Integrated Lesson: Math and Science
Teacher: Ms. Gonzales
Date: September 29, 2015
Lesson Title: Fossil Identification and Measurement
Lesson Objective: Students will be able to identify which type of fossil they are viewing and select from a list with 80% accuracy. The student will present their individual research that will categorize the fossil by type, color, and size in inches.
NGSS-3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organism and the environments in which they lived long ago.
CCCS.3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves ad fourths of an inch.
Measurement of Learning Outcomes
During guided practice, students will answer a question given to the whole class by writing the answer on a white board they will then hold above their heads to provide a formative assessment.
A recess exit slip will need to be handed in with either a question or comment about the recent lesson. The students will get a check in the grade book and this is a summative assessment to make sure comprehension of the fossil types. The slips will need to be stamped and read to indicate which students need more direction or continue with the lesson plan.
A vocabulary words must be included in their presentation that pertain to their fossil they are required to research.
Each student will present their Fossil Finds Research and poster board on Thursday to the class. Each student should be able to explain their findings and why they believe their fossil is a certain type. They should also have 1 source listed on the back of their presentation.
Description of Habits of Mind
Thinking interdependently(Group work)
Questioning and posing problems (Known and questions)
Thinking and communicating with clarity and precision (Presenting) Materials
1. body fossils
2. mold fossils
3. trace fossils
4. cast fossils
5. resin fossils
8. negative impression
1. Open the Gloster interactive board titled “Dino Facts” so it is displayed in the back ground.
2. Ask the students if anyone has visited the California Natural History Museum.
3. Listen to some of the responses. Choose from a raised hand, a few children to give an example of a dinosaur.
4. Have a few students, one at a time at a time, tap the smart board with the stylus pen, the facts to see the different types of fossils. The students will need to write these down in their known columns.
5. Ask students what they know about fossils. Write those answers in the “known” column
6. Explain to the students, “Today we are going to learn about the different types of fossils. We will also measure their size using an inch paper ruler. We will create a fun facts flap book. You will then work in groups and analyze fossils and record the data in your Math journal. Lastly, you will research a fossil that will be on your worksheet and you will present that to the class later this week.
7. Ask students what kinds of questions we could create for when someone is researching about fossils. Write the questions in the “Questions” column.
8. Go over the different types of fossils. Use the Glogster to show how they are classified in their 5 different groups.
9. Show the students the flap book that they will make, hook it on the board. Also, place the dinosaur book at the white board for students to use and use in their research.
Modeling: 5 minutes
Part 1 (fun facts) After the students have been handed everything they will be working with (it will be paperclip together in stacks on the back table). Show the students how to fold the cardstock into an accordion. Show the students how to cut and glue the fact card to one folded section on the flap book.
Part 2 (measuring) Show the students how to measure their fossil with the paper rulers by using the projector.
Part 3 (group work) Use a table as an example to show how the facts will move around the classroom and record the data in “math journal” on the board.
Guided Practice: 5 minutes
Part 1 (fun facts) Have the students glue one fun fact to a folded section while you glue a second one.
Part 2 (measuring) Have the students all measure their pencils from tip to lead. Ask them to write down their findings while you measure a pencil on the projector. Record the inches using the proper “in” behind the value.
Part 3 (Group work) Have the “runner” from each group move clockwise to give their fact sheet to the next table and ask what do they do next (they should answer what they will write in their math journal).
Checking for Understanding: 5 minutes
Part 1 (Fun Facts) Have the students Show you their completed fun facts flip book.
Part 2 (measuring) while a different fossil picture is on the projector, hold the paper ruler to the image. Have the students hold up their white boards to display the proper measurement with the ‘in” behind the number value of their measured pencil. Check for understanding and repeat if necessary.
Part 3(group work) have the students look over the 1st fossil and show how they would answer the questions in their math journals. When they are able to analyze the fossil correctly they are ready to work in their groups.
Before leaving to recess, they will need to complete an exit slip to answer a question from the board that was given during the “I do” section of the lesson plan. This will be collected and any confusion or misunderstanding should be addressed.
The students will work alone when researching their own fossil. They will need to have 1 resource from anywhere in the classroom. They will need to use their rulers. They can use their fun facts flab book to help them with their research hand out paper. They will need to also turn this into the teacher for a summative assessment. This will be looked over to make sure the students know how to identify the fossil as well as measure the image correctly.
Students will need to take home a poster board. They will color, write, and draw what they have learned about their fossil. IF they can provide additional information about their particular fossil, they will earn extra credit. The students will present the poster board to the class on Thursday
At the end of the unit, students will take a trip the California Natural History Museum.