Grade4 FOSSILS: Use&Comparison ScienceStandard(s):ScienceStandard4ObjectiveI ContentObjective(s): Thestudentswillworkaspartnerstoidentify4 definingfeaturesoffossils[size,color,shape,texture] inasimulatedfossildiginordertocomparethemto familiarobjectsasawaytohelpidentifyeach‘find.’ Icanworkwithpartnerstodescribe4defining featuresoffossils[size,color,shape,texture]to comparethemwithfamiliarobjectsandidentifyeach ‘fossil.’ EssentialQuestions: Whatisafossil? Whatcanwelearnfromfossils? Materials: • Objectiveswrittenaheadoftime • DefiningFeaturessheet[oneperstudent] • MAPgrid[oneperstudent] • FossilBoxes[shoebox,sand,fossils](fossils:real fossils,plastercasts,cleanedturkey&chicken bones,plasticinsectstrappedinhotglue,etc.) • Paintbrushes[onepergroup] • 5SentenceFrameswrittenaheadoftime 4thGradeScienceStandardIV- Fossils(lesson1of5) LanguageObjective(s): Thestudentswillrecordadjectivesassociatedwiththe4 definingfeaturesandwillusetheminsentenceframes tomakecomparisonsandtoidentifyeachfossil. Icanrecord2ormoreadjectivesassociatedwithall4 definingfeaturesandwillusetheminsentenceframes tomakecomparisonsandtoidentifyeach‘fossil.’ RequiredAcademicVocabularyforWordWall: Listen:archaeologist,fossils,tools,map,defining feature,size,color,shape,texture,identify Speak:archaeologist,fossils,tools,map,defining feature,size,color,shape,texture,identify Read:archaeologist,fossils,tools,map,definingfeature, size,color,shape,texture,identify Write:archaeologist,fossils,tools,map,definingfeature, size,color,shape,texture,identify SentenceFrames: ___is(bigger/smaller)than______________;itisthe sizeof______. ___is(redder/darker)than______________;itisthe colorof_____. ___is(rounder/flatter)than______________;itisthe shapeof____. __is(rougher/slicker)than______________;itisthe textureof___. Thesize,color,shape,&textureofthisfossilidentifyitas ______. AdditionalLessonVocabulary: bigger,smaller,redder,darker,rounder,flatter,rougher, slicker, Lesson: InstructionalTime:45min. Opening:(5minutes) EstablishorReinforceManagementRoutines/Procedures.Expectationsinplaceandmethodtohavethe studentsrespondtoyou.[i.e.MagicWord‘fossil’–whenIsaythemagicwordyouwill__,__,&___.Ready? ‘Fossil!’] T:“Haveyoueverdiscoveredsomethinginasandbox,ontheplayground,inyourdesk,orsomewhereelsethat wasfromlongago?”[wait,theninviteresponses] IntroducetheEssentialQuestionsforFossils&EstablishapurposefortheFossilunitofstudy–[5lessons] Havethisinformationwrittenaheadoftimetopostbeforetheclassorpreparetorecorditontheboardasitis discussed. T:“Theessentialquestionsforthisunitrelatetofossils,relicsoflongago.Let’sreadthemtogether.Whatisa fossil?Whatcanwelearnfromfossils?” S:Whatisafossil?Whatcanwelearnfromfossils? T:“Thesewillbethequestionswelearnaboutforthenextfivelessons.Iwanttoseewhatconnectionyou alreadyhavetofossils.Iwillaskthreequestionstofindoutmore.Pleasedonotansweralouduntilallhave beenaskedandthenyouhavebeengivenachancetoshare.Thequestionsare1-Whatisafossil?[wait]2-Have youeverseenafossil?[wait]3-Whatdoesafossillooklike?[wait]Youwillhave30secondseachtosharewitha partneryouranswerstothesethreequestions.Thatwillbeatotalof1minuteforthetwoofyoutoshare. PointtoyourpartnersothatIknowyouarereadytobegin.WhenIsay‘fossil’youmayshare.Good,everyone ispointingtoapartnersoIknowthatyou’reready.‘Fossil.’”[inviteresponsesasstudentswishtosharewhole class.] Comeupwithaclassdefinitionofwhatafossilis.Writedownsomeoftheresponsesalreadysharedand inviteanyadditionalonessothatthestudentscandiscussandcometoconsensusonwhattheywouldliketo include.Writethefinalresultontheboard. T:“Wewanttoincludethemostimportantpartsofyourdescriptionsinaclassdefinitionofa‘fossil.’[work throughtheprocessmentionedinthebulletabove]Good,wehavedecidedthatadefinitionforfossilsthatwe cansupportisthefollowing;‘Fossil:theremainsorevidenceofanancientorganism.’Let’sreadthistogether. ‘Fossil:theremainsorevidenceofanancientorganism.’“ S:‘Fossil:theremainsorevidenceofanancientorganism.’ Postorwritecontent&languageobjectiveswheretheycanbeseenandreferredto.Guidestudentsto understandtheexpectationsforthelessonbeforecontinuingon.Usenon-examplesasdemonstratedbelow todrawattentiontodetail. T:“Herearetheobjectivesforthelesson.Theywillhelpusknowexactlywhatweareexpectedtodosothat wecanmeetthisgoalduringthenext30minutes.PleaselookatthecontentobjectivefirstasIreaditaloudto you.