STEM Unit PlanELED 235

Fossils 6th Grade

Tara Masterson & Kristen Vitalo

Lesson 1: How are Fossils made?Lesson 2: What makes up the different land compositions throughout the world?

Lesson 3: What types of tools make the best excavating material?Lesson 4: How do I plot points on a graph relating to fossils?

Lesson 5: How do I construct the best possible excavating tool?

Name: Tara Masterson & Kristen Vitalo6th Grade

STEM Unit- Lesson 1 How are Fossils made?

Essential Question: I can identify what a fossil is and how they are created.

Objective: How are fossils created/ what is a fossil?Students will be able to describe/identify a fossil.Students will be able to identify how a fossil is created.

Materials: ● Lesson packets ● SMART Notebook Lesson

KSB● Index cards with different fossils printed on them (12 cards - 24 total)● Worksheet- Students will have a space to fill in the fossil that they found and

what animal they think was there and how it got there.Procedure:

● All students will be given a lesson packet to follow along with the lesson projected on the board. There are to fill in the blanks in their packet that go along with the slides that they need to fill in.

● Begin by asking the students: How do you think fossils are formed?○ This will give the teacher a preview of what the students already know and the

misconceptions that they might have. ● Introduce students to new vocabulary words:

○ Fossil- any naturally preserved evidence of past life ○ Mold-an impression of an organism formed when sediment hardens around the

organism ○ Cast- a fossil of an organism formed when sediment fills a mold and hardens○ Fossil fuel- an energy rich resource formed from the buried remains of once living

organisms ● As a class we will work through the slides and information to discuss how fossils are

formed. Students will have resources from their textbook to look back into to find additional information to complete the packet.

● Watch BrainPop Video: Fossil Fuels ○ Discuss what fossils fuels are and their effect on the earth.○ What are some ways that we can change their effect on the earth?

KSB Procedure: ● Each student will be handed a half an index card with a picture of a fossil on it. ● When the teacher says “GO” the students are going to move around the room and look

for their matching fossil that another student has. ● Once the students find their match they will begin to fill in their worksheet.

○ What type of animal or plant do you think this is?○ Where in the world do you think this fossil can be found?○ How do you think it got there?

● After all the pairs have completed their worksheet they will be given the second part of the assignment

○ Each pair is going to come up with their own fossil puzzle piece, they will create the card and cut it in half.

● Once all of the new cards are created the class will then be given a new piece and must find their new partner. They will again sit and discuss what they think their new fossil is and the original designed team will be the ones to tell their classmates if they are correct or not.

Assessments: (Informal)● Students will be assessed on their abilities to find their fossil partner and answer the

questions about their fossil. ● The teacher will be assessing the students based on observations, the teacher should

be rotating around the room while the students are working and listening and asking prompting questions as they determine their fossil and its features.

Modifications: ● Higher leveled students:

○ Create own fossil based on an animal/plant of their choice; either picture, paper or 3D form.

● Lower Leveled students:○ If a student has a hard time staying on task or getting the notes copied they can

be paired with a higher leveled student as assistance○ Packet can also be pre-printed for them to follow along with and they can

highlight the important words instead of copying them down. ○ When working in pairs the partners are pre-determined making sure all of the

lower leveled students are paired with a higher level student to get the most out of the assignment.

● ELL Students:○ When filling in the worksheets they will have a minimum amount of words to fill

in.○ Packets can be translated into their native languages ○ Pictures and diagrams can be added to their packets for assistance. ○ During review of the vocabulary- address the other meanings of the words such

as mold and cast. Students may know mold as the bacteria that grows on bread

or food when it has gone bad, but that is not the only meaning of the word mold. Students may know the meaning of cast, as in something one gets when they break a bone.

○ For every vocabulary word, they will receive a picture as well as the definition of the word.

○ Show many different kinds of fossils so they are exposed to seeing different kinds and do not think that there is only one type of fossil.

● Special Needs: ○ Students will receive all of the needed modifications from above in addition to the

ones below, and vice versa.○ Students will have content vocabulary in front of them in the format of a

“communication board” for easy access○ Vocabulary cards (with pictures or without)○ Brainpopjr. And quizzes?○ When answering questions or filling out worksheets- give students options to

choose from (like a word band) to help access previous knowledge and jumpstart thinking processes.

