Program Title:
Digging into the Past
Science Discipline: Life Science
Grade Level:
Date:
3rd Grade
4th Quarter
Program Lesson Planner
Time
Statement of Objective: What should students know and do as a result of the lesson?
10 min
Observe fossils and animals to explore how:
Some kinds of plants and animals that once lived on Earth are no longer found anywhere.
Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.
(3-LS4-1)
Warm-Up: How will you engage students in learning? How will you connect the lesson to their prior
knowledge?
Engagement
Students start out by observing a phenomenon of a rock with shell fossils embedded in it. They are asked to think of questions they
have based on observing the phenomenon. (Questions might include: How old is it? Where did it come from? What kind of fossils are
in the rock? What is a fossil? What kind of rock is it? What can the fossil/rock tell us about the environment?) They participate in a
strategy called Stand and Share to share their questions. This reinforces the PGCPS Literacy focus and emphasis on Accountable
Talk.
The students will be shown a picture of the world and asked to guess where they think the rock was found. They will share their ideas
and give reasons based on the evidence they observed in the fossil. (They should guess some place with water- ocean or on a beach
because of the shells) Using the internet app, Google Earth, the students are shown that the fossil rock was found in the middle of
Texas, not near the water. They are asked, what new questions do you have based on this information? (How did the rock get there?
Why are there shells in the middle of Texas?) This is evidence that at one time that part of the world that we call Texas today was
probably under water (aquatic environment). What if it had been found at the top of a mountain? This might have been evidence of
plate tectonic activity with the ground that was once underwater being forced up.
Program Title:
Digging into the Past
Science Discipline: Life Science
Grade Level:
Date:
3rd Grade
4th Quarter
Program Lesson Planner
Time
Exploration
15 min
Teacher Monitored Activities: What will students do together to use new concepts or skills? How will you
assist them in this process?
Students are introduced to two major types of fossils, body and trace fossils. Students explore trays of real fossils and discuss with
their table team whether they think that they are from plants or animals. They then decide if they are examples of body or trace
fossils. The teacher uses a projection camera to review each fossil including whether it is a plant or animal and its type.
Program Lesson Planner
Time
60 min
Explanation
Teacher Directed Activities: How will you aid students in constructing the meaning of new concepts? How
will you introduce/model new skills or procedures?
Students develop an understanding of trace fossils and how scientists support their claims by providing evidence. They use
observation of live animals and models to understand what fossils can tell us.
Fossil Activities:
Meet Dr. Chin: Students are introduced to African American Paleontologist that studies dinosaur coprolites (poop) and what it can tell
us about their environment and activity.
CER : What are the Mysterious White Blobs?- Students use some reading strategies, including jigsaw, to read a short excerpt from Dr.
Chin’s book Dino Dung to find the Claim, Evidence and Reasoning of the first scientist to discover fossilized feces (poop).
Fossil Room Walk: Students independently explore fossils around the room that will be used in the discussion.
Animal Exploration
 Horseshoe Crab: The Living Fossil- Students study this ancient animal that has been around for over 400 mya and is still
found in our local Chesapeake Bay today. They examine pictures of fossils, exoskeletons and the live horseshoe crab to
determine if it has changed.
 Astrodon: Maryland’s State Dinosaur- fossils show how an animal has gone extinct
 Ichthyosaurus- Nevada’s State Fossil- students examine a model of ichthyosaurs and a map of Nevada and ask questions
about the environment of Nevada when ichthyosaurus lived 200 mya.
 Chameleon Trapped in Amber- students observe a live chameleon and compare its features to the one that was found
trapped in amber 78 mya to discuss how the lizard has changed.
Program Title:
Digging into the Past
Science Discipline: Life Science
Grade Level:
Date:
3rd Grade
4th Quarter
Program Lesson Planner
Time
Elaboration
20 min
Time
Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills
and concepts in a meaningful way? How will students expand and solidify their understanding of the
concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential
learning outcomes?
Students complete a fossil identification card of a model fossil trapped in amber (hot glue). They use a variety of resources including a
chart and iPad map to identify the organism, collection location, and geologic time period. The students are also asked to include a
description on the card which can include color, number of legs, antennae, body shape, and size. A ruler and magnifier are provided
as tools for their use. The students get to take home the model fossil they identified.
Ongoing Assessment: How will you monitor student progress throughout the lesson?
Student oral responses and participation in activities.
Culminating Assessment: How will you ensure that all students have mastered the identified learning
indicators? How will you assess their learning?
At the end of the program, the class revisits the objectives from the start of the program. They are then asked to write three
summary statements.
Evaluation
Time
Closure
5 min
Closure Activities: Through this teacher-guided activity, how will you assist students in reflecting upon what
they learned today and preparing for tomorrow’s lesson? What homework will be assigned to help students
practice, prepare, or elaborate on a concept or skill taught?
Students pass in their booklets and model fossils which are given to the visiting teacher to be redistributed back at school.
The instructor explains how to make your own model amber fossil with glue and a paper cup and gives the visiting teacher
a pack of glow in the dark spiders to use back at school.