Basic Lesson Plan Template 5 E Model

Name: Hayley Kozar

Date: March 22, 2016
Grade Level: 2nd
Subject(s): Science
Lesson # & Title: Lesson 1- Paleontologists and Fossils
Big Idea/Lesson Focus/Essential Question:
What is a fossil and how does it form? What is a paleontologist and their job duty?
Function of the Lesson (check all that apply):

Introduce New Skill or Content

Practice & Review
Remediation/Re-teaching
Content Standards:
1.

Grade Band Theme: Observations of the Environment

Topic: Science Inquiry and Application

Content Statements: This theme focuses on helping students develop the skills for systematic discovery to understand the science
of the physical world around them in greater depth by using scientific inquiry.

Observe and ask questions about the natural environment;

Plan and conduct simple investigations;

Employ simple equipment and tools to gather data and extend the senses;

Use appropriate mathematics with data to construct reasonable explanations;

Communicate about observations, investigations and explanations; and

Review and ask questions about the observations and explanations of others.

2.

Strand: Life Science

Topic:InteractionswithinHabitats:Thistopicfocusesonhowecosystemsworkbyobservationsofsimpleinteractions
betweenthebiotic/livingandabiotic/nonlivingpartsofanecosystem.Justaslivingthingsimpacttheenvironmentin
whichtheylive,theenvironmentimpactslivingthings.
ContentStatements:Some kinds of individualsthat once lived on Earth have completely disappeared, although they were
something like others that are alive today.

Learning Objectives (Aligned to Standards & Assessment Plan):

Students will be able to define the term fossil with 100% accuracy.
Students will be able to explain how fossils are formed by telling 3 facts describing fossil formation.
Students will be able to define a paleontologist and list 2 job duties with 100% accuracy.
Academic Language (Academic Language Demands and/or Academic Language Objectives):
Fossil something left behind by an animal or plant that lived a long time ago (could be another organism)

Extinct when a type of animal or plant that was once alive is no longer on earth

Paleontologist- person who studies fossils

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

Imprints- a mark made by pressure; a mark or figure impressed or printed on something

Organism- a form of life considered as an entity; an animal, plant, and fungus

Decay- to become decomposed; rot

Woolly Mammoth- animal similar to an elephant that lived long ago

Saber-tooth Tiger- animal like a tiger that lived long ago

Assessment Plan (Aligned to Learning Objectives):

Formative Assessment:
Students will do a turn and talk and say what they have learned about paleontologists based on the YouTube
video shown in the lesson introduction. I will walk around and record what the students responses are to
determine who is struggling.
Students will do a turn and talk and discuss how a fossil is formed using appropriate scientific language. I will
walk around and observe what the students are saying and make sure theyre using academic language. I will
also make note of students who are struggling.
Active Student Response by having every student go around the room and say one thing they learned during
the lesson.
Summative Assessment:
Students will do an exit card after the lesson explaining what a fossil is using the definition with 100% and one
interesting fact they learned in the lesson pertaining to fossils and paleontologists.
Procedures - Lesson Introduction: (5 minutes)
Ask Do any of you know what a paleontologist is? If they do, allow them to share their thoughts. No matter
what, say We will be watching a video of a song discussing a paleontologist, so please pay attention.
Start off the lesson by showing this video: https://www.youtube.com/watch?v=B7zo2zY1Zqg
Have students do a turn and talk discussing 2 things they learned about paleontologists in the video such as:
what they do, what they wear, tools they have, etc.
After the turn and talk have students share what they talked about with their partner to the entire class.
Say Today we will talk about paleontologists and the tools they need to complete their job. Paleontologists
work with fossils, so we will also discuss fossils and how theyre formed. Our goal is to be able to understand
fossils and how theyre formed, but also learn about paleontologists and their job.
Procedures - Lesson Body: (45 minutes)
ENGAGE: (15 minutes)
1. Say The video we just watched gave us some information on paleontologists. We saw what their job duty is
and what tools they may need to be successful with their job.
2. Say A paleontologist is type of scientist that explores and studies fossils. They find fossils and determine what
the fossil shows and the importance of it.
3. Draw a picture of Pete the Paleontologist on a piece of paper big enough for the class to help label tools and
utensils needed for a paleontologist to be successful with their job.
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

