Fossils

Meghan Frail Grade Level: 1 Topic: Paleontology and Fossils

This science unit consists of three lessons - engage, explore, and explain.

At the beginning of the engage lesson plan, we begin with the essential question of "What is a paleontologist?" Rather than answering right away, we have the children examine pictures of "paleontologists at work." The students are broken up into groups/tables. At each table are signs and pictures of paleontologists at work. The students discuss these pictures together, and finally document, using texts and illustrations, in their science notebooks. After X amount of time, the students come together, where we discuss the initial essential question using the information they found and documented in their science notebooks.


 * side note: science notebooks were created by teacher using construction paper and notebook paper. Another good idea, for upper levels, would be to have the students create their own notebooks.

The explore lesson was the high point in this unit. We re-examined our essential question with the ideas we developed the day before. Afterwards I read them a letter from a 'paleontologist friend' who had sent over models of fossils for us to experience what it is like to become a paleontologist. *side note: it is good to review what a 'model' is if the students have yet to work with models* Each student received a name tag (paleontologist _), a paintbrush for dusting, and a styrofoam cup filled with plaster of paris containing a mini dinosaur inside. Each child was to rip the styrofoam cup off, which I had another child model for the entire class. After this the other teachers and I went around hammering open the plaster of paris. *side note: screwdrivers and hammers required* After every child's 'fossil' was open, the children used the paintbrushes to dust away the debris to better observe the imprint. The students had X amount of time to observe the fossil, while the other teachers and I walked around questioning them as to what they found. After X amount of time, we handed out their science notebooks for them to document what they found. To keep them from becoming distracted, we collected the paintbrushes, and set the dinosaurs aside where they could no longer touch them until the timer went off; otherwise they were not allowed to keep them. After about ten minutes, we collected up all the dinosaurs and plaster of paris, and bagged them up for the students to take home. We then met on the carpet and added additional finds to the essential question.


 * side note: depending on the age group, you can either have the students make the fossils themselves, or make them prior to the lesson. I did it the night before, and found that it saved time and was also cleaner. Also plaster of paris doesn't have to be the material used. There are alternatives, which can be found online.

The explain lesson was a bit difficult to revert to after the students did the explore lesson. They wanted to continue with hands on lessons. We reviewed the essential question one more time, and shared stories as to what we had found surprising.I then explained to them that the 'paleontologist' was interested in how the exploration went, and since she was kind enough to do that for us we should let her know. Each student got a large blank index card. On one side they would write to the paleontologist if they liked being a paleontologist or not, what they found during the exploration, the tools they used, etc. Students were to use notes acquired within the essential question and the recordings in their science notebook. After ten minutes, we flipped the cards over and they were to draw a picture. These pictures could be of a paleontologist at work, the tools they used, the fossils they observed, etc. After ten more minutes I collected the cards and told them that 'Patty the paleontologist' would be in touch.