○ If students need repetition or additional exposure (create additional adaptations if necessary-i.e.- add pictures or symbols to words to enhance understanding)- use RAZ-kids resources, Brainpop and BrainpopJr resources

Name: ______________________Lesson 1

Fossils EQ: How do fossils form?

Fossil-Any _____________________ preserved evidence of ______________ life

Mold-An _____________________ of an organism formed when _________________________ hardens around the ____________________

Cast-A ____________________ of an organism formed when sediment fills a mold and ______________________-

Fossil fuel-An _________________________resource formed from the buried remains of _______________________________ organisms

How Do Fossils Form?

Fossils are ___________ just shells and bones Can be a ___________________________, an impression

of a ____________, an animal's ___________________, etc.

Fossils form in __________________ways ____________________ bodies can be fossilized Usually the _________________ parts are

________________________ or decay Hard ____________________ may slowly be changed

into rock Some fossils are impressions of the organism's body-

cast or model of the _______________________ organism forms

List the steps that are necessary for a fossil cast to form. 1.

2.

3.

Types of Fossils

______________ organism could become fossilized Hard parts-___________________________ and

_________________ (more likely) Organisms in ___________________ have a better

chance of being fossilized

Organisms in __________________waters like a lake are more likely to be fossilized

What sequence of events might take place when a land organism dies? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Let's look at the diagrams below

Brachiopods Trilobite

Which organism was the smallest? ________________ Which of these organisms was most similar physically

to humans? _______________________________ Which of these organisms was a type of plant?

__________________________________ Which was a type of animal? ________________________________

How Fossil Fuels Form All living things have energy stored in their __________________ Energy originally came from the __________________

Three kinds of fossil fuels: 1. ________________________________2. ________________________________3. ________________________________

__________________________ and natural ___________________ are formed from organisms that once lived in the ___________________

____________________forms from decayed ________________________ plants.

Where Fossil Fuels Are Found 1. Which three continents have the most coal reserves?

1. _______________________________2. _______________________________3. _______________________________

2. Use the map to rank the countries that have petroleum from largest to smallest reserves.

1. _______________________________2. _______________________________3. _______________________________

4. _______________________________5. _______________________________6. _______________________________7. _______________________________

3. Where are the largest coal reserves? Why?_______________________________________________________________________________________________________________________________________________________________

4. Where are the largest natural gas reserves?_______________________________________________________________________________________________________________________________________________________________

1 2 3

4 5 6

7 8 9

10 11 12

Name: __________________________Lesson 1

Fossil Puzzle

Draw a picture of your fossil: (Fossil Number: ___)

Make a prediction of what kind of animal/plant your fossil may have been:________________________________________________________________________________________________________________________________________________________________________________________

Where do you think this fossil was found? How do you think it got there? __________________________________________________________________________________________________________________________________________Name: Tara Masterson & Kristen Vitalo6th Grade

STEM Unit- Lesson 2 What makes up the different land compositions throughout the world?

Essential Question: I can identify different types of rocks and rock layers.

Objective: What are the differences between different types of rocks? How do land compositions differ around the world?Students will be able to identify different types of rocks and rock layers.Students will be able to analyze different land compositions.

Materials: Lesson Packets SMART Notebook slides Mr. Parr YouTube Video https://www.youtube.com/watch?v=lE3jR_RhxO4 Mr. Parr YouTube Video Lyrics Research Worksheets Computers 3 Plastic Cups

o Soil from three different areas Plastic Spoons

Procedure: Students will all be given a lesson packet to follow along with the slides We will work through the lesson to learn the three types of rock

o Metamorphic o Igneous o Sedimentary

Students will be given different examples of the three rocks to get a better understanding We will watch a rap on the three types of rocks (Mr Parr Video)

o https://www.youtube.com/watch?v=lE3jR_RhxO4 o Lyrics to song can be printed for students

Students will be shown different places around the world and we will discuss how the land composition changes

o Teacher should begin to ask question “If you were to find a fossil in this area which type of tool would you want with you?”