4. Write Paleontologist and the definition on the board for students to see and read. Make sure they say the word
and definition out loud as well.
5. Ask Based on the video and your own opinion and knowledge, what do you think that a paleontologist needs
to find fossils while being safe? Instigate answers if students are struggling. For instance, if students dont
think of goggles protecting the paleontologists eyes say, If a paleontologist is working in the dessert with
heavy winds, what would he/she need to protect their eyes?
6. Help students label the paleontologist with the tools they need and why they need them. (Picture at the end of
lesson)
7. Say Now that you know what a paleontologist is and their job we will be paleontologists by doing an activity
studying fossils.
EXPLORE: (20 minutes)
1. I will have made 4 different pictures pertaining to fossils at the tables. When the students are given the picture,
they must write down any thoughts or questions about the picture that comes to their minds within 2 minutes.
After 2 minutes, they will move to a different table in the class and repeat the same activity. They will repeat
this 4 times since theyre 4 groups of tables in the class. This will activate any prior knowledge students may
have about the environment and living organisms and allow them to collaborate with their classmates.
2. Explain the directions At each table, there is a different picture on a poster board with 5 markers. Please
write down any thoughts and or questions you may have about the picture you see. Write down as many
thoughts and questions you can in 2 minutes. After 2 minutes we will switch tables and repeat the steps 3 more
times. After this activity we will discuss the thoughts and questions as a class.
3. Ask What are some of the thoughts and questions on your pictures? Have a discussion with students based
on what they have wrote on the pictures.
4. Write the word fossil on the board and tell students fossils are imprints left behind by an animal that lived a
long time ago. Imprints are bones from the animal that has decayed. Give students an example by showing
them a picture that they discussed in the previous activity.
5. Discuss that fossils come from animals that have died and decayed in a wet environment that allowed
hardening to occur. Fossils can also be imprints of other environmental organisms such as plants. Bring to the
students attention that fossils can give people information about life a long time ago. For instance, we know
there were dinosaurs because people have found fossils of them. Fossils can show us animals that are extinct,
or no longer in existence on Earth.
6. Say Now that youve learned about paleontologists, fossils, and how fossils are formed we are going to be
creating our own fossils using modeling clay and various materials such as: leafs, shells, and toy dinosaurs.
We will use these materials to create imprints in the clay for a better understanding of what a fossil looks
like.
7. Pass out materials to each table. Make sure each student has clay and a material for their fossil. Put the
materials in a plastic bag so students can choose from various materials.
8. Show an example of how to make the fossil in front of the class. Roll the clay into a ball, press it down and
make it flat, then put the material into the clay so it leaves an imprint.
9. Allow students to make their own fossil. Walk around the class and observe this activity. After theyre finished,
explain that it takes 2 days to dry and have students place their clay in the locker or by the window so it can
harden.
EXPLAIN: (3 minutes)
1. Have students write a one-sentence response on a piece of paper explaining what they learned about the
formation of fossils.
2. Have students do a turn and talk by explaining to their partner how fossils are formed by telling 3 facts using
proper scientific language. Walk around the classroom and listen to the students responses and record names
of students who arent fully grasping the material.
EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

 ELABORATE: (5 minutes)
1. ASR- Go around the room and have all students say one thing they have learned from the lesson today. Try to
have them not repeat what has been said previously by other students. This shows that they have learned
something about fossils and paleontologists. This also allows all students to elaborate on what they have
learned.
EVALUATE: (2 minutes)
1. Students will do an exit-card explaining what a fossil is using the definition and one interesting fact they
learned throughout the lesson about fossils and paleontologists. This will allow me to evaluate if the students
have learned the learning objectives I had set for them.
Procedures - Lesson Closure: (5 minutes)
1. Say Today we learned about paleontologists and how they are scientists who study fossils. They determine
what is imprinted on the fossil.
2. Knowing what has been imprinted on fossils is important in learning about our past Earth environments. We
have learned about dinosaurs and other animals that lived on Earth a long time ago.
3. Say We also learned today about fossils in general. We learned fossils are imprints of parts of animals that
have been decayed in wet environments. They are formed by the animal dying, being in a wet environment,
decaying, then hardening into the fossil itself.
4. Fossils can be found almost everywhere. If theres ever a chance for you to go outside and dig around or look
at various rocks, you might indeed find fossil imprints. Go explore!
5. You can now teach others about fossils because you have learned what they are, how theyre formed, and who
studies them. You will also be learning more about fossils in future classes, so now you will have background
information on fossils and you will be successful!
Instructional Materials and Support:
YouTube video: https://www.youtube.com/watch?v=B7zo2zY1Zqg
Crayola Modeling Clay
Materials for making fossils: toy dinosaurs, leafs, shells
4 fossil pictures: Woolly Mammoth, Saber-toothed Tiger, Leaf, Fish
Paper for students to write their one-sentence response on
White Board and Expo markers
Paper for Pete the Paleontologist to be drawn on
Poster board for fossil pictures to be glued on
Markers
Differentiation, Individualized Instruction, and Assessment:
Process- This lesson was designed to meet the needs of diverse learners because there are multiple visuals such
as: Pete the Paleontologist and his tools, fossil pictures, and the fossil imprints the class will be making. There
is also social interaction among peers. For ELL learners, I made sure to write the words and the definition on
the white board while saying it out loud.
Product- This lesson has multiple tasks where students are asked to actively respond either with a peer or out
loud in front of the entire class to show their knowledge on the material. Accommodations can be made for
students with disabilities or ELL learners if needed such as: allowing them to write their answer down or using
one word responses.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

I gave multiple turn and talk opportunities so that students would use the academic language in their language.
Academic language was embedded in the lesson so students would have better understanding of the material
being taught.

Research and Theory Commentary:

This lesson was designed to include social interaction with peers such as turn and talk or collaborating with
other students in the fossil activity. This is based on Lev Vygotskys theory of sociocultural learning. He
elaborates on the fact that students learn best when theyre interacting with others.
This lesson also uses John Deweys theory of children learn by doing. It is important to include hands-on
learning during lessons for students who best learn in that way. Hands-on learning gives students a better
understanding of the content material when they are doing hands-on activities. I included hands on learning
when the students are making their own fossils. This allows them to see the process of how a fossil forms by
making their own.
There are various different learning styles. I included various aspects of the lesson related to visual learning. I
included four different fossil pictures, the YouTube video, the Pete the Paleontologist picture, and also the
fossil imprints the class will be making. Visual learning is a learning style that many learners adopt in the
classroom.
Another learning style is tactile learning. I made sure to include the fossil activity that relates to the tactile
learning style. It is important for these learners to do and touch activities hands-on. These students best learn
by doing and that also relates to John Deweys theory.

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016

EDU234 Interdisciplinary Planning for Diverse Learners & Families - Spring 2016