Caroline Fletcher, Caitlyn Conrad and Emma Davis

Elementary Science
February 28th, 2017

Plan- Joggins Fossils and Cliffs

NGSS:

4. Earths Systems: Processes that Shape the Earth

Identify evidence from patterns in rock formations and fossils in rock layers to support an
explanation for changes in a landscape over time (4-ESS1-1.)
o Science and Engineering Practices: Constructing Explanations and Designing
Solutions: Constructing explanations and designing solutions in 3-5 builds on K-2
experiences and progresses to the use of evidence in constructing explanations
that specify variables that describe and predict phenomena and in designing
multiple solutions to design problems.
Identify the evidence that supports particular points in explanation.
o Disciplinary Core Ideas: The History of Planet Earth
Local, regional, and global patterns of rock formations reveal changes
over time due to earth forces, such as earthquakes. The presence and
location of certain fossil types indicate the order in which rock layers
were formed.
o Crosscutting Concepts: Patterns
Patterns can be used as evidence to support an explanation.
o Connections to Nature of Science: Scientific Knowledge Assumes an Order and
Consistency in Natural Systems.
Science assumes consistent patterns in natural systems.
Make observations and/or measurements to provide evidence of the effects of weathering or the
rate of erosion by water, ice, wind or vegetation (4-ESS2-1.)
o Science and Engineering Practices: Planning and Carrying Out Investigations:
Planning and carrying out investigations to answer questions or test solutions to
problems in 3-5 builds on K-2 experiences and progresses to include
investigations that control variables and provide evidence to support
explanations or design solutions.
Make observations and/or measurements to produce data to serve as the
basis for evidence for an explanation of a phenomenon.

o Disciplinary Core Ideas: Earth Materials and Systems

Rainfall helps to shape the land and affects the types of living things found
in a region. Water, ice, wind, living organisms, and gravity break rocks,
soils, and sediments into smaller particles and move them around.
o Cross Cutting Concepts: Cause and Effect
Cause and effect relationships are routinely identified, tested, and used to
explain change.
 3. Biological Evolution: Unity and Diversity
Analyze and interpret data from fossils to provide evidence of the organisms and the
environments in which they lived long ago (3-LS4-1.)
o Science and Engineering Practices: Analyzing and Interpreting Data: Analyzing
data in 3-5 builds on K-2 experiences and progresses to introducing quantitative
approaches to collecting data and conducting multiple trials of qualitative
observations. When possible and feasible, digital tools should be used.
Analyze and interpret data to make sense of phenomena using logical
reasoning.
o Disciplinary Core Ideas: Evidence of Common Ancestry and Diversity
Some kinds of plants and animals that once lived on Earth are no longer
found anywhere.
Fossils provide evidence about the types of organisms that lived long ago
and also about the nature of their environments.
o Crosscutting Concepts: Scale, Proportion and Quantity
Observable phenomena exist from very short to very long time periods.
o Connections to Nature of Science: Scientific Knowledge Assumes an Order of
Consistency in Natural Systems.
Science assumes consistent patterns in natural systems.

NB Science Curriculum Outcomes (Grade 4)

GCO: Students will develop an understanding of the nature of science and technology, of the
relationships between science and technology, and of the social and environmental contexts of
science and technology.
GCO: Students will construct knowledge and understandings of concepts in life science,
physical science, and Earth and space science, and apply these understandings to interpret,
integrate, and extend their knowledge.
SCO: Students will be expected to demonstrate respect for the habitats of animals and the local
environment when collecting rocks and/or minerals from their local area (108-3).
SCO: describe the distinction between minerals and rocks (104-6).

SCO: Students will be expected to describe rocks and minerals according to physical properties
such as colour, texture, lustre, hardness and crystal shape (minerals) (300-6).
SCO: Students will be expected to: use appropriate tools while making observations and collect
information to describe rocks and minerals according to physical properties (204-8, 205-5, 300-
6).
SCO: Students will be expected to compare different rocks and/or minerals from their local area
with those from other places (300-5).
SCO: Students will be expected to compare their classification schemes of the rocks/minerals to
those of others and recognize that results may vary (104-4).
SCO: Students will be expected to use appropriate terms to describe positive and negative
effects of the extraction and/or utilization of rocks and minerals (104-6, 108-1).
GCO: Students will construct knowledge and understandings of concepts in life science,
physical science, and Earth and space science, and apply these understandings to interpret,
integrate, and extend their knowledge.
SCO: Students will be expected to describe the effects of wind, water, and ice on the landscape
(301-5).
SCO: Students will be expected to demonstrate a variety of methods of weathering and erosion
(301-6).
SCO: Students will be expected to identify and describe rocks that contain records of the Earths
history (300-7).
SCO: Students will be expected to describe natural phenomena that cause sudden and
significant changes to the landscape (301-7).