“TodayIwillworkwithapartnertodescribe4definingfeaturesoffossils[size,color,shape,&texture]to comparethemwithfamiliarobjectsandidentifyeach‘fossil.’”Youwillworkaloneforthistask?[wait…no]no? Youwillfind10featuresofthefossils[wait…no]no?Howmanyfeatures?[wait…four]Whatarethesefour? [wait…]showmewithyourhandsthatyouunderstandthesefourdefiningfeaturesasyousaythemaloudwith me.Size[handssmalltolarge],color[pointtodifferentcolors],shape[handstoshowround,flat,curved…]and texture[rubsurfaceofdesk,clothing,carpettodistinguish].Allofthatistohelpuscompare.Nowreadthe objectiveagainwithmeanduseyouractionstodemonstratethemeaningofthelessongoals.” S:TodayIwillworkwithapartnertodescribe4definingfeaturesoffossils[size,color,shape,&texture]to comparethemwithfamiliarobjectsandidentifyeach‘fossil.’ T:“Now,followalongasIreadthelanguageobjective.Icanrecordadjectivesassociatedwithall4defining featuresandwillusetheminsentenceframestomakecomparisonsandtoidentifyeach‘fossil.’[wait]Sowe aregoingtouseverbstocompare?[wait…no]no?Adjectivesthen…connectedtosize,color,shape,&texture. Howaboutaquickexample.Ihaveabrotherwhomyoudon’tknow.Iwillusecomparisonadjectivesto describehimasheiscomparedtome.Thenyoucanmaybeidentifyhim,likeinapicturewithotherpeople. MybrotheristallerthanI,hasblonderhair,hehasanosethatismorepointedthanmineandhishairiscurlier thanmine.Iusedfourcomparisonadjectivesofsize,color,shape,&texture.Thesesametypesofadjectives willbeusedtodescribefossilsduringtoday’slesson.Pleasereadthelanguageobjectivealoudthinkingofthe goalsyouarecommittedtomakehappen.” S:TodayIwillrecordadjectivesassociatedwithall4definingfeaturesandwillusetheminsentenceframesto makecomparisonsandtoidentifyeach‘fossil.’ IntroductiontoNewMaterial(DirectInstruction):(10minutes) Sharebasicvocabularyrelatedtothescienceoffossilssothatitcancorrectlybeassociatedwiththesimulation taskthestudentswillengagein.Structurethisinstructionaroundthe6questionsillustratedononehand [fingers&palm].Usethehandasareferenceand/ordrawitontheboard.Invitestudentstofollowalong withtheirownfinger-associationastheyarefamiliarwithdoingfrompriorexposure. T:“Agoodwaytoorganizewhatwewillbeexpectedtolearnanddoduringthisstudyoffossilsistoask ourselvesafewquestionsandthenseeifwecanfindtheanswerstothem.Todaywewilluseourhandwiththe 6questionstoguideourstudy.Who?–What?–When?–Where?–Why?–How?[demonstratewithhand]1- Whofindsandstudiesfossils?Whatisthenamegiventothescientistswhomakethistheirmainjob?2-What aretheobjectsdiscoveredandthetoolsusedtodothework?(thesewouldbenouns)Whatarethemethods usedtodiscoverthemandstudythem?(thesewouldbeverbs)3-Whendidtheplantsandanimalsrepresented bythefossilsliveontheearth?Whenweretheydiscovered?4-Wheredidtheseorganismsliveontheearth? Whereweretheydiscovered?5-Whyarefossilsusefultous?Whyaretheyalinktodiscoveringaboutthings thatlivedsomewherealongtimeago?6-Howdoesthestudyoffossilswork?Howdotheygivecluesofwhat happenedduringatimeandplacethatwecannevergobackto?Pleaseuseyourownhandtoasktheone-word questionsaloudwhileyouconsidersomeofthepossiblequestionsyouwouldaskaboutthestudyoffossils. [demonstratewiththehandandrepeatwiththeclass]Who?–What?–When?–Where?–Why?–How?” S:Who?–What?–When?–Where?–Why?–How? • Nowtakethetimetoreviewsomeofthedetailsofthesequestionsasachancetohelpthestudentsretainthe keyvocabularyandconceptsthatwillshapewhattheyretainfromthelessonactivity.Addressthe6questions two-at-a-time:who&what,when&where,andwhy&how.Writethemontheboardthatwayasaguidetohelp thestudentsfollowtheinstructionalpiece.Recordthekeyvocabularyanswersaftereachquestionword. T:“FirstwewilldiscussthequestionsWho?&What?Thescientistswhodiscoverandstudyfossilsarecalled ARCHAEOLOGISTS.[recordbesidethequestionWho?]Pleasesaythatwithmeinsyllables.Thenwewillrepeat itthreetimes:soft,medium,loud.Thiswillhelpourmouthslearntopronouncethenewterm.Ready?