KSB: Part 1:

o Students will be broken up into 5 different groups and assigned an area to research

1. Long Beach, NY 2. Sahara Desert, Africa   3. Amazon Basin, South America 4. Adirondack Mountains, NY 5. Mount Everest, Asia

o The groups will be work on the computers to research their areas land composition

o They will be taking notes as they research o Students will research different areas and the land composition that is there.

They will be asked if they were excavating in this area to come up with a possible tool you would want with you.

Part 2: o Students will be shown three different land samples (sand, dirt, rocks) from

around their school. 1. School yard, 2. Home 3. Nearby Park

o Students will split into three groups (A, B, and C) the groups will then walk around the room and get a chance to feel the different samples.

o There will be a constant tool at each station for them to work with. o The students will have a worksheet to record their observations and findings o At the end they will be asked again what tool would they want with them if they

were to be in this place.

Assessments: Students will be assessed on their ability to research their land composition areas. The

teachers will be grading all of the student’s worksheets from their research. Students will also be assessed on their observations and group work from part 2 of the

KSB.

Modifications: Higher Leveled Students:

o Students can pick a place and predict what type of land composition would be there.

o They can also pick a land composition and think of a place that might have that type of land.

Lower Leveled Students, ELL Students, Special Education Students:o Students will be given all modifications and materials from the previous lesson for

repeated exposure to aid in understandingo Students will be given lyrics to songs with pictures to aid in comprehension.o Students will be given pictures, diagrams with labels, additional word

banks/pictures with labels to aid in communication and understanding.o Students will be exposed to all supplemental materials

Name: _________________________________

Lesson 2 Types of Rocks

What is a Rock?

Naturally-occurring mixtures of ___________________, mineraloids, glass or organic matter.

What is the difference between a rock and a mineral? Rocks are made up of ______________ or more minerals.

Rocks are divided into 3 main groups based on how they were formed:

1. __________________________________2. __________________________________3. __________________________________

Igneous Rocks “Ignis” = Latin for “______________” Formed from the cooling of _________________________ or lava. The most ________________________ type of rock Classified according to their _______________________ and

___________________________________. Origin- Below ground

Intrusive = from magma o Usually have _______________ crystal grains (these rocks cooled

slowly) Extrusive = from lava

o Usually have _________________ or no crystals (they cooled quickly)

Composition- What kind of substances the rocks are made of1. Basaltic Igneous Rocks2. Granite Igneous Rocks 3. Andesitic Igneous Rocks

Sedimentary Rocks Formed from _____________________ pressed or cemented together

o Rock fragments o Mineral grains o Animal and plant remains

The heavy sediments ____________________ on the layers beneath (compaction)

Minerals dissolved in water flow between and ______________ particles together (cementation)

Types of Sedimentary Rocks: 1. Clastic 2. Organic3. Chemical

a. Limestone b. Rock Salt

Metamorphic Rocks Rocks that have changed due to intense ________________________ and

_____________________. Meta means “__________________” and morphosis means

“_______________” in Greek.

How are metamorphic rocks classified? Foliated: mineral grains are flattened and line up in parallel

____________o Example: gneiss formed from ___________________________ of

minerals in granite into bands Non-Foliated: ________ bands are formed

o Example: marble formed from limestone

Name: ______________________________Lesson 2

Land Composition Research Part 1

Name of Location: _______________________________________Location Coordinates: ____________________________________

Research:

If you were to be in this area and had to excavate a fossil which tool would you want with you? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ______________________________Lesson 2

Land Composition Research Part 2

Draw a picture of Cup A: Picture: Observations:

What tool would want with you if you were in this area? Why?__________________________________________________________________________________________________________

Draw a picture of Cup B: Picture: Observations:

What tool would want with you if you were in this area? Why?__________________________________________________________________________________________________________

Draw a picture of Cup C: Picture: Observations:

What tool would want with you if you were in this area? Why?__________________________________________________________________________________________________________

Name: Tara Masterson & Kristen Vitalo6th Grade

STEM Unit- Lesson 3What types of tools make the best excavating material?

Essential Question: I can identify the proper excavating tools and their features.

Objective: How does the type of excavating tool differ based on what is being excavated?Students will be able to identify different excavating tools and their features.Students will be able to determine which tool is best fit for certain types of excavating.

