Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 71383
Fossil DNA
This is a lesson designed to help students explain that scientific knowledge is durable because it is open to change as new evidence or interpretations
are encountered and site examples from the article that support that the history of science has changed due to new evidence or new interpretations
being encountered through reading nonfiction text. This lesson follows the Comprehension Instructional Sequence (CIS) Model through a 5E lesson
plan.
Subject(s): Science
Grade Level(s): 6, 7
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, LCD Projector
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: DNA, Nature of Science, NOS, New Discoveries
Instructional Design Framework(s): Learning Cycle (e.g., 5E)
Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will explain that scientific knowledge may change as new evidence is discovered or new scientific interpretations are formed.
Students will explain that scientific explanations are based on empirical evidence, logical reasoning, predictions, and modeling.
Students will identify instances in the history of science in which scientific knowledge has changed as a result of new evidence.
Prior Knowledge: What prior knowledge should students have for this lesson?
This benchmark requires prerequisite knowledge from SC.3.N.1.7, SC.4.N.1.3, SC.4.N.1.7, SC.5.N.1.5, SC.5.N.1.6, and SC.5.N.2.1.
Guiding Questions: What are the guiding questions for this lesson?
How has new technology allowed scientists to learn about the past and add to scientific knowledge?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
You will need to print sets of the fossil trading cards for each pair of students; these are located in the attachments.
Hook:
1. Provide each pair with a fossil trading card showing a photograph of a fossil
2. Pairs (shoulder partners) use the photograph to make inferences about where the rock originally formed (in the ocean, in a forest, etc.) and write their predictions
with justification on sticky notes.
3. "Pairs Compare" -Pairs share their trading card with their face partners to describe what they inferred from the fossil photograph and supplying evidence to support
their inference
4. Randomly call on students to share their inferences with the class. Use the HOT questions below to help guide discussion if needed.
Ask these Higher Order Thinking Questions (HOT Questions) through throughout the HOOK to elicit a deeper understanding:
What do all fossils have in common?
page 1 of 4 How sure can we be about the inferences made from fossils?
What makes inferences stronger? (multiple pieces of supportive evidence)
What information can we not learn from fossils?
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Handout a copy of the CIS Template and the article to each student.
Vocabulary Development:
DNA
Molecular anthropologist
Pompeii
Calcified plaque
Fossils
Review necessary vocabulary words and then direct students to words introduced in the text by paragraph number. Teacher may include effective vocabulary
strategies at this point. Teachers add a brief definition on chart paper.
EXAMPLE:
1. Have students use the article to determine which definitions can be found in context, highlight the context clues
2. Words that are not defined in context, but are necessary in order for the article to make sense, must at least have a general definition. Have students, with partner,
come up with a definition for DNA and fossils and write definitions in the margins. Share with another partner.
3. Call randomly to have definitions shared.
(Variations for Vocabulary Instruction: Word Study Guide, Frayer Model, graphic organizers, word wall interaction)
Para. 2: DNA
Para. 3: molecular anthropologist
Para. 5: Pompeii
Para. 7: calcified plaque
Para. 8: fossils
Text Marking:
W-What do we hope to discover by looking at the calcified plaque?
H-How can the plaque help us to make discoveries?
B-What background information helps us understand the process?
Using a document camera model for students how to text code. You will do this by reading the text aloud and "coding" (place a W, H or B) a portion of the text. You
can place the corresponding letter to the left of the paragraph and then underline the "cues" that lead you to your choice of coding. Students follow along and mark
their copy. Students proceed to code the rest of the text independently while the teacher continues to read aloud. Students share text markings with table group or
partner.
EX: Model for the students:
1. Paragraph 1 has 3 examples of "W"
What our ancestors are
How our ancestors interacted
What diseases our ancestors fought
2. Paragraph 2 has an example of "H"
Information comes from the DNA of millions of tiny organisms embedded in the ancient dental plaque of four medieval skeletons
3. Paragraph 6 is an example of "B"
As long as the coding can be defended by the student, accept the coding (there may be multiple reasonable responses.)
Ask these higher order thinking questions (HOT Questions) to individuals, teams as well as the class during the EXPLORE or EXPLAIN to elicit a deeper understanding:
What sentence gives the best summary? Why?
What would be another good title for this article?
Which sentence best characterizes the way that scientists feel about the testing of calcified plaque?
Identify an example from the text of new evidence changing scientific knowledge.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Directed Note-Taking:
Record notes containing the most important information relevant to the guiding question.