…magic word[wait]‘Fossil’AR-CHAE-E-OL-O-GIST,archaeologist,archaeologist,archaeologist.” S:AR-CHAE-E-OL-O-GIST,archaeologist,archaeologist,archaeologist. T:“Thesespecialsfossilscientists,archaeologistshavecertainnounsandverbsconnectedtotheminanswerto thenextquestionWhat?Iwouldlistfossilsandtools[writefossils,tools&recordsbesideWhat?]asthemain associatednouns.Therearedifferentkindsoffossilsasyouwilldiscoverintoday’s‘fossildig’andwilllearnthe namesofinthenextlesson.Someofthetoolsarchaeologistsusearelikepicksandshovelsfordiggingand brushestoremovethedirtfromthefossils.So,wecouldalsowritetheverbsofWhat?archaeologistsdoas1dig&clean.Theydothisverycarefullysotheydonotruinthefossil.Thenthey2-map,and3-observe&record informationinorderto4-identifythefossils.[writethese4verbsbesideWhat?]Pleasetakeamomentandsay thesenounsandverbswithmeandperformsomeactionthatgoeswitheachone.” S:fossils,tools,records,[actionsincluded]dig&clean,observe,record,identify. Performactionswitheachofthewordstohelpthestudentscomprehendandretaintheinformation.Fossils (cuppedhandsasifholding),tools(turningwrist),records(twohandsasifholdingapaper),dig&clean (scooping&dustingoffmotion),map(fingermotionintheairasifplottingonagrid),observe&record(hold cuppedhanduptoeyeforcloserlook&writingmotiononehandontheother),identify(an‘Aha’look&quick writingmotionasifgivingitanameorlabel). T:“TheanswerstoWho?&What?areprettyspecificandwecanlearnthewordsthatareconnected.Forthe nexttwoquestionsWhen?&Where?,theydescribethesettingandsurroundingsofthefossils,justlikethe settinginastory.Theanswerstothesequestionsaredifferentfordifferentfossilsandareoftenunknown. Whendidtheplantoranimalliveontheearth?Wherediditliveandmoveandgrow?Thosearequestionsthat havetobeinferredorconcludedbyhelpfromthetworemainingquestions.However,aboutwhentheywere discoveredandwheretheywerediscoveredthosearedetailsthatarchaeologistskeepcarefultrackof.Thatis whytheykeeprecordstorecordthedateofdiscoveryandthelocationonamap.[writedatebesideWhen?and mapbesideWhere?]Theanswerstowhen&wherecanbeansweredforhere&now,butaremoredifficultto answerforthere&then,meaningalongtimeago.Thinkofwhen&whereyouknowoffossildiscoveries happening.”[wait…invitetoshare] ThelastpieceofnewmaterialrelatestoInferences,perhapsthemostimportantconceptthestudentswill retainduringthefossilunit.Helpthemmaketheconnectiontopreviouslearninginlanguageartsetc.about drawingconclusions,inferringfrominformationgivenetc. T:“ThelasttwoquestionsareWhy?&How?Thesequestionsreallyhelpustoconsidertheimportanceoffossils tothescientificworldandwhattheycantellus.Whyarefossilsusefultous?Theyhelpustolearntheanswers tothe‘thenandthere’oflongagobecausetheyareevidencethatthosetimesandplacesexistedevenwhenwe cannotgobacktovisitthem.[writeevidenceof‘thenandthere’besideWhy?]Howdoesthestudyoffossils work?Howdotheygivecluesofwhathappenedduringatimeandplacethatwecannevergobackto?Thisis whenwebegintolookatthedefiningfeaturesofeachfossilanddrawconclusionsaboutitsidentity.Howitis doneisbylookingandweighingandmeasuringandthenguessing.[writeobservedefiningfeatures&identify besideHow?]Whatwerethedefiningfeatureswelistedinourobjectivesfortoday’slesson?“ S:size,color,shape,texture Reviewtheinformationsharedondefiningfeaturesduringtheopeningwiththeobjectives.Befairlybriefas thestudentsdemonstratecomprehensionofthekeydefiningfeatures:size,color,shape,&texture. T:“Wehavealreadydiscussedsomeofthedefiningfeaturesthatwillbeusedtodefinethe‘fossils’thatwedig uptoday.Thesearesize,color,shape,&texture.Theotherimportantwordswe’lllearnaswegoarethetypes ofwordsassociatedwiththesedescriptions.Forsizewecanuseverygeneraltermslikebigorlittle.Wecan alsogivemoredetailsuchastheweight,height,lengthofanobject.That’sthesameforeachoftheother definingfeatures,therearesomegeneraltermsandthensomemorespecific.Today’staskwillgiveyousome flexibilitytochoosewhichtermsdescribeeachfossilthebest,usingallthevocabularythatyoucan.” Refertothequestionsandanswersyouhavelistedontheboardtohelpstudentsreviewthechunksof informationtheyhavereceivedduringthislesson.Thischartmaybeahelpfultool.Reviewasfollows. WHO? archaeologist WHAT? fossils,tools,records/dig&clean,map,observe&record, identify WHEN? dates[then&there]/[here&now] WHERE? maps[layersofrock] WHY? evidenceofthen&there HOW? observedefiningfeatures&identify T:“Pleaselookonemoretimeatthe6questionslistedhereandthetypesoffossilanswersthatwehave provided.AsacheckforunderstandingIwillcalloutthequestionsatrandomandIwantyoualltoprovidethe answers.Ready?