Materials: SMART Notebook Chart- Tools listed and space for students to write their observations Computers Fossil Books Pictures of tools Tools worksheet

KSB: Bucket of random tools- some that can be used to excavate others that aren’t going to

work Worksheet / Chart

Procedure: Students are going to be broken up into three different groups: computers, books, and

images. (Count off by 1 to 3. 1= computer 2=books 3=images) Each group is going to have the time to research different excavating tools and come up

with pros and cons of each tool. After they have narrowed down their search the teacher is going to open up a chart on

the SMART board with a list of 4-5 tools Each group is going to have the time to come up to the board and write down a few of

their observations and thoughts about that tool.

After all the groups have completed this part, the class is going to discuss what they found and decide which tool they see as the best and which they see as the worst.

Students will then be shown the question “If you were going to be sent out to excavate a fossil which of the tools that you have researched would you want with you?”

o Students are going to write their responses down on an index card and the teacher is going to collect them to hang on an anchor chart.

KSB Procedure: The students in the class are going to be divided into 4-5 groups. Each group is going to be given a bucket of tools: some are going to be useful and

others are going to be useless. The group's assignment is to determine the pros and cons of each tool. They are going

to write down what they find on their worksheets. They’re goal is to decide which tool they would want with them if they were the ones

searching for a fossil. The last question the students would answer is: Now that you have taken a look at some

excavating tools if you had the chance to create your own tool which features would you make sure it included and why?”

Assessments: The students are going to be assessed on their group work abilities. The teacher is

going to be rotating the classroom to observe how the groups interact and the amount of work that they get done.

o If groups need to be changed or altered while they are working, then the teacher should see as fit.

The students will also be assessed on their pro/con list and answers they come up with about the tools they have observed.

Modifications: Higher leveled students:

o Create a sketch of their ideal tool (the answer to the last question they had to answer) and include labels and the purpose of each feature- what is it, why did they choose it and how could that feature be useful

Lower leveled students, ELL Students and Special Needs Students:o Real-life pictureso Pictures with labelso Variety of different tools/picture with different features but may be for the same

purposeo Variety of tools/pictures that look similar but have different functions ( to aid in

understanding tools can look the same but have different functions and vice versa)

o Have options of answers typed and/or printed out for easy access (can use these in order to share ideas with class on SMART board easier

o Visuals o Matching picture-to-picture, picture-to-word (to digest, interact and become

familiar with the different kinds of tools)

Name: _____________________

Lesson 3 Fossil Excavating Tools

Tool Pros Cons

Now that you have taken a look at some excavating tools if you had the chance to create your own tool which features would you make sure it included and why?__________________________________________________________________________________________________________________________________________________________________________________________

Name: Tara Masterson & Kristen Vitalo6th Grade

STEM Unit- Lesson 4How do I plot points on a graph relating to fossils?

Essential Question: I can identify where a fossil was excavated on a map using coordinate points.

Objective: Where are fossils located on a map?Students will be able to identify where a fossil was excavated on a map by using a coordinate plane.Students will be able to determine the point of location of where a fossil is found from a map. Students will be able to analyze an amount and show their work on a graph.

Materials: Graph paper List of fossil locations Maps (printed) SMART notebook slides

Procedure: As a class we will review the steps on how to plot a point on a graph.

o Difference between x and y axis o How to label the correct numbers on the graph o Steps to plot a point

We will then review how to find a point on a graph by using its location. Students will be shown a list of points for them to plot on a graph

o We will review and discuss making sure all students understand KSB: Part 1: (plotting)

Students will be given a task card with a picture of a fossil on it and the coordinates of where it was found.

They are going to have to find the place on a map of where it was found. The map will be given to them depending on the fossil they were given.

