Kelsey Payne

October 27th
Science
5th/6th grade
Fossils and Rock Layers
Standards: MS-ESS2-3. Analyze and interpret data on the distribution of fossils and
rocks, continental shapes, and seafloor structures to provide evidence of the past plate
motions.
Thinking about the learning
Objective
The learner will be able to explain how rock layers and fossils provide evidence about the
nature of ancient life and the history of the Earth.
Rationale
This lesson is toward the beginning of the rocks and minerals unit, where we are focusing
on sedimentary rock layers. It is important to understand what rock layers tell us about
the Earth and its history, and this information will help students have a better
understanding of sedimentary rocks and how they play into the makeup of our planet.
Pre-assessment
As a pre-assessment, before the lesson begins, I will ask the students what they know
about fossils and rock layers. I will also write the vocab words on the board and we will
define them as a class as students write the definitions in their science notebooks.
Summative Assessment
As the summative assessment, I will collect the papers that the students used to write
down the observations, answers, and two things they learned. I will be looking for solid
answers to the questionsanswers that show understanding of these concepts: 1. Fossils
are formed by organisms being trapped in sedimentary rock and 2. Rock layers show us
the history of the Earth 3. The oldest layer of rock is on the bottom of a core sample and
the newest layer is on top.
Thinking about the lesson
Connections
The students will be in the middle of their unit on rocks and minerals, having just
finished a PBL on earthquakes where they learned a lot about plate tectonics and the
movement of the earths crust. I will start the lesson by asking students what they know
or remember about sedimentary rocks, which they should have already learned by that
point in the unit, and Ill make sure they have that foundation before moving on to the
rest of the lesson.
Introduction

I will introduce to students that today we are going to be time travellers! I will ask them
what they know about rock layers and fossils, listening for ideas. Then, we will go over a
few key vocabulary terms: ancient life forms, extinct, geological history, and modern life
forms. We will use these terms throughout the lesson.
Task
First task: Each table will have a cup with different layers of materials (sand, dirt, rice,
etc.) These layers simulate layers of the Earth that are made of different kinds of rocks. I
will explain to students that these are called core samples and have students talk with
their tablemates, write down their observations, and answer the following questions:
Which layer do you think is the oldest? Why? Which layer do you think is the newest?
Why? After they discuss and write down their thoughts, we will discuss as a class and
students will share their ideas. Then, I will pull up a rock layer diagram and ask the
students which layer is oldest and newest and why. Then I will explain to students that the
layer of sediment on the bottom was hardened into stone when the next layer settled on
top of it, and therefore it is older. I will explain how looking at rock layers is like
traveling through time, and that we are able to look at Earths history within the layers of
sedimentary rock.
Second task: Then I will ask students what they think they could find hidden in these rock
layers. Ill give them a hint, and show them my Petoskey stone. Students will most likely
guess fossil or Petoskey stone. I will tell students that fossils are the preserved
remains/skeletons of living things in rock, and show them the core sample, demonstrating
that once-living organisms get trapped between the layers and their skeletons make a
fossil. Then I will pass around the fossils that we have and each group will write down
observations and answer questions (What are the characteristics and properties of your
fossil? How do you think this fossil was formed? What do the markings on the fossil
represent?) and discuss them with their table.
Closure
As a closure for the lesson, I will ask students to answer the question: how does looking
at rock samples help us learn about the past? All the questions/observations will be
written on a worksheet that they will then turn in to me.
Student Thinking
In this task, students will need to think like observers. They will need to notice and
document details, use deductive reasoning to determine the age of rock layers, and make
connections between Earths history and the evidence of it in rock layers. Students are
asked to engage in the content by doing hands-on activities where they manipulate,
examine, and study materials directly related to the objective of the lesson. By being able
to work with science in this way, students will gain a more complete understanding of the
topics discussed.
Formative Assessment
There are several opportunities for formative assessment in this lesson. I will be
observing student involvement and understanding when going over the vocab terms,
asking expository questions about core samples and fossils, walking around and listening

to their group discussions, and in answering any questions that occur. Here are some
questions I could ask:
-Can you explain what youve observed so far?
-How do you think this fossil was formed?
-Why do you think the rock layers look so different?
-Tell me more about this.
-Why do you think this observation is important?
Modifications
I anticipate that students might struggle understanding why the bottom layers of rock are
the oldest. I think in order to support students struggling with this, or other concepts
within the lesson, I will work with them individually and have a conversation. Ill try to
assess the root of their misunderstanding and work from there.
We have several students with ADHD who have trouble focusingspecifically Oscar,
Justin, and Maddie. These students will be allowed to occupy their hands with their silly
putty, as well as use the bouncy ball instead of a chair. I will also allow them to stand up
at their tables to work and observe if they need to. Because the nature of this lesson is
hands-on, the students will be able to move and touch and work in the space around them
and concentrate better on what theyre doing.
For students who need challenging, I would start asking some them deeper inquiry
questions: What kinds of rocks do you think would make up the different layers? Why do
you think so? Can you think of different natural places where sedimentary rock would
form? How about famous places around with world where you can see the rock layers?
Technology
For this lesson, I will use the Smartboard to show a picture of rock layers. Because this
lesson has a lot of hands-on involvement and requires scientific observation of artifacts,
not much technology will be needed beyond this.
Logistics
-Open with asking about sedimentary rocks/what they know about fossils and rock layers
-Go over vocab
-Pass out core samples and worksheets, instructing them what to do
-Walk around and listen to conversation/help when needed
-Discuss findings as a class
-Show rock layer diagram and explain oldest/newest rocks/traveling through time
-Intro fossils: what kinds of things do you think you might find in these rock layers?
-Show Petoskey stone, explain that fossils are imprints of living organisms
-Pass out fossils, students complete worksheet
-Close with question: how were we time travelers today?
-Have them answer: how does looking at rock samples help us learn about the past?
Time
10:55-11:05 Intro and vocab
11:05-11:17 Rock layer activity
11:17-11:20 Fossil intro

11:20-11:30 Fossil activity

Materials
-Core sample materials: aquarium rocks, sand, dirt, flour
-6 fossils
-12 clear plastic cups
-12 magnifying glasses
-45 worksheets
-1 Petoskey stone
-Whiteboard and markers