[wait]When?” S:dates T:“Who?” S:archaeologist T:“How?” S:observedefiningfeatures&identify T:“Where?” S:maps T:“Why?” S:evidence T:“What?” S:fossils,tools,records T:“theotherWhat?” S:dig&clean,map,observe&record,identify T:“Excellent.Thesefourstepswillhelpusbecomearchaeologistsinthenextpartofourlesson.” GuidedPractice:SimulatedFossilDig(15minutes) • TeacherNote:Createfossilboxesbeforeclassbegins.Fillashoeboxwithalayerofsandandburyavarietyof fossils.Fossilscanincluderealfossils,plastercasts,cleanedturkeyorchickenbones,plasticinsectstrappedin hotglue,etc. Explainthetaskofthefossildigandholdupthenecessarymaterialstoexplain.Thefossilbox,thebrushesetc. WritethefourstepsfromWhat?ontheboardinamoreprominentplaceorjustbringattentiontowherethey arealreadywritten. T:“Todaywearegoingonourownfossildig.Iwillexplainhowwewilldothis.Ifyourememberthefourverbs fromWhat?wedowithfossils1-dig&clean,2-map,3-observe&record,4-identifythenyouwillbepreparedto carryoutyourownfossildig.WhileIdemonstratewillyouholdupafingerforeachofthesefourstepsyou considerthatIamexplaining.” • Demonstrateholding1fingerup,then2,3,&4asyousaythestepsaloud.Invitestudentstoparticipate. S:1-dig&clean[1finger],2-map[2fingers],3-observe&record[3fingers],&4–identify[4fingers] T:“Youwillbegivenaboxofsandwhichhassomefossilsinsideforyoutofind.Realarchaeologistshavetobe verycarefulwhentheydigfossils.Wedon’twanttodamagethefossils.Theyusetoolstohelpthemcarefully removethefossilfromthesurroundingrockwithoutdamagingit.Todaywewillbeusingpaintbrushesforour tools.Thehandleofthepaintbrushcanbeusedtodiginthesandandfindfossils.Onceafossilislocated,use thebristlestocarefullybrushawaythesand.” • Pauseandmakesurethatstudentsareholdinguponefingerforstepnumberone,‘dig&clean’ T:“Archaeologistsalsokeepverycarefulrecords.First,theycreateagridaroundtheareainwhichtheywillbe digging,sotheyknowwherefossilsarefound.Youhaveagridonyourrecordingpagewhereyouwilldrawa sketchofeachfossilasitisfound,soweknowwhereitwasinthebox.” • Pointoutthegridthestudentshavetorecordtheirfindingsandshowhowthedifferentpointscorrelatewith thefossilbox.Makesurethatstudentsareholdingup2fingersforstep2-mapthefossillocation.Reinforce theirefforts. T:“Onceafossilisremovedfromtheground,archaeologistsmakearecordofitssize,color,shape,texture,and anydefiningfeaturesthathelpusknowwhatitis.Let’stalkabitmoreaboutdefiningfeatures.Howwillyou beabletotellthedifferencebetweenaleafimprint,afootimprint,andalegbone?Aleafwillhaveveins,a footprintwillbedeeperandmayshowtoeorclawmarks,alegbonewillbecylindrical.We’llrecordthese definingfeaturesinthechartbesidethegrid.” • Pointoutthechartwiththedefiningfeatureslistedintheleft-handcolumn.Studentsshouldbeholdingup3 fingerstoshowthatitisstep3-observe&record. T:“Useyourobservationsanddefiningcharacteristicstomakeaguessforeachfossil’sidentity.Thatiswhen youreallygettobedetectives,oneofthejobsofarchaeologists.Youwilldeterminewhatthefossilisby comparingittofamiliarobjectsaroundyouandwillrecordthatinformationonthesamechartwiththedefining features.” • Pointoutthechartwiththedefiningfeaturesandnotethespottorecordtheidentification.Studentsshould beholdingup4fingerstoshowthatitisstep4-identify. T:“Onceyou’vehadtimetofind,dig,remove,andrecordinformationaboutyourfossils,we’llshareour findingsusingsentenceframesthathighlightthecomparisonofthefossilstootherfamiliarobjects.” Distributethefossilboxestothetableswherethegroupssit.[likelynomorethan8differentboxes,5or6 ideaduetomaterialpreparation].Remindthestudentsnottotouchthemuntiltheyaretoldtodoso.Then gathertheminafishbowlformationtomodelthetask.Reviewtheprocedurefor‘fishbowl.’ T:“Thankyouforbeingresponsiblewiththematerials.InordertoshowyouwhateachsteplookslikeIwillask youtojoinmeinour‘fishbowl.’Remembertheonesclosesttothetableshouldkneelsothatthosebehindcan stillseeintothefishbowl,orwhatI’mdoingatthetable.Table___willyoushowusthatyourememberhowto comeformthefishbowl,whenIsaythemagicword[wait]‘fossil.’