iMovieProject:LessonPlan

BryceHewen,KinziePerry,AlyssaRosenlof,BonnieSmith

https://www.youtube.com/watch?v=GH3nzs3YsZw&list=UU_d6u1MA39ldBjFp6aD_uZw

Endorsement
Subject
Class
Unit
Lesson
Resources

3rdGrade
Science
NaturalScience
Fossils
HomemadeFossils
Print:textbook
Nonprint:instructionalvideos
Standard
LPSCurriculumStandards
ThisprojectwillhelpstudentsmeetthestandardssetforthbyLincolnPublicSchools,
andwillbeusedasaprojectinthemiddleoftheunit.Thisprojectwillprimarilymeetthe
firststandard,thatstudentswillbeabletounderstandtheprocessesthatcreatedsome
fossils.However,thefossilswillbelaterusedtomeetthestandardsthatstudentswillbe
abletounderstandhowscientistsusefossilevidencetomakeinferencesaboutan
organismscharacteristics,examinefossilevidencetodetermineadaptationsofancient
organisms,andinferhoworganismslivedbyexaminingtheircharacteristics.
Introduction
Thislessonwillhelpthestudentsenvisionwhatafossilactuallyis,insteadofjust
learningaboutitfromtheirtextbookandteacher.Whentheclassgoesontostudyother
aspectsoffossils,suchasthecharacteristicsandadaptationsoftheorganismthatformed
thefossilthathelpedthatorganismtoliveandthrive.Itwillhelpreengagethestudents
inthetopicandgetthemmotivatedtolearnmoreabouthowfossilsareformedandwhat
wecanlearnfromthem.
Technology
Technologywillbeusedintheformoftheinstructionalvideoshowingthestudentshow
Uses/Materials theprojectistobedone.Othermaterialsthatwillbeusedaredrawingpaper,black
Needed
markers,canvaspanels,armaturewire,wirecutter,tissuepaper,paintbrush,glue,pastels,
andsprayfixative.Thewirecuttersandsprayfixativewillonlybeusedbytheteacher.
Objectives
1. Understandtheprocessesthroughwhichfossilsarecreated
2. Understandthewaysinwhichscientistsusefossilevidencetomakeinferences
aboutanorganismscharacteristics
3. Examinethefauxfossilstodetermineadaptationsthattheirorganismmayhave
usedtosurvive
4. Createanorganismwithspecificadaptationsthatwouldhelpittosurvive
5. Createafauxfossilthatlookslikearealfossilbedwouldlooklike
Preparingthe Thestudentswillbepreparedforthislessonbylearningwhatfossilsareandhowthey
Student
areformed.Theywillalsolearnaboutpaleontologyandhowscientistsusefossilsto
learnaboutorganismsthatdiedmanyyearsago.Finally,thestudentswillhavehadsome
experienceinartclasswithdrawingsimplepicturesandcoloringwithpastels.
Assessmentof Remember:Studentswillrecallwhatafossilbedlookslikeandthetypeoforganisms
Student
thatwouldbefoundinit
Learning
Understand:Studentswillunderstandhowscientistsusefossilstolearnmoreabouta
specificorganismanditscharacteristicsandadaptationsthatallowedittosurviveinthe
past

Lesson
Sequence

Measurement
ofSuccess

Apply:Studentswillapplythisknowledgebymodelingafauxfossilbasedonthefossils
theyhavelearnedaboutpreviouslyinclass
Analyze:Studentswillanalyzetheorganisminitsfossilbedthattheyhavecreatedto
discoverthecharacteristicsandadaptationsoftheirorganism
Evaluate:Studentswillevaluatetheirorganismanditsanalysisbylookingintheir
sciencebookstoseeiftheinferencesthattheyhavemadearefairassumptionsthatareal
paleontologistmightalsohavemade
Create:Studentswillmodifytheirmodelbyaddinglabelstoitdescribingtheadaptation
andcharacteristicsthattheymadeinferencesaboutpreviously,andthenpresenttheir
modeltotheclasstoteachthemabouttheorganismthattheyhavemodeled
1. Teacherintroducesthetopicfossilbedsarethingsthatscientistscanusetolearn
moreaboutorganismsfromthepast
2. Teachershowsinstructionalvideoonce,togivethestudentsageneraloverview
ofwhattheywillbedoing
3. Teacherdistributesmaterialstothestudentsafterthevideoisdonetoprevent
themfromtryingtostarttheprojectwithoutproperinstruction
4. Studentswilllookintheirbookstofindanexampleofanorganismthatcouldbe
foundinafossilbedandthenmakeasimpledrawingofthatorganism
5. Studentswillformarmaturewiretocreateanoutlineoftheirdrawing,cuttingthe
wirewiththehelpofateacher
6. Studentswillgluetheshapedwireontoacanvaspanel
7. Studentswilllayerglueandtissuepaperoverthewireoutlineatleastfourorfive
times
8. Whiletheglueandtissuepaperisdrying,studentswillbegintoanalyzetheir
organismtodiscoversomeoftheuniquecharacteristicsandadaptationsthatmay
havehelpeditsurviveinitspastenvironment
9. Studentswillthenturntotheirbooksagaintocheckthevalidityoftheinferences
thattheyhavemade,andiftheyhavemadewronginferences,theywillgoback
andchangethem
10. Studentswillreturntotheirnowdryfossilbedsandcolorthemwithpastels
11. Studentswilllabeltheadaptationsandcharacteristicsthattheyhavelearnedabout
intheirbooks
12. Studentswillpresenttheirfauxfossilbedtotheclassinathirtysecond
presentation
13. Teacherwillwrapuptheclassbypointingoutstudentswhohadreallystrong
presentationsandfossilbedsthatgavealotofaccurateinformation
Studentsuccesswillbemeasuredbyhowwellputtogethertheirfossilbedsare,andhow
neatlyandcarefullytheyarecrafted.Theywillbemeasuredbyhowaccurateanddetailed
theirlabelsare,aswellashowmanylabelstheyhave.Additionally,theywillbegraded
basedupontheirclasspresentation.Thepresentationshouldbeclearandeasyto
understand,aswellascoveringalltheinformationgivenbythelabelsontheirfossilbed.
Thisprojectwillbeusedasasteppingoffpointforfuturelessonsaboutfossilsasthey
studyotherorganismsthatscientistshavestudiedandmadeinferencesabout.This
informationwillalsobeusedinfuturelessonstogiveconcreteexamplesofwhatthe
classistalkingabout,inordertokeepthestudentsengagedandmotivatedtolearn.This
lessonwillhelpstudentsengageinmetacognition,becausetheywillhavetoevaluate
theirowninferencesabouttheorganismbasedontheinformationprovidedintheir
textbooks.