Amanda Law Fossils

3rd Grade:

Lesson Planning But Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.) Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) The regular education teacher and the inclusive teacher will be team teaching. The grade level of the students is third grade with some students who participate in the learning support classroom. The learning support students need additional help with the reading components in the lesson. Who (if anybody) will assist with the presentation of this lesson, and what will their role be? The regular education teacher will be presenting the lesson and that inclusive teacher will be team teaching and remediating the reading and writing components of the lesson. What is the long range goal(s) that is tied to this lesson? The long range goal of this lesson is for students to make connections of the history of earth and to continue to develop reading, writing, and comprehension skills. What is the specific learning objective(s) for this lesson? The specific learning objectives include: introducing the idea of fossils been a record of early life, making imprints and casts, measuring materials, reading sections of coordinating books, introducing vocabulary, and final writing assignment. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?

The prerequisite skills students need to know two effectively access and participate in this lesson include the ability to follow directions, define what a fossil is, measuring skills, and reading and writing comprehension skills. When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) This lesson will be presented as a learning maintenance lesson. When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) This lesson will be completed in two days. Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? This lesson can be presented in the regular education classroom with access to books about fossils, molds, ingredients to make play dough, living items (leaves and flowers), and measuring cups and spoons. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson is to be taught for students to gain information and skills regarding that history of Earth, attract interest in science, and develop necessary measuring, mathematical skills, and reading and writing skills.

How does this lesson relate to the PA Academic Standards? 3.5. Earth Sciences

3.5.4. A- Know basic landforms and earth history. 1.1. Learning to Read Independently 1.1.3. F.- Understand the meaning of and use correctly new vocabulary learned in various subject areas. 1.2. Reading Critically in All Content Areas 1.2.3. A. - Read and understand essential content of informational texts and documents in all academic areas. 1.4. Types of Writing 1.4.3. A. -Write narrative pieces (e.g., stories, poems, plays). How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? This lesson relates to previous lessons by continuing to develop the importance of vocabulary, reading, and writing. It relates to future lessons by maintaining the importance of vocabulary, reading, in writing. It also will continue to develop an interest in the science curriculum and discovery. How will you determine if students have met the lesson objective? (Think assessment) Students will be given short, informal assessments to determine if objectives have been met. Students will participate in a short vocabulary matching exam to determine attainment. Students will also be asked to build upon information presented the previous day when questioned. In addition to the short assessments, students will also write a personal narrative about what they have learned during the lesson. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) The lesson will be presented by team teaching and small group activities.

Lesson Planning Waynesburg University

Writing the lesson plan: Translating thoughts into a plan of action

_____________________________________________ Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement) 3.5. Earth Sciences 3.5.4. A- Know basic landforms and earth history. 1.1. Learning to Read Independently 1.1.3. F. - Understand the meaning of and use correctly new vocabulary learned in various subject areas. 1.2. Reading Critically in All Content Areas 1.2.3. A. - Read and understand essential content of informational texts and documents in all academic areas. 1.4. Types of Writing 1.4.3. A. -Write narrative pieces (e.g., stories, poems, plays).

Lesson Objective(s) (Stated in observable and measurable terms) The student will recall information about fossils and early life with 90% accuracy. The student will match nine out of 10 vocabulary words coordinating to lesson. The student will write a short narrative about skills learned and information still needed with less than 10 errors. Assessment Plan (What will be done to determine if lesson objectives have been met?) Students will be asked to recall information presented, complete short matching assessment of the vocabulary words, and narratives will be reviewed for errors with marks for a correction.

Materials: Fossils Tell of Long Ago by Aliki It Could Still Be a Rock by Alan Fowler

 Molds 2 cups water 2 cups flour 1 cup salt 2 tablespoons vegetable oil Mixing cups and spoons Saucepan Food coloring Leaves and flowers Inclusion Techniques for Students with Special Needs: Inclusion techniques will include small grouping, grammar and punctuation rule cards, and additional time to complete the assessments. Enrichment Techniques: Enrichment techniques will include allowing students to utilize the library and computers to research fossils more in depth. Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): All students will have access and the ability to participate in the lesson by reviewing needs. Students can utilize assistance during the lesson. Modifications and accommodations will include answering only seven of the ten vocabulary matching questions and small group instruction during the writing assignment. Lesson Presentation Introduction/Motivational Activities/Anticipatory Set: The lesson will begin by assessing students previous knowledge of fossils. Students will listen to excerpts from fossil books, discussion about the fact that there were other ages of life forms beside dinosaurs that became fossilized, show pictures of fossils, and show real fossils. Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Begin with introduction listed above. Regular education teacher presents topic on fossils and history of fossils. Inclusion teacher will present 10 vocabulary words from fossil books and ask students to guess the possible meanings. Students will copy vocabulary words from chalkboard into their notes with meanings. Students who may need additional help at this time can be given a typed list to copy into their notes. Inclusion teacher inform students of quiz on the vocabulary words the next day. Form small groups to make dough. Give specific instructions about when mix which the ingredient and delegate to different children for equal involvement. Disburse playdough among children. Instruct children to make their own fossil while regular education teacher and inclusion teacher float around the room to assist. Show children different fossils and allow them to guess which type of material formed the fossil. Day two Students will retrieve their dried fossil to see final product. Students can share fossil with classmates and view others. Students will participate in a short, large group vocabulary review game to prepare for a matching quiz. Disperse quiz. Inclusion teacher will inform appropriate students they only need to complete seven of the questions. Collect quizzes and read additional excerpts from fossil books. Pass out paper for students to write thoughts on lesson and learning. Regular education teacher will describe the assignment. Inclusion teacher will review grammar and punctuation rules with large group. Students will be disbursed into small groups to work on writing assignment. Students who receive learning support services will meet with inclusion teacher for additional help for writing assignment.

 Students will turn in short writing assignment. Guided Practice/Independent Practice/Assessment Activities Students will be guided to make dough for fossils. Students will independently create own fossils. Students will participate in vocabulary matching assessment. Students will be guided to write narrative. Closure: Students will be asked to write about what they learn about fossils during the lesson. Students will also be expected to include what information they still want to know about fossils were any questions they still have. Students will turn in writing assignment and have questions answered through a follow-up activity.