[wait]Excellent.Now,theoddnumbertables canjoinus…[wait]…fossil![positivereinforcement]Andnowtheevennumbertablesmayjoinus…[wait]when theygetherewewillallbereadytobegin…fossil!” ModelingCycle:teacherdoes,teacherw/student,twostudentsdo,wholeclass Refertothefourstepsthatwillbemodeledandexplicitlydescribethematerialsneededandtheprocess involved. T:“Iwillusethefossilbox,andtherecordingsheetwiththegridandthecharttomodelONLYthefirsttwo steps.Asareview:1-dig&clean[1finger],2-map[2fingers],3-observe&record[3fingers],&4–identify[4 fingers].WhatarethefirsttwostepsIamgoingtomodel?” S:1-dig&clean…2-map Non-examplesmaybeincorporatedforeffectandtoremindstudents…likebeingfast&sloppyintheprocess. Takethepaintbrush,handle-end,andbegininonecorneroftheboxtogentlyscoopthedirtasideandtalk aloudaboutwhatyouareobservingandthecareyouaretakingforthetask.Asyourtoolbumpsafossil expressexcitementandyetdemonstrateandexplaintheaddedcautiontakentodigitoutintact.Removeit carefullywithyourfingersonceitisunburied.Handleitcarefullyandbrushawaythesandforthecleaning process. T:“Thatisthewayanarchaeologistshoulddigandcleanafossilwhenitisdiscovered.Iamnotdonewith modelingbecauseIsaidIwoulddostepnumber2also,whichismap.HereismygridandIneedtodrawthis fossilandlabelitas#1,becauseitisthefirstoneIfound.IthinkI’lldrawitinthemiddleofthegrid…[no!]No? WhocanexplainwhyIshouldnotdrawthefossilinthecenterofthegrid?[wait…share]Good,Ineedthegridto beanaccuraterepresentationofwhereIfoundthefossils,andthiswasinthetopleftcorner,sothatiswhereI willdrawasimplesymboltorepresentfossil1,andI’lllabelit#1tohelpmewithmycomparisonsinthechart. Now,Iwanttoseeifyouremembertheprocessforjustthosetwosteps.” Inviteastudentwithmodelbehaviororonewhoneedsencouragedtofocustobeyourstudentmodel.Very brieflycoachhim/herthroughtheprocessastheotherstudentsdescribeanddemonstratewithoutmaterials totheirpartnersinwhispervoices. T:“_____isgoingtoconvincemethatallthestudentswerefocusedandknowhowtobearchaeologistswho can1-dig&cleanand2-mapallofthefossilscorrectly.He/she’lldiganotherfossiloutofthissameboxbecause thereareoftenmorefossilswhereyoufindone._____maychoosewheretodig,butmustrememberwhereso itcanberecordedcorrectlyonthegrid.NowbeforeIsaythemagicwordandlet____beourclass representativeofagoodarchaeologistusingthecorrecttoolsandprocessesIneedyourhelptodescribethe processwithcorrectvocabulary.Iwillbelisteningtoseeifyouknowthecorrectterms.Ifyouhavenotyet learnedthemyoumaynothaveachancetobearchaeologiststodaybecausearchaeologisthavetostudyalot beforetheygettogooutonafossildig.UsingWhispervoicesyouwilluseatleast4keywordswe’velearnedto describewhat____isdoing.Whatkindofvoices…andhowmanywords…?”[wait] S:whispervoicesandatleast4keywords Havethehelpingstudenttodigwithhandle-endofbrush,removefossil,cleanit,andmapitwithlabel#2on thegrid.Listentohearthatstudentsusewordssuchasarchaeologist,map,grid,tool,clean,dig,label…. T:“Wonderfullydone.Nowwehavefossil#2discoveredandlabeledonthegrid.Itistimetomodelthelast twostepssothatyoucanworkwithyourtablepartnerstodiscoverlotsoffossilsinyourownfossilboxes…I knowyoucan’twait,butwehavetoknowhowto3-observe&record&4-identifythefossilsinthecharthere beneaththegrid.BeforeIdo,willyouallstandandtakeastretchbreakandtellyourneighborwhatkindsof fossilsyoupredictyouaregoingtodiscovertoday.Pleasedonotwalkaround,juststandandtalk…30 seconds…fossil![wait30seconds,listentopredictions&inviteafewtoshareifyouconsiderthereistime.]What aresteps3&4wearegoingtoreview?” S:‘3-observeandrecord4-identifythefossil Modelthenexttwostepswiththeappropriatematerials&thecorrectprocesses.Thekeyisforstudentsto completeeachofthefourstepsforeveryfossilasitisfound.Youwillwanttoemphasizethatthefirsttwo weredonealoneonlytochunktheinformationandmakesuretheyweresolidontheirunderstanding.Refer totheDefiningFeaturesChart,butclarifyifneededthatthesentenceframesareforlatterafterthefossildig hasbeencompleted. T:“Hereisthechartforthedefiningfeatures.Youcanseethattherearenumberslistedinthecolumnsto correspondwiththenumberoffossilsfound.Thisfirsttwo,#1aretheoneswehavealreadydiscovered. WiththesetwocolumnsandthedefiningfeaturesrowsIwillmodelandthenaskanotherarchaeologist assistanttohelpmemodelbeforeweallbeginourdigsaspartners.Whattoolswillyouneedtocompletesteps 3&4,3-observe&record&4-identify?” S:Thedefiningfeatureschart,pencil,andfossilstoobserve Holduporpointtothematerialsastheyarereferredto…promptingresponsesasneeded.Perhapsahand lenscanbeusedaswellandshouldbeexplainedtothestudents. T:“I’llbeginwiththisfossil#1…Ineedtoobserveitwiththepurposeofidentifyingitsfourdefiningfeaturesof size,color,shape,&textureandthentoidentifywhattypeoforganismIthinkitis.Hmm…” Modelthinkingaloudasyouturnthefossil,touchit,andobserveitwithyoureyeandthroughthehandlens. Thenaskyourselfwhatadjectiveswouldbegoodtodescribesize..big/littte/tiny…andrecordtheminthebox besidetherow‘size.’Thenrepeatthesamethinkingprocessforcolor,shape,&texture.Modelusingavariety ofvocabularyterms. T:“Ihaverecordedatleast2adjectivesforeachofthefourdefiningfeaturesasourlanguageobjectivesayswe will.Doanyofyouhaveotheradjectivesyouthoughtoftodescribefossil#1thatIhavenotyetrecordedhere intheboxes?