They will have worksheet to record their findings.o Locations:

1. Grand Canyon 36.1070° N, 112.1130° W2. Mexico 23.6345° N, 102.5528° W3. Ireland 53.1424° N, 7.6921° W4. China 35.8617° N, 104.1954° E5. New York 40.7128° N, 74.0059° W6. Hawaii 19.8968° N, 155.5828° W7. New Zealand 40.9006° S, 174.8860° E8. Kenya 0.0236° S, 37.9062° E9. Ontario 34.0633° N, 117.6509° W10. Alaska 64.2008° N, 149.4937° W11. Brazil 14.2350° S, 51.9253° W12. India 20.5937° N, 78.9629° E

Part 2: (bar graph) Students will be given a mix of fossils (marbles/rocks, etc.) and they are going to have to

graph the amount that they have. The whole classes findings are going to be graphed together to show how the different

amounts.  When all students are finished working on the charts the teacher is going to pose the question: “If you were placed in your area and needed to excavate a fossil which tool would you want with

you and why?” Allow time for discussion from each group since all of them were assigned a different area. Teacher can take notes on the SMART Board for everyone to see.

Assessments: The students are going to be assessed on their abilities to locate the correct places

where their fossils were found. They will receive a grade based on their plotting. The students will also be assessed on their group work abilities. The teacher will be

rotating around the room while the students are working to observe them. They will be assessed on their demeanor, vocabulary words, and behavior.

Modifications: Higher leveled students:

o Give them an area, and they need to figure out the coordinate points on the globe/map

o Give them coordinate points and they need to identify the area Lower leveled students, ELL students, Special Needs:

o Color-coded and labeled map with coordinate pointso Color-coded labels so students can label graphso Math visuals/communication boards to aid in addition and plottingo “Make a map” on Brainpop.com under “fossils”o Adapted coordinate points, either whole-number, or one-two decimal places

(instead of Hawaii 19.8968° N, 155.5828° W, give 20 ° N and 156° W)o An adapted version of the graph

a “zoomed in” version, so if the goal is for the students to graph the complicated decimal point, make the increments clearer so the students can have a direct point to graph - have the increments go up by .1 on a graph

Whole-number increments Only have the immediate area surrounding fossil to make it less

visually-stimulatingo Color-coded coordinate points to aid in graphing independentlyo Some students may have fossil already graphed and they need to identify the

coordinate point

1. Found at: 36.1070° N, 112.1130° W

2.Found at: 23.6345° N, 102.5528° W

3. Found at: 53.1424° N, 7.6921° W

4. Found at: 35.8617° N, 104.1954° E

5. Found at: 40.7128° N, 74.0059° W

6. Found at: 19.8968° N, 155.5828° W

7. Found at: 40.9006° S, 174.8860° E

8. Found at: 0.0236° S, 37.9062° E 9. Found at: 34.0633° N, 117.6509° W

10. Found at: 64.2008° N, 149.4937° W

11. Found at: 14.2350° S, 51.9253° W

12. Found at: 20.5937° N, 78.9629° E

Name: _____________________________Lesson 4- Graphing Fossils

Name: Tara Masterson & Kristen Vitalo6th Grade

STEM Unit- Lesson 5How do I construct the best possible excavating tool?

Essential Question: How do I construct the best possible excavating tool?

Objective: What makes the best excavating tool? Students will be able to identify which tool is best for finding a fossil.Students will be able to determine the steps on how to properly excavate a fossil.

Materials: Excavating Packet Design Challenge SMART Notebook slides Plaster of Paris Cupcake liners Marbles Pipe cleaners Popsicle sticks- large and small Tooth picks Paintbrushes Spoons Sifter Tape Glue Rubber bands Q-tips Cotton balls Chopsticks Pens Sand Containers Play-doh Toy animals Paper clip Dirt Straws Feathers Spoons Forks Beads Rocks

Procedure:Students will count off by 1 to 4, all the 1s & 3s will be partners and the 2s & 4s will be partners, allow students to move themselves to be sitting with their partner. Part 1:

Each group will be given the same tool (popsicle stick) and on the teacher's signal the groups are going to rotate to three different stations to test out their tool.

After each group has completed the stations they will then sit back with their partner and reflect on how they think their tool was either beneficial or useless.

