ED 315 LESSON PLAN Lesson #5 Format and Cooperating Teacher Feedback Form Name: Stephanie Wilmore Content Area:

Science Date: 3.25.2013 Grade Level: 4th Grade

Goals: A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred D.4.5 Construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data

Pre-Assessment: This is a whole new Unit to the students. We will begin by talking about fossils. o How do they form? o Why are they important to us?

Objective(s): Students will be able to explain the process of fossil formation through word and movement.

Assessment: Assessment Rubric below o Performance assessment

Materials Needed: Pictures Informal Assessment Worksheet

Total Time Needed: 1 Science Class Period Procedures: Introduction: We are starting a new Science unit today on Fossils. The last unit you worked on was on _____________. After our readings today, we will see why we learned about that unit first. What do we know about fossils? What can be fossilized? Why are fossils important? When people first discovered fossils, what do you think their reactions were?

Practice (I do, you help) (you do, I help)

Lets think and write down our predictions on what the process is for something to be fossilized. Write down what students think o Death o Decay & Burial o Sediment accumulation & permineralisation o Uplift & exposure o Discovery & extraction o Fossils for us to view Explain what each step is and show a picture Once done with all of the explanations, have students come to the board and put the pictures in order. Next, spilt students into groups of 3-5

Independent (You do, I watch) Movement Activity: o Have students explain, through movement, the process an animal goes through when fossilized. o Talk about the 6 steps we just went over. o When they perform, the class will watch the first time, and then they will shout out what is going on the second time. o Students will receive an oreo after their performance 1 good thing about the performance, 1 thing that needs to be worked on, and another good thing they thought really made the performance great.

Whole Class Begin reading (on page 36?) about Fossil formation.

Objective(s): Students will be able to explain the process of fossil formation through word and movement.

= Understand

/ = Confused

X = Needs Help

Step Step Step 3 Step 4 Step 5 Step 6 Feedback 1 2 Sediment Uplift Discovery Fossils to other Death Decay accumulation & & & Extract for us students & permineralisation Expose to Burial enjoy

1. Madelyn 2. Madison 3. Ashley 4. Brooklynn 5. Tommy 6. Andres 7. Mikey 8. Danko 9. Kynji 10.Amber 11.Camila 12.Darius 13.Suzana 14.Jolie 15.

Having reached adulthood and returned to its birth place to spawn, this particular fish reaches the end of its life and dies. Soon after death the body of the fish becomes waterlogged and sinks to the seafloor (note that quite often the gases produced during decomposition cause the carcass to float back to the surface, so the final resting place may be some distance away). More often than not the carcass would be pulled apart and scattered by scavenging crustaceans and other fish, however on this occasion the absence of any large scavengers leaves the fish relatively undisturbed. After several weeks the fish is partially decomposed. Despite the calm conditions on the seafloor, several thousand meters into the bedrock pressure is building along an active geological fault. Suddenly the stressed rock slips, sending shockwaves to the rock above and causing the sediment nearby to mobilise. The mobile sediment travels across the seafloor burying the fish in the process, in what is often termed a rapid burial event. Once entombed beneath the sediment the remaining flesh and soft tissue are broken down by bacteria, leaving just the skeleton in the position of burial. Rapid burial is a common component for optimal fossilisation, as prolonged exposure would otherwise increase the likelihood of disturbance from scavengers and/or currents. Burial may also occur quickly if a high volume of sediment is deposited in the area following a period of heavy rain that delivers sediment from major rivers (for example). Over time the skeleton is gradually buried deeper by accumulating sediment. Slowly the weight of the sediment compacts the underlying areas, pressing the grains together, driving excess water out, and depositing minerals in the pores, and ultimately turning the soft sediment to hard rock - a process known as lithification. As this process takes place, minerals contained within the waters-saturated sediment replace the original minerals in the skeleton and fill any voids formed as parts of the skeleton dissolve. The process of mineral replacement is known as permineralisation and results in a remineralised copy of the original skeleton. Many millions of years pass and the rock remains buried deep within the bedrock; however tectonic forces associated with the collision between neighboring continental plates have begun to buckle and uplift the bedrock, raising it above sea level and exposing it to erosion. Gradually, the exposed rock is stripped away, until eventually the top of the fish's skull is visible at the surface. Finally, having lain beneath the ground for millions of years, the partially exposed skull is spotted by a palaeontologist, who undertakes a careful extraction of the skeleton. The process requires patience and precision work to avoid damaging the specimen; a generous amount of rock is retained around the specimen to protect it. For more information about fossil hunting and extracting fossils.