5E Student Lesson Planning Template - Environmental Science

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2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsLesson Plan for Grades: 9-12Length of Lesson: 2 hours 15 minutesAuthored by: UT Environmental Science InstituteDate created: 08/01/16Subject area/course: Biology, Earth and SpaceMaterials: Fossil sample envelopes & instructions Fossil excavation worksheets Fossil excavation reports Posters Pens/Markers Computers and access to internetTEKS/SEs:§112.36 Biology(2) Scientific processes. The student uses scientific methods and equipment during laboratory and fieldinvestigations. The student is expected to:(E) plan and implement descriptive, comparative, and experimental investigations, including askingquestions, formulating testable hypotheses, and selecting equipment and technology(G) analyze, evaluate, make inferences, and predict trends from data; and(H) communicate valid conclusions supported by the data through methods such as lab reports, labeleddrawings, graphic organizers, journals, summaries, oral reports, and technology-based reports(7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversityof life. The student is expected to:(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record,biogeography, and homologies, including anatomical, molecular, and developmental§112.36 Earth and Space Science(2) Scientific processes. The student uses scientific methods and equipment during laboratory and fieldinvestigations. The student is expected to:(G) organize, analyze, evaluate, make inferences, and predict trends from data(I) communicate valid conclusions supported by data using several formats such as technical reports, labreports, labeled drawings, graphic organizers, journals, presentations, and technical posters(8) Earth in space and time. The student knows that fossils provide evidence for geological and biologicalevolution. Students are expected to:(A) analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils,fossil lineages, and significant fossil deposits with regard to their appearance, completeness, andalignment with scientific explanations in light of this fossil data1

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsLesson objective(s): Students will analyze, organize and evaluate fossils provided and communicate their results in an organizedmanner.Differentiation strategies to meet diverse learner needs: ELL students and students with learning disabilities should have multiple forms of instruction including visualand written instruction sheets as well as a verbal instruction and demonstration.ENGAGEMENT (15 minutes) Class divides into groups of 3-4. Teams have 10 minutes to answer the following questions:o What is a fossil?o Why are fossils important in science and history?o What are some of the things fossils can tell us? As a class, teacher leads discussion on the answers from each team. Teacher introduces the goal of the lesson: Working in teams of 3-4, students will become paleontologists.Over a period of three “excavation” days, teams record their results after each “excavation” and makeassumptions about the type of animal discovered.EXPLORATION (45 minutes) Teacher distributes one of the fossil sample envelopes to teams of 3-4 students. Teams will work aspaleontologists finding “fossils” over a period of three “excavation” days. Teams record their results aftereach “excavation” and make assumptions about the type of animal discovered. Teams then collaborate with another paleontologist team. Teams spend 5 minutes comparing the bones andrecord any new assumptions based on shared information. Each team creates and presents a 5-minute report which includes the following:o What was your initial assumption after the first day of “excavation”?o Did the discovery of new bones cause disagreements among the group regarding your initialconclusions?o How did the information from the other paleontologist team affect your team’s results?o What additional information does your group still need to finish identifying the fossils? Teacher walks around the room asking questions about what students are doing Teacher listens to student ideas as they talk to each other Teacher provides support to students as needed (without providing the answer)EXPLANATION (30 minutes) Teams present a 5-minute report which includes the following:o What was your initial assumption after the first day of “excavation”?o Did the discovery of new bones cause disagreements among the group regarding your initialconclusions?o How did the information from the other paleontologist team affect your team’s results?o What additional information does your group still need to finish identifying the fossils? Teachers encourage students to explain concepts in their own words. Teachers highlight important ideas that students provide. Teachers introduce vocabulary, formal labels or definitions as needed.ELABORATION (45 min)2