[wait,invitetoshare,&record]Thoseweregreatadditions,Iamimpressedwiththedescriptive vocabularyyouareusing.Iencourageyoutobeasexactasyoucanwiththewordsthatyouknow.Youwillbe abletotalkwithyourpartnersasyoudothisobservationandrecordingsoitwillhelpyoutobrainstormnew words.Everyarchaeologistpartnershouldberecordingtheobservationsinhis/herownchart.Thenthereis thislastpieceforstep4-identify.Thefirstsentenceframeisinitsownboxbecauseitisnotforthecomparison activity,butjusttocompletethestepsofthefossildig.Ifyoucanseefromwhereyouareinthefishbowl,on thecountofthreereadthisframewithme….[wait]1,2,3,‘Thesize,color,shape,&textureofthisfossilidentify itas____.’” S:Thesize,color,shape,&textureofthisfossilidentifyitas___. T:“Drumroll[poundonthedesk]…..andfossil#1isrevealedtoustodayas….[somethingabsurd–non example]!” S:‘NO!’ T:“Whynot?[wait,inviteresponse]Oh,becausethethingsIrecordedhereforsize,color,shape,&texture [referspecificallytotheadjectives]donotleadmetoconcludethatfossil#1is[thenonexample],butsomething else.IthinkitwillhelpifIusethesentenceframetoremindmethatarchaeologistsarevery,verycarefulinthe conclusionstheydrawbasedonalloftheevidence.Let’stryittogetherandIwillfillinamorecorrect identificationforfossil#1.” S:Thesize,color,shape,&textureofthisfossilidentifyitas___. T:“Thesize,color,shape,&textureofthisfossilidentifyitas[aninsect-whateveritis].Now,Ihavesuccessfully finishedthelasttwostepsforfossil#1.Ineedagroupofapprenticearchaeologisttoshowthattheyhave studiedenoughtodothesameforfossil#2.“ Choose2or3differenthelperstoobserve(onlyoneselectedasleadtoholdit)andthenallrecordingona sheet–atleastpretendingtodosothistime.Coachthemthroughthesamestepsasyoumodeled,referring tofossil#2foradjectivesandthentheleadstudentgetstoidentifytheobjectaftertheyallreadthesentence frametogether. T:“Ilikehowthepartnerswereallrecordingandsuggestingadjectiveswhiletheleadtooktheclosestlook. Thenyouallsaidthesentenceframetogether,buttheleadarchaeologistfinisheditwithhisown identification…andonethatmadesensebasedontheadjectivesyourecorded.Goodwork.Whenwouldthe otherpartnersgettobethelead?[wait..share]Yes,withfossil#3andsoforth,infactyouwilltaketurnsdigging andifyouaretheonetouncoverthefossilthanyoucompleteallofthestepsforthatfossilasthelead.Then youhandthediggingtooltoanotherarchaeologistandit’shisturntodigandcompletesteps1-4.Theothers stillparticipateandrecord,buttheyarethefollowers.Anyquestions?” Dismissthestudentstoreturntotheirowntables,insuretheyhavechosenonestudenttobetheleadand thentheymaybegintheirfossildig,beingcarefultofollowallsteps.Youmaychecktheirworkinformallyby observingandquestioningdifferentgroupswhatsteptheyareon.Providepositivereinforcementandpacing commentsastheywork.Readaloudsomeespeciallygoodadjectivesforthebenefitoftheclasstotrigger theirowncreativedescriptions. IndependentPractice:ComparisonSentenceFrames(10minutes) T:“Acomparisonisawaytorelatewhatyouknowabouttwodifferentthings.Mostoftenwedescribethe thingsthatarethesameandthosethataredifferent.Todaywewillusethedescriptiveadjectivesofsize,color, shape,&texturetolikenthefossilstootherfamiliarobjectsaroundus.Inordertodothiswewillusefour sentenceframes,oneforeachofthedefiningfeatures.Whatarethosedefiningfeatures?” S:size,color,shape,texture SentenceFrames: • ___is(bigger/smaller)than______________;itisthesizeof______. • ___is(redder/darker)than______________;itisthecolorof_____. • ___is(rounder/flatter)than______________;itistheshapeof____. • __is(rougher/slicker)than______________;itisthetextureof___. ModelingCycle:teacherdoes,teacherw/student,twostudentsdo,wholeclass