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The Lesson Plan

Name: Nick Del Cotto, Carrie Frodin, Shannon Clayton

Lesson Title and Topic: Nature of Science: Guided Practice/ Inquiry Activity Explaining Fossil Footprint Patterns

Grade Level / Subject Area:Grade Level 7th 8th Earth Science, Life Science

Length of Lesson:20 minutes Fossil Questions WorksheetApproximately 20 minutes for activity.2-4 minutes Addressing definitions on worksheet10-15 minutes Guided Practice Activity1-3 minutes Addressing what we learnedOptional 2 minute Quiz

TOTAL TIME: 45-50 minutes

Lesson Purpose/Rationale/Conceptual Framework:The purpose of this activity is for each of the students to further develop their abilities of scientific inquiry and understanding of the nature of science. This will be accomplished by students having to evaluate evidence at hand, and then construct defensible hypotheses or explanations for events that happened in the geological past through sound observation and inference.

Materials and Resources Needed:Pen or pencil, copies of worksheet, internet access, texts, overhead projector, and Transparencies of the footprint puzzle or PowerPoint of Puzzle and DLP projector, rulers, scissors.Optional: Laminated Footprints sets for the floor. (colored paper, laminator, copy machine)

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Learning Objectives:Objectives:1.) Define vocabulary term and emphasis the importance: Fossil, observation, and inference. 2.) Students will learn to use limited evidence to create hypotheses or explanations for events. (11.A.4a, 11.A.4c)3.) Students will recognize and analyze alternative hypotheses and predictions. (11.A.4e)4.) Students will understand scientific explanations were subject to change as new evidence becomes available. (13.A.4c) 5.) Students will further their understanding that scientific explanations must meet certain criteria such as further experimentation and peer review. (13.A.4b) (13.A.4d)

Goals: 1.) Better understanding the Paleontology/Fossil unit concepts and realization of real-world applicability at home and abroad. 2.) Possibly inspire students to enter into the science field. 3.) Further understanding of the world in which they live through scientific lines of thought. 4.) Improve problem-solving skills by generating practical solutions.5.) Improve skills in producing defensible hypotheses, predictions, and

explanations. 6.) Improve observation and inference skills. 7.) Students have fun, while learning.

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ILS Performance Descriptors: 11A - Students who meet the standard know and apply the concepts, principles, and processes of scientific inquiry.

1. Formulate independent content-specific hypothesis referencing pertinent reliable prior research, or proposing options for appropriate questions, procedural steps, and necessary resources.

2. Design an inquiry investigation which addresses proposed hypothesis, determining variables and control groups, incorporating all procedural and safety precautions, materials and equipment handling directions and data-collection formatting preparations, or securing approval for all procedures, equipment use and safety concerns.

3. Conduct inquiry investigation, using technologies for observing and measuring directly, indirectly, or remotely, completing multiple, statistically-valid trials, or accurately and precisely recording all data.

4. Interpret and represent analysis of results to produce findings that support or refute inquiry hypothesis, evaluating data sets to explore explanations of outliers or sources of error and trends, or applying statistical methods to compare mode, mean, percent error and frequency functions.

5. Present and defend process and findings in open forum, generating further questions, explaining impact of possible sources of error, or reflecting on and evaluating peer critiques and comparable inquiry investigations for consolidation or refinement of procedures.

13A - Students who meet the standard know and apply accepted practices of science.

1. Apply appropriate principles of safety, following established procedures to maintain both personal & environmental safety when handling & disposing of chemicals, estimating risks/benefits to alternative procedures, mapping classroom laboratory facilities for safe egress & distances/times to access safety treatment features, manipulating, reading and troubleshooting scientific equipment safely, communicating school science storage and disposal policies for classroom investigations, demonstrating safety practices and emergency procedures pertaining to laboratory and field work, researching community disposal procedures (e.g., mercury thermometers or lead batteries), or participating in household waste and hazardous waste pickup programs in Illinois.

2. Apply scientific habits of mind to curricular investigations in life, environmental, physical, earth, and space sciences, identifying instances of how scientific reasoning, insight, creativity, skill, intellectual honesty, tolerance of ambiguity, skepticism, persistence, openness to new ideas, and sheer luck have been integral to discoveries, identifying specific studies which demonstrate how scientific conclusions are open to modification as new data are collected, or researching classroom and real-world standards for peer review.

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Anticipatory Set/Hook/Set Induction/Introduction:On the Board as Students Enter Class*Have position #1 slide projected (See page 7 for fossil footprint puzzle positions)*Optional Set-up:

• Dinosaurs (toys) on desks.• Footprints on Floor.

As soon as class begins: Employ a silent demo.Students sit down, observe slide and inquire about it. Ignore the projection, and instruct students to work on the Questions about fossils worksheet.

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Lesson Activities and Procedures:Classtime begins by completing Questions about Fossils Worksheet using text and/or internet access for 20 minutes.

Begin Guided Practice Activity as everyone finishes their fossil footprint puzzle worksheet. (Possibly hand out candy as a motivator.)Have students define fossils, observations, and interferences.Students are working individually to start.

Ask the students to make some observations of Position #1 of the footprint puzzle.

• If need arises, get the creative process started by asking key questions.

Key Questions: How many animals were involved?Can you tell anything about the size or nature of these organisms?Were all the tracks made at the same time? In what directions did the animals move?Be sure understanding of observation and inference is clear.

Ask for plausible explanations of what is seen (Inferences). Students provide evidence for their hypotheses.Remind students hypotheses change many times with the addition of new information.Quickly have students jump into their pre-assigned groups.Show positions #1 and 2: Please Draw Slide #2. Ask students to make observations and inferences about the new information they have been provided.More Key Questions: Did the animals change their speed and direction?What might have changed the footprint pattern?Was the soil moist or dry on the day these tracks were made? In what kind of rock were the prints found? Were the sediments coarse or fine where the tracks were made?Show positions #1,2, and 3: Students can now work with a partner. Make more observations and inferences. Make a final hypothesis explaining the events of the fossilized footprint pattern.

DISCUSS the possible explanations for the events.Discuss the environment that was in place at the time of these footprint placements.

CLOSURE: If time allows, give mini-quiz at the end or start next class with the quiz as a review. (List 3 observations about the picture and infer what is occurring.)Hand out stickers and candy.

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Student Assessment:Tangibles: Student Worksheets will be graded for completeness and plausible responses. Mini-quiz will evaluate student understanding of differences of observation and inference.

Intangibles: Groups remained on task during lab activity time allotted. Responses given during discussion of results were sensible. Observation and documentation of individual student activity via checklist.

Extension Activities:Have students create their own different fossil footprint puzzle. Form student groups and have the students exchange chosen puzzles. Repeat the activity with minimal teacher assistance and the same goals in mind.

Fossil Footprints

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Name:______________________

Fossil Footprint Puzzle

Review Vocabulary Words:

Fossil:

Observation:

Inference:

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Position #1 Fossil Footprints

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Position #2 Fossil Footprints Sketch what you see in position #2.

Position #3 Fossil Footprints Sketch what you see in position #3.

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