Professional Documents
Culture Documents
Grade level: 8
Topical questions:
What do rocks and fossils tell us
about a particular time in Earths
history?
Why is this information important to
our society?
you will be expected to visit all stations and record notes about the climate,
environment, and organisms of all the remaining time periods. You will not
get through all of the stations today and that is ok. I expect that you will keep
conversations on task with those at your stations, be respectful to those
learning around you and leave the station with as you found it. I will ask you
to return to your seats near the end of class so we can share what we have
learned. I will be pulling names from your cards so please be prepared to
share your information including the name of the Era or Period you are
referring to.
Students will cycle through the stations (30 minutes) with teachers circulating
asking about evidence of climate, environment, and living organisms.
Formative assessment: Teacher will take a student roster and check off that
the student met the learning expectations based on conversation you are
having with them as well as observing their sheet as they move from station
to station.
Does their fossil fit the period they are reading about? Why or why not?
Students will return to their seats and I will choose several students to share
something they learned. Teacher: As I draw names, students will share what
they learned about the fossil evidence as it relates to our learning target. (5
minutes)
Academic Language:
Materials:
SMARTboard
Notesheets
Station labels
Station readings
Differentiated readings for each station
Organisms (1 per student, per class, no duplicates in the same class)
Laptops with the following information displayed:
https://www.youtube.com/watch?v=SY3MZ_wNFW8 (for students that have high
musical intelligence)
https://www.youtube.com/watch?v=uGcDed4xVD4 (students will view twice, once all
the way through, then the second time stopping at each era/period and referencing
the chart at the station)
Motivation/hook:
Students will engage in an investigation just as a scientist would be if they
found a new fossil. Students will be using their observations about the fossil
and knowledge about the time periods to figure out where the organism
belongs in history. They can consider what life was like for that organism at
the time.
Disabilities/Diverse Needs Represented:
We have students who have lower reading levels, an LD student and a
student with anxiety difficulties in this class.
Differentiation/adaptations:
Students who have difficulty reading the material may have another student
read the word, section, or station to them. There will also be modified
readings available. They may work with a partner as well.