Teacherwillmodelsentenceframeforsize,theninviteahelperforcolor.Afterwardstwostudentswillmodel shapeandthewholeclasswillmodeltexturebeforebeingdismissedtopracticethetaskasagroup. Projectthechartwithadjectiveslistedforfossils1-5andcoverthemiddlerowswherecolor,shape,&texture aresothatthefocusisonadjectiveofsizeonly. T:“Youcanseeallofthedifferentadjectivesheredescribingthesizesofthedifferentfossils.Thesewillbethe wordsweuseinoursentenceframes,withthe–erendingofcomparisonaddedbeforeplacingafamiliarobject intheblank.Hereyoucanseethesentenceframe:“___is(bigger/smaller)than______________;itisthesize of______.”Thiswillguidemetoknowwhattosayaboutthefossils’size.Iamgoingtostartwithfossil#1and thenIwillusethesameframeforfossils#2,#3,#4,.Idon’thavetousebiggerorsmallerifIwanttouse moredescriptivewordslike‘heavier’or‘moremassivethan,’butbiggerandsmalleraregoodbeginningwords. Hereismysentence:Fossil#1isbiggerthan[pause]Ihavetothinkofsomethingsmall…maybearaisin….bigger thanaraisin;itisthesizeof[pause]somethingabitbiggerlike…anegg…butnotabigortinyegg…howabouta chickenegg.Ilikeit:“Fossil1isbiggerthanaraisin;itisthesizeofachickenegg.”[showactionswithyour fingerstodemonstratearaisinandachickeneggs’sizesrespectively]Repeatmysentencewithme,please showingmethesizesofaraisinandachickenegg.” S:Fossil#1isbiggerthanaraisin;itisthesizeofachickenegg. T:“Now,Iwouldlettheotherpartnersinmygroupmakeupfourmoresizecomparisonsforfossils2,3,4,&5 withthesamesentenceframe,butotherobjectsandpossiblyotheradjectivesthan‘bigger.’Afterallpartners hadcompletedthesizecomparisonsthenit’dbetimetodothecolorcomparisons.Thesentenceframefor colorfollowsthesameformatasthesizeonewithblanksforobjectsthataredifferentandsimilar,butthe adjectiveisnot‘bigger,’butonewithcolorlikedarker,redder,greener,lighter,etc.Ineedaveryskilled archaeologistwhocanmakethiskindofdetailedcomparisonofhisnewfoundfossilfrom‘then&there’tothe objectsheknowsfromtheworldof‘here&now.’Whothinkstheyarethatskilled?I’llbeapartner archaeologisttotheleadtohelphimifhegetsstuck.” Uncoverthenextrowofthedefiningfeatureschartforcolor. Chooseastudentandworkwithhimtomakesurehecompletestheprocessusingtheformatofthesentence frame. T:“Icanreadthesentenceframewithmypartnertohelphimknowwhatthepatternis,butwheretheblanks areI’llsay‘blank,’exceptforthefirstblankwhereitsaysfossil#2.Likethis:“Fossil#2is(redder/darker)than __blank__;itisthecolorof_blank_.”Now,____youhavetothinkoftheadjectiveyou’lluse.Hereinthechart ourgroupwrotedustyasourcoloradjective.Wecanmakethatfittheframe.“Fossil#2isdusty…noitis…” S:dustier T:“Good.Fossil#2isdustier…becausewearecomparinghowtheylookintheircoloranddustyisrelatedto colorortone.Now,whatislessdustythanfossil#2?” S:mypencil T:“Excellent.Ilikehowyouchoseanobjectthatisclosebyandisveryfamiliartoyou.Now,youneedtofinda differentobjectthatcompletesthesentenceframeshowingwhatisequallydustytofossil#2.Whatcanyou comeupwith?” S:aspiderweb T:“Thatwillwork.Ithinkithelpsmeunderstandwhatthisunfamiliarfossilislikealittlebetterbecauseofthe wayyouconnectedittosomethingIdoknow,aspiderweb,maybeoneofthoseoldonesthathasgottenreal duststuckinitgivingitthecolorofdust.Canyoureadthewholesentencenow?” S:Fossil#2isdustierthanmypencil;itisthecolorofaspiderweb. T:“Let’srepeatthattogether:” S:Fossil#2isdustierthanmypencil;itisthecolorofaspiderweb’ T:“Afteryou’vehadyourturnastheleadforthecolorcomparisonsentenceframe,whatdoyourpartnersneed todo?[wait..share]Yes.You’lltaketurnsdescribingthefossils’colorbycomparingthemtootherthingsof similaranddifferentcolor.Icautionyoutonotdescribethemallbythedustydirtylookthatbeingburiedmade themlooklike.Whatevidencedoyouhaveofwhatthefossilcolorwouldhavebeenlikefortheplantoranimal itcamefromintheworldof‘then&there?’Thesearejustsomedeeperideastokeepinmindasyoulearntobe archaeologists.Nowwe’vecompletedourcolorcomparisons,it’stimeforaleadarchaeologistwithanassistant todemonstratetheshapecomparisonfollowingthesentenceframe.” Choosetwostudents.Onetoleadandtheothertoassistintheprocess,especiallymakingsuggestionsof differentobjects.Assistonlyasnecessaryforclarification.Askthemtomodelwithfossil#3foravarietyof descriptions. S2:Fossil#3is(rounder/flatter)than___blank_;itistheshapeof_blank___. S1:Fossil#3isflatterthanmygluestick;itistheshapeofapopsiclestick. T:“Thatisgood.Itgetstrickywhenwesaythefossilistheshapeofthepopsicklestick,becauseitisnotlong likeastickatall,butitsthicknessresemblesapopsiclestickmorethanagluestick.Ifyouwanttosubstitute thewordthicknessfortheword‘shape’inthesentenceframeyoumay,oryoumightjustchoosetodescribea differentaspectoftheshapealtogetherlikeitbeingroundandflat.Insteadofflatter,we’lluserounder.