Rex Taste Like?
Students will use the Ipads to navigate a module, “What Did T Rex Taste Like?” to extend the lessons we have done on classifying and cladograms.
http://www.ucmp.berkeley.edu/education/explorations/tours/Trex/index.html
During this module students will learn that:
· All living things are related by common ancestry.
· Branching diagrams, called cladograms, are used to illustrate evolutionary relationships.
· Cladograms are based on shared, inherited features.
· Cladograms refine our ability to understand and interpret evolutionary history.
Assessment:
Differentiation: For students needing help in reading, students may use the classroom computers in order to use Read, Write, Gold which can be used to read the material to students.