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossils Teams use the Skeletal Resource Manual to look at drawings of existing animals. Based on the similarities ofskeletons found in the resource, teams make a final conclusion about their fossil find. Teams add to theirposter the following information:o Type of animal you think your fossil was.o A drawing of what the animal might have looked like.o Where you think the animal may have lived (in water, land or air) and evidence supporting yourconclusion.o What you initially thought was the animal on the first day of “excavation”.o Evidence that made you change your interpretation.Posters will be displayed in a gallery walk. Teams must evaluate 3 other posters using the rubric provided. Teachers ask students to use the new vocabulary appropriately. Teachers encourage students to incorporate real world connections.EVALUATION (throughout) Students will be evaluated on their posters and evaluations of team posters during the gallery walk.o Teachers ask questions that provide insight into student progress.o Teachers observe students as they create products and look for evidence of understanding.SOURCES AND RESOURCES Hot Science – Cool Talks #66 “Remarkable Creatures” by Dr. Sean Carroll, www.hotsciencecooltalks.org Evolution & the Nature of Science Institute, “The Great Fossil Find”,http://www.indiana.edu/ ensiweb/lessons/gr.fs.fd.html3

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsTEACHER HANDOUT: EXPLORATION ACTIVITY (45 minutes)Purpose: Teams will work as paleontologists finding “fossils” over a period of three “excavation” days. Teams recordtheir results after each “excavation” and make assumptions about the type of animal discovered.Materials: Fossil sample envelopes & instructions Fossil excavation worksheets Fossil excavation reportsSafety Information: N/AProcedure:Prior to Class: Make copies of the fossil template and cut out the different fossil pieces. Create an envelope with the fossil pieces for each team. Consider the following variations:o Not all teams get all fossils. This way when teams collaborate with other paleontologists they can get abetter idea of their fossil when they share information.o Consider using two different types of fossils and color code the envelopes. When teams share withanother paleontologist team, they should share with teams with their same color.During Class: Pass out sample envelopes & instructions, excavation worksheets and reports to teams of 3-4 students. Teams will work as paleontologists finding “fossils” over a period of three “excavation” days.Teams record their results after each “excavation” and make assumptions about the type of animaldiscovered.Teams then collaborate with another paleontologist team. Teams spend 5 minutes comparing the bones andrecord any new inferences/assumptions based on shared information.Each team creates and presents a 5-minute report which includes the following:o What was your initial assumption after the first day of “excavation”?o Did the discovery of new bones cause disagreements among the group regarding your initialconclusions?o How did the information from the other paleontologist team affect your team’s results?o What additional information does your group still need to finish identifying the fossils?4

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsTEACHER HANDOUT: Fossil Template 1Source: Evolution & the Nature of Science Institute, “The Great Fossil Find”, http://www.indiana.edu/ ensiweb/lessons/gr.fs.fd.html5

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsTEACHER HANDOUT: Fossil Template 2Source: Evolution & the Nature of Science Institute, “The Great Fossil Find”, http://www.indiana.edu/ ensiweb/lessons/gr.fs.fd.html6

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsTEACHER HANDOUT: Skeletal Resource ManualFISH (Perch)SALAMANDER (Necturus)FROGSource: Evolution & the Nature of Science Institute, “The Great Fossil Find”, http://www.indiana.edu/ ensweb/lessons/gr.fs.fd.html7

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsCATRABBITSource: Evolution & the Nature of Science Institute, “The Great Fossil Find”, http://www.indiana.edu/ ensweb/lessons/gr.fs.fd.html8

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsBATBIRDSource: Evolution & the Nature of Science Institute, “The Great Fossil Find”, http://www.indiana.edu/ ensweb/lessons/gr.fs.fd.html9