‘Fossil #3islessroundthanacoin;itisasroundasanolive.’Doyouseehowthatcouldwork?Theimportantthingis nottomakeyourcomparisonperfect,buttousegooddescriptionwordsandcomparisons,sodon’tbeafraidto trynewwordsandbecreative.Wedowanttobeascorrectinourdescriptionsaspossible,sowe’llnotjust makeupshapesthatdon’tconnectatall.” T:“Nowyouwilltakeaquickturnwithyourpartnerfinishingthelastcomparisonpracticewiththetexture sentenceframe.I’llgiveyouthemodelandyoufindtheobjectsyouwanttoputintotheframe.Lookcloselyat theseadjectiveslistedhereinthechartforthetextureoffossil#4andlookatthefossiltoosoyoucancompare ittosomethingelse.“Fossil#4isslickerthan___blank_;itistheshapeof___blank_.”Ready?Thinkfirst& thensharewithapartner[wait]Fossil!” • Invitestudentstosharetheirideasandcommentasmuchaswouldbeinstructivetotheclass. T:“‘Fossil#4isslickerthanmycoat;itisthetextureofmysnowboots.’Thatisonepossibility.‘Fossil#4is rougherthanthecarpet;itisthetextureofsandpaper.’Thisisanotherexample,butisprobablynotdescribing thesamefossil#4,itmaybefromanothergroup.Thesamefossil#4wouldmostlikelynotbebothslickand rough,unlessitistwodifferentpartsofthesamefossil,thenIcanunderstandthetwodifferentcomparisons.” T:“Allfourdefiningfeatureshaveamatchingsentenceframethatyoushouldfollowasyoutaketurns describingtheallofthefossils’sizes,colors,shapes,&textures.Onceyouhavecompletedthatthenyoumay diginthefossilboxsomemore,gentlydiscoveringifthereareanymorefossils,beyondthefiveyoualready uncovered.Whatareyouexpectedtocompletebeforeyoudigsomeinthefossilbox?” S:thecomparisonsentenceframesforsize,color,shape,&texture. Releasethestudentstoworkwiththeirpartnerstosharethesentenceframesandcheckforunderstandingin thetypeofvocabularyusedtocomparethefossils.Ensuretheyarefocusedonthetask. T:“Ready?Youwillhaveabout5minutestocompletethecomparisonsentences….thereare20..5fossilstimes 4definingfeaturesequals20sentences,orabout15secondspersentence.Let’sbegin.Fossil!” Closing:(5minutes) ReviewthequestionsWHO?WHAT?WHEN?WHERE?WHY?HOW?Inrelationtofossilsasawaytoassess theirretentionofkeyvocabularyandprocessesinfossildiscovery. Reviewtheobjectives,invitingstudentstoreadthemandconsideriftheyaccomplishedeverythingtheysaid theywould. T:“Pleasereadthecontentobjectivewithmesowecandetermineifwe’vemetit.“TodayIwillworkwith partnerstodescribe4definingfeaturesoffossils[size,color,shape,&texture]tocomparethemwithfamiliar objectsandidentifyeach‘fossil.’” S:Icanworkwithpartnerstodescribe4definingfeaturesoffossils[size,color,shape,&texture]tocomparethem withfamiliarobjectsandidentifyeach‘fossil.’ T:“Tellyourpartnerwhatwedidtomeetthatobjective.[wait,share]Nowlet’sreadthelanguageobjective together.‘Icanrecord2ormoreadjectivesassociatedwithall4definingfeaturesandwillusetheminsentence framestomakecomparisonsandtoidentifyeach‘fossil.’’” S:Icanrecord2ormoreadjectivesassociatedwithall4definingfeaturesandwillusetheminsentenceframesto makecomparisonsandtoidentifyeach‘fossil.’ T:“Andwhataboutthisobjective…itrequiredalotofvocabularytodescribeandcompare.Howdidwemeet thatgoal?[wait,share]Wejustcompletedourfirstfossildig–completewithallfourstepsandsomeindepth comparison.Congratulations!Youhaveallpassedarchaeologisttraining!Youarequicklybecomingexpert archaeologistswhocanmakekeyinferencesaboutthepastbasedonwhatyoudiscover.Thatwillprepareusto learnaboutfourdifferentkindsoffossilsinournexttwolessonsandthendosomeresearchontherealfossils scientisthavefoundfromthepast.Now,archaeologistschoolisoutofsession,ifyouturninyourassignments– thegridandchartsusedintoday’sclass.” • Collectthepagesandreviewthemforassessmentpurposesandkeepthemforreferenceinthesubsequent lessons. Assessment: Informalobservationanduseofsentenceframes&theworkrecordedinthecharts ExtraIdeas: Letstudentsburrytheirfossilsagaininthesandofthefossilbox.
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