Exploration

** Grade Level: ** 2 ** Duration: ** 20 minutes ** Objectives: ** Students will be able to:
 * Title: ** Fossils
 * Tell a friend or parent who a paleontologist is and what they do.
 * Explain what a fossil is
 * Explain how we use fossils to learn about the past
 * Draw a picture of a paleontologist finding a fossil
 * Make his/her own fossil using clay
 * 1) **Content:** Paleontology
 * 2) **Scientific Inquiry:** Students will make predictions as to how they think fossils occur.
 * 3) **Nature of Science:** Science relies on empirical evidence. There is not just one at which science is done.

** Standards: ** > > 11.A.1a: Describe an observed event.11.A.1e: Compare observations of individual and group results. 12.B.1a: Describe and compare characteristics of living things in relationship to their environments. 12.A.1b: Explain why similar results are expected when procedures are done the same.12.A.1c: Explain how knowledge can be gained by careful observation. > 1I: Stimulates prior knowledge and links new ideas to already familiar ideas and experiences.2I: Evaluates teaching resources and materials for appropriateness as related to curricular content and each student's needs.2N: Facilitates learning experiences that makes connections to other content areas and to life experiences.
 * 1) **NSES (Teaching and Content)**
 * 1) **ISBE (Goals 11, 12, and 13)**
 * 1) ** IPTS **

** Materials: **
 * Science/ Dinosaur book which gives information about fossils.
 * Pictures of Paleontologists at work.
 * A ball of clay and a piece of 6"x2" tag board per student.
 * Objects to imprint in the clay (shells, rocks, leaves, etc.)

** Rationale: ** Fossils and paleontology are beneficial for students to learn about so they can be exposed to history as well as be able to comprehend how things occurred in the past.

** Background Knowledge: ** Teacher will ask students if they have ever heard of or seen a fossil and if they have ever seen a dinosaur. We know what dinosaurs look like because of fossils. Teacher will ask students what they use to remember things that happened in their past. Such as taking photographs, drawing pictures, writing in a journal, etc. Teacher will explain what fossils are and that by finding fossils we are able to learn about things that have occurred in the past and what animals lived in those times. Students will be shown two videos that explain fossilization. Fossil Video 1. Fossil Video 2

** Procedure (5-E Model) ** Engagement: Students will be engaged in the learning process. They will engage in making fossils. Students will answer questions and be shown pictures at the beginning of class about paleontologists. They will examine fossils and discuss with their peers. ** Exploration: ** Students will explore fossils throughout this science lesson. Students will make their own fossils by using clay and imprinting objects into it. Students will explore the other students' fossils. Explanation Elaboration Evaluation


 * 1) The word "Paleontologist" will be written on the board and a sign "Paleontologists at work" will be placed on the activity table. Pictures will be shown of a paleontologist at work. Students will be asked who they think a paleontologist is and what they do. A definition will be written based on their input.
 * 2) Samples of fossils will be passed out for students to examine. Students will be asked to discuss, within their work groups, how they think fossils were made and why Paleontologists use them as keys to our past. The information will be shared with the class and posted on a chart.
 * 3) Each student will be given a ball of clay and a strip of tag paper. The students will roll the clay out to a thickness of not less than 1 inch. Next the students will insert the paper ring so that it forms a seal. The student will select an object they wish to make into a fossil and press it into the clay. When the student carefully removes the object an imprint is left. At this time the students can review how this might have happened in nature.
 * 4) After reviewing their chart on fossils, the children may become Paleontologists and discover their fossils by removing the circle of paper and clay.
 * 5) Students will then share with their classmates. They will place their fossils on the activity table so other students can examine them.

**Group Activity Rubric**

**1 Point** || **Acceptable** **2 Points** || **Target** **3 Points** || **Comment** || //Why is teaching this topic important? How is it related to students’ daily lives?// || There is little to no demonstration of lesson’s importance and/or connection to other course topics or to the contemporary world. || Importance of the lesson content and its connection to other course topics and to the contemporary world are clearly explained. || Importance of the lesson content and its connection to other course topics, to the contemporary world, and to other academic disciplines are clearly explained. ||  || //Are the objectives clear and aligned with NSES, ISBE, and IPT standards? Do the objectives include NOS concepts?// //You must include both content and teaching standards for NSES.// || Objectives are missing, unclear, and/or not aligned with appropriate standards. There is not any NOS concept planned to teach. || Objectives consistently align with appropriate standards and clearly articulate learning outcomes. One concept is planned to teach. || Objectives thoroughly address appropriate standards and clearly articulate learning outcomes. At least two NOS concepts are planned to teach. ||  || //Are the materials appropriate for the activity?// || Materials and/or resources are not identified and/or are inadequate for instructional activities. || Selected materials and resources are appropriate for diverse learners and for instructional activities. || Selected materials and resources are multiple, varied, and appropriate for diverse learners and for instructional activities. ||  || //Does the activity use scientific inquiry strategies? Is the activity appropriate for the objectives?// //Is the activity engaging and related to students daily lives?// || Instructional strategies are inappropriate. Activity does not align with the objectives. It is not engaging and related to students’ daily life experiences. || Instructional strategies are appropriate. The learning activity is rich, engaging, and aligned with grade level, content, and learning outcomes. || Instructional strategies are appropriate and inquiry oriented 1. The learning activity is rich, engaging, and aligned with grade level and content. The learning activity facilitates mastery of learning outcomes. ||  || //Are the targeted NOS concepts discussed explicitly throughout activity?// || Any of the NOS concepts are not imbedded and discussed explicitly. || One or two NOS concepts are embedded appropriately, but not discussed explicitly throughout teaching. || At least two NOS concepts are imbedded appropriately and discussed explicitly throughout teaching. ||  ||
 * **Common Criteria** || **Unacceptable**
 * **Rationale**
 * **Rationale**
 * **Objectives**
 * **Materials and Resources**
 * **Scientific Inquiry Activity**
 * **Nature of Science Focus**