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsSTUDENT HANDOUT: EXPLORATION ACTIVITY (45 minutes)You are a team of paleontologists working in Big Bend, Texas tracking down fossil remains.Your team has made recent discovery so you will attempt to identify the typeof animal based on its fossil remains.Day 1: On a brisk morning, your teamfinds 4 well-preserved fossil bones.Day 3: In the final day of your excavation,you find 3 more specimens.(Note: Remove 4 bones from your envelope withoutlooking at the ones remaining inside)What does your fossil look like?(Note: Remove 3 bones from your envelope)What does your fossil look like?What type of animal do you think it is?What type of animal do you think it is?What about the fossil makes you think that?What about the fossil makes you think that?Day 2: After a long day, your team hasdiscovered 3 more specimens.(Note: Remove 3 bones from your envelope)Day 4: Back at the lab, you discoveranother team has found similar remainsfrom the same time period.What does your fossil look like?(Compare your results to the results of another team)What new information did you get?What type of animal do you think it is?What type of animal do you think it is?What about the fossil makes you think that?10

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsSTUDENT HANDOUT: EXPLORATION ACTIVITY (45 minutes)Fossil Hunting Expedition ReportYour team will present a 5-minute report to other paleontologists. Fill out the informationbelow and include it in your presentation. Make sure all team members are in charge ofpresenting a section of the report.1. What was your initial assumption after the first day of “excavation”?2. Did the discovery of new bones cause disagreements among the group regarding yourinitial conclusions?3. How did the information from the other paleontologist team affect your team’s results?4. What additional information does your group still need to finish identifying the fossils?11

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsSTUDENT HANDOUT: ELABORATION (45 minutes)Your team is now back at your research institution. You now find the Skeletal Resource Manualwith drawings of skeletons of existing animals. Use the drawings to create an assembly of yourfossil skeleton. Create a poster with the following information: Type of animal you think your fossil was. A drawing of what the animal might have looked like. Where you think the animal may have lived (in water, land or air) and evidencesupporting your conclusion. What you initially thought was the animal on the first day of “excavation”. Evidence that made you change your interpretation.Posters will be displayed in a gallery walk. Your team must evaluate three other posters usingthe rubric provided.12

2275 Speedway, Mail Code C9000Austin, TX 78712(512) 471-5847www.esi.utexas.eduFossilsSTUDENT HANDOUT: POSTER EVALUATIONTeam:1Drawing not included.Description of animal’s livingenvironment not detailed. Noinitial conclusion provided.Supportive evidence missing.2Drawing included but vagueor unclear. Detaileddescription of animal’s livingenvironment included. Noinitial conclusion providedand/or supportive evidencemissing.Comments:3Clear drawing included.Detailed description ofanimal’s living environmentincluded. No initial conclusionprovided and/or supportiveevidence missing.4Clear drawing included.Detailed description ofanimal’s living environmentincluded. Initial conclusionand supportive evidenceprovided.Questions:Team:1Drawing not included.Description of animal’s livingenvironment not detailed. Noinitial conclusion provided.Supportive evidence missing.2Drawing included but vagueor unclear. Detaileddescription of animal’s livingenvironment included. Noinitial conclusion providedand/or supportive evidencemissing.Comments:3Clear drawing included.Detailed description ofanimal’s living environmentincluded. No initial conclusionprovided and/or supportiveevidence missing.4Clear drawing included.Detailed description ofanimal’s living environmentincluded. Initial conclusionand supportive evidenceprovided.Questions:Team:1Drawing not included.Description of animal’s livingenvironment not detailed. Noinitial conclusion provided.Supportive evidence missing.Comments:2Drawing included but vagueor unclear. Detaileddescription of animal’s livingenvironment included. Noinitial conclusion providedand/or supportive evidencemissing.3Clear drawing included.Detailed description ofanimal’s living environmentincluded. No initial conclusionprovided and/or supportiveevidence missing.4Clear drawing included.Detailed description ofanimal’s living environmentincluded. Initial conclusionand supportive evidenceprovided.Questions:13

Fossils 1 2275 Speedway, Mail Code C9000 Austin, TX 78712 (512) 471-5847 www.esi.utexas.edu Lesson Plan for Grades: 9-12 Length of Lesson: 2 hours 15 minutes Authored by: UT Environmental Science Institute Date created: 08/01/16 Subject area/course:

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