Present the essential question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the
category or categories that support the statement.
EXAMPLE:
Essential Question: How has new technology allowed scientists to learn about the past and add to scientific knowledge?
Paragraph
Notes
Coding
1
What diseases our ancestors fought…
W
Students complete note-taking collaboratively or independently.Conduct small- and whole-group discussion. Ask groups to come to consensus on which category is the
most impactful according to the support from the text.
Generating Questions:
Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students b rainstorm questions they still
have about the text. Then have students scan their notes and reread portions of the text again as needed to come up with questions.
EXAMPLE:
How does this article support the idea that scientific knowledge changes over time?
page 2 of 4 Review:
Revisit the essential question and allow students to change their responses.
Ask these higher order thinking questions (HOT Questions) to individuals, teams as well as the class during the EXPLORE or EXPLAIN to elicit a deeper understanding:
What sentence gives the best summary? Why?
What would be another good title for this article?
Which sentence best characterizes the way that scientists feel about the testing of calcified plaque?
Identify an example from the text of new evidence changing scientific knowledge.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Hand out RAFT template and rubric to each student.
Display this on the board or over the LCD projector:
Background: This article talks about a process by which DNA information can be retrieved from calcified plaque in order to make discoveries about our ancestors. As
technology advances, new evidence becomes available which can change or add to scientific knowledge.
Writing Prompt: RAFT Writing
Role of the Writer: Who are you as the writer? Allow students to choose one: Scientist, concerned citizen, or college student
Audience: To whom are you writing? Allow students to choose one: Newspaper or Journal, congressman or woman, or classroom of professors (teachers)
Format: In what format are you writing? Allow students to choose one: Article, Letter or speech
Topic: What are you writing about? Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered
and site examples from the article that support that the history of science has changed due to new evidence or new interpretations being encountered. FEEL FREE
TO BE CREATIVE ADD how new technology might allow us to understand more about some body of scientific knowledge such as a better understanding of space,
nuclear reactions, the Earth's interior, disease, global warming, etc. and why this benefits society.
Summative Assessment
In the ELABORATION section students will complete a RAFT writing. Using the attached RAFT Rubric teachers can check for student understanding and knowledge of the
standards.
Formative Assessment
Ask these higher order thinking questions (HOT Questions) to individuals, teams as well as the class during the ENGAGE to elicit a deeper understanding:
What do all fossils have in common?
How sure can we be about the inferences made from fossils?
What makes inferences stronger? (multiple pieces of supportive evidence)
What information can we not learn from fossils?
Ask these higher order thinking questions (HOT Questions) to individuals, teams as well as the class during the EXPLORE and EXPLAIN to elicit a deeper
understanding:
What sentence gives the best summary? Why?
What would be another good title for this article?
Which sentence best characterizes the way that scientists feel about the testing of calcified plaque?
Identify an example from the text of new evidence changing scientific knowledge.
Feedback to Students
Student feedback should be given throughout lesson based on answers to higher order thinking questions (HOT Questions) and class discussions.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: The website https://newsela.com/ will allow the teacher to change the Lexile level to match individual students reading abilities. Use this feature
to help differentiate for all your students.
Suggested Technology: Document Camera, Computer for Presenter, LCD Projector
Special Materials Needed:
Per Student:
Article: http://newsela.com/articles/dental-dna/id/2920/
Highlighter (optional; students can underline with a pen or pencil instead)
CIS Template http://www.definingthecore.com/downloads/CIS_Template.pdf
RAFT Template http://www.readwritethink.org/classroom-resources/printouts/raft-writing-template-30633.html
RAFT Rubric Fossil DNA RAFT Rubric.xls
Per Pair:
"Fossil" Trading Cards Fossil Trading Cards.docx
Further Recommendations: The website https://newsela.com/ will allow each teacher 4 downloads without registration, however registration is free and will
allow teachers unlimited downloads as well as the ability to save articles of interest.
Additional Information/Instructions
By Author/Submitter
This is a lesson that supports reading in the content area.
page 3 of 4 All documents required for the lesson are located in the special materials section of the lesson.
SOURCE AND ACCESS INFORMATION
Contributed by: Rachel Jensen
Name of Author/Source: Rachel Jensen
District/Organization of Contributor(s): Polk
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.N.2.2:
SC.7.N.2.1:
Description
Explain that scientific knowledge is durable because it is open to change as new evidence or interpretations are
encountered.
Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new
interpretations are encountered.
page 4 of 4