Title or topic of the lesson and Grade Level: Fossils and Paleontologists; 2nd Grade Lesson Guiding Questions(s):

- What is a fossil? - How are fossils made? - How do fossils act as evidence that dinosaurs once lived? - Where have dinosaur fossils been found? - What is the job of a paleontologist? Standards: 5.1.4.B.3 Evidence is used to construct and defend arguments. Formulate explanations from evidence. 5.4.4.B.1 Fossils provide evidence about the plants and animals that lived long ago, including whether they lived on the land or in the sea as well as ways species changed over time. Use data gathered from observations of fossils to argue whether a given fossil is terrestrial or marine in origin. Learning Goals and Assessments: Learning Objectives TSWBAT identify a fossil and correctly sequence the steps of how a fossil is created. TSWBAT show how bones of animals and parts of plants make imprints in sediment to form fossils. TSWBAT recognize that paleontologists dig for fossils to help us learn about animals and plants that lived long ago. Assessments The class will match the picture of each step of fossilization with the correct description. The students will use model magic, shells, and pasta (dinosaur bones) to create their own fossil. The students will engage in a read aloud of Fossils Tell of Long Ago by participating in a whole group discussion about the job of a paleontologist.

Materials: Fossils, Fossils Tell of Long Ago by Aliki, steps of fossilization cut outs, steps of fossilization worksheet, model magic, pasta (dinosaur bones) Pre-lesson assignments and/ or prior knowledge: Students will know that we are aware of the existence of dinosaurs through finding fossils. Lesson Beginning: Students will be asked to sit on the rug in a circle. The class will be asked if they know what a fossil is and what fossils help to tell us. Fossils will be passed around for the children to observe. The teacher will lead a discussion about what the students saw and felt while looking at the fossils. Fossils Tell of Long Ago will then be read aloud. After reading to page 8, stop and ask the class to sequence the pictures of the steps of fossilization. Explain that animals, as well as plants can be fossilized. Continue to read pages 12-13, followed by pages 24-30.

Instructional Plan: - Ask the class if they think people like us (Mrs. Soles, Miss. H, Miss. D) find the fossils or do they think it is someones job to dig for fossils - Segway into a discussion of the role of a paleontologist - Instruct the students that the role of a paleontologist is to dig for fossils; these fossils help us to learn about animals and plants that lived long ago - Write the word paleontologist on a sentence strip along with a description of their job (place in the room for future reference) - Students will return to their desks to complete a worksheet regarding the steps of fossilization independently Differentiation: The students will participate in a variety of activities throughout this lesson. Auditory learners will benefit from learning about fossils during the read aloud of Fossils Tell of Long Ago. Students will be called upon to order the steps of fossilization. Group discussions will be initiated for those students who enjoy sharing their thoughts and ideas, while kinesthetic learners will benefit from making their own fossils. Indepent practice will be provided through the Questions: - What do you think a fossil is? - How do you think a fossil is made? - Can only animals be fossilized? Or can plants be too? - What do fossils tell us? - Who searches for fossils? - If we did not have paleontologists, do you think we would know about old plants and animals? - Do you have any ideas on how we could make our own fossils in the classroom? Instructional Management: Students will be working as a large group for most of the lesson. The students will be encouraged to participate in discussions about fossils and paleontologists, as well as the sequencing of the steps of fossilization. Students will work independently while creating their own fossils. Those who cannot properly use the model magic, shells, and pasta will be removed from the activity. Transitions: The read aloud of Fossils Tell of Long Ago will educate the students about how fossils are made. Students will then be asked to participate in the sequencing of fossilization. The role of paleontologists is important in finding fossils, as the students will create their own fossil at the end of the lesson. Closure: Students will be asked if they have any ideas on how fossils could be created in a classroom. Ideas will be discussed before the teacher instructs the class that the will be creating fossils. These fossils will be made from model magic (sediment), as imprints of shells and pasta

(dinosaur bones) will be embedded into the model magic. Each student will be given the opportunity to show peers their fossil.