Part 2: The teacher is going to pose the question “If you were sent out to excavate a fossil right

now and was only allowed to take one tool with you what would it be?”o Give students a chance to answer and discuss

Teacher will put up the Design Challenge Slides and being to explaino All of the 1s and 2s of each group will be sent to the materials table to select

which tools they want to use for their creation. They are allowed to return back to that table at any point during the experiment, but only the one person.

o All of the 3s and 4s are going to go to another table to pick up their fossil in a container. While their partner is gathering the tools they are going to begin brainstorming their design.

o Once both partners are together they can begin designing and creating their tool.o If the pair believes they are ready to begin excavating, then they may attempt to

excavate their fossil. The groups are going to have to go back and make many new adjustments and designs to create the best possible tool.

If a group has completed the challenge and there is remaining time the teacher should have that group rotate around the room and see what other groups are doing and how they may be similar or different.

Also, if there is remaining time the teacher can give the already done group a new fossil to excavate in a different type of material to test out their tool.

Assessments: (Informal and/or formal) Students are going to be graded on their excavating tool design and success. Students are going to be filling out a rubric to grade their performance in the group as

well as their partners. The teacher is going to read over these rubrics.

Modifications: Higher Leveled Students:

o Limit the amount of features, or limit the extra hand tool to one specific tool Lower Leveled Students, ELL Students and Special Education Students:

o Use big fossil and use bigger tools and do as groupo Communication aids o Speech and languageo Use virtual sites to practice skills and receive repeated exposure regarding tools

and purposes for each tool

http://paleobiology.si.edu/dinosaurs/interactives/dig/main.html

http://www.tvokids.com/games/dinodig

http://www.nationalgeographic.com/seamonsters/virtualdig/virtualdig_site_1.htmlThese are virtual excavations sites and explains the usage for each given tool (may need to adapt further, or use speech-to-text feature for ELL or non-readers)

Name: ____________________

Lesson 5 Excavating a Fossil

Draw your first design:

Which materials are you going to use to make this tool? _______________________________________________________________________________________________________________________________________________________________

Now test out your design

Did it work? ___________What do you need to change/add to make it better? __________________________________________________________________________________________________________

Re-design #1

Which materials are you going to use to make this tool? _______________________________________________________________________________________________________________________________________________________________

Now test out your design

Did it work? ___________What do you need to change/add to make it better? __________________________________________________________________________________________________________

Re-design #2

Which materials are you going to use to make this tool? __________________________________________________________________________________________________________

Now test out your design

Did it work? ___________What do you need to change/add to make it better? __________________________________________________________________________________________________________

Re-design #3

Which materials are you going to use to make this tool? __________________________________________________________________________________________________________

Now test out your design

Did it work? ___________What do you need to change/add to make it better? __________________________________________________________________________________________________________

Rubric:

End of the Unit Cumulative Product – For each student, either:_______ Design and create an excavating tool

Overall Checklist (to be given to students at the beginning): ______ Worksheets/packet filled out______ Design sketches complete______ Design/Re-design______ Group members must share ideas______ Group members must use materials appropriately______ Group members must listen to each other’s ideas______ Specifications and Constraints are met

End of the Unit Cumulative Product – For each student, either:_______ Design and create an excavating tool

Criteria 1 2 3 4

Level of Mastery Student’s work shows little or no understanding of the task

Student demonstrates some understanding of

Student demonstrates an understanding of the topic

Student demonstrates a clear understanding of

the task but may not be able to solve the problem

the topic and shows their work

Collaboration Students did not work together

Only some students contributed to the project

Most students contributed to the project

Students worked together and each student contributed

Design Process Students did not follow design process

Students completed some

Students completed

Students completed design process and met all

Models Students did not build a model.

Students built a model that shows little effort and is somewhat successful.

Students built a model that was successful at the task and shows effort.

Students build a model that was successful at the task, meets all criteria,

_____/16

Adapted Rubric for Special Education Students1 2 3 4 Total

Level of Mastery

Student’s work shows little or no

understanding of the task

Student demonstrates

some understanding of the task but

may not be able to solve the problem

Student demonstrates

an understanding

of the topic

Student demonstrates a

clear understanding of

the topic and shows their work

Accuracy0%-25% 26%-50% 51%-75% 76%-100%

Independence Requires a variety of prompting

level to complete activity

Requires verbal and

visual support to complete

activity

Requires visual support to complete

activity

Student is independent and

can complete activity with no

support/prompts

/12

Self-Assessments for Special Education Students