GCO: Students will develop the skills required for scientific and technological inquiry, for solving
problems, for communicating scientific ideas and results, for working collaboratively, and for
making informed decisions.
SCO: Students will be expected to propose questions to investigate and practical problems to
solve (204-1).
SCO: Students will be expected to make observations and collect information relevant to a
given question or problem (205-5).

NB Social Studies Curriculum Outcomes (Grade 4)

GCO: People, Place, and Environment: Students will be expected to demonstrate an
understanding of the interactions among people, places, and the environment.
GCO: Time, Continuity and Change: Students will be expected to demonstrate an
understanding of the past and how it affects the present and the future.
SCO: Examine major physical features of the world (4.3.1)
SCO: Describe the main characteristics of rivers, islands, mountains, and oceans (4.3.2).
SCO: Describe the physical landscape of Canada (4.4.1).
SCO: Examine symbols associated with Canadas landscapes (4.4.4).

NB Math Curriculum Outcomes (Grade 3)

GCO: Students will be expected to use direct and indirect measure to solve problems.
SCO: Relate the passage of time to common activities using non-standard and stand units
(minutes, hours, days, weeks, months, years) (SS1).
SCO: Demonstrate an understanding of measuring length (cm, m) by:
Selecting and justifying referent for the units cm and m
Modeling and describing the relationship between the units cm and m
Estimating length using referents
Measuring and recording length, width and height (SS3).

NB Art Curriculum Outcomes (Grade3-5)

 GCO: Students will explore, challenge, develop, and express ideas, using the skills, language,
techniques and processes of the arts.
SCO: Explore a range of materials, tools, equipment and processes (3.1.5).

GCO: Students will create and/or present, collaboratively and independently, expressive
products in the arts for a range of audiences and purposes.
SCO: Students will create art for a variety of reasons and recognize that there are many kinds of
visual arts (3.2.1).
SCO: Student will develop skills in interaction, cooperation, and collaboration through working
with others in making visual images (3.2.3).

NB English Language Arts Curriculum Outcomes (4-6)

GCO: Reading and Viewing: Students will be expected to interpret, select, and combine
information using a variety of strategies, resources and technologies.
GCO: Reading and Viewing: Students will be expected to respond critically to a range of texts,
applying their understanding of language, form, and genre.
SCO: Use their background knowledge to question information presented in print and visual
texts.
SCO: Respond critically to texts by asking questions and formulating understandings,
discussing texts from the perspective of their own experiences, identifying instances where
language is being used, not only to entertain, but to manipulate, persuade or control them and
identifying instances of prejudice and stereotyping.
GCO: 8. Students will be expected to use writing and other forms of representation to explore,
clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their
imaginations.
GCO: 1 Students will be expected to speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences.

Student Learning
Students will learn about fossils in general, how Joggins Fossils were created, how they were
shaped over time, how to measure and compare fossils and how to put science in the context of
history.
Students may have a prior knowledge of fossils through knowing about dinosaurs and how they
have some of the most famous fossils in existence.
Students may have the misconception that fossils are only for mammals not for plants and other
living organisms therefore it is important to include all living organisms in the discussion and
learning.

Lesson Outcomes/Overview Assessment What the What the

Plan of lesson /Evaluation Teacher will student will
Topic do do

1) Virtual For this first lesson it There will be an The teacher The students
Tour of will be an introduction exit slip that will will prepare will listen and
Joggins to our topic. Because say: I like, I the smart take notes
Joggins is located in wonder, so the board field trip while
NS, we thought we teacher can and the appropriate
would give a virtual field assess what the background of and when
trip, using the students took the story bird called upon
smartboard to show the away from the book. They they will either
students Joggins introduction and will then assist discover a
Fossils. The lesson will what they wish the students new place in
be interactive so the to know as they Joggins or fill
students can touch throughout the discover and in the parts of
different parts of unit. explore introductory
Joggins on the smart Joggins. book.
board and information
bubbles will pop up that
will provide a little bit of
background knowledge.
At the end of this lesson
we will put them into
groups of 2 with 18
students in our class.
Students during the
next Language Arts
class will fill in a
Storybird story about
Joggins using the
facts they have
learned while taking a
virtual field trip. The
outcome is for
students to begin to
understand Joggins.

2) History In this lesson the At the end of The teacher The students
of students will begin to this lesson there will prepare will listen
Joggins understand a history or will be a the when the
Joggins and the world. Plickers quiz to information for teacher is
We will integrate with see if the the lesson instructing
social studies during students and the and then they
this lesson. We will look understood and materials, in will participate
 at what the world retained the this case the during the
looked like, who was little history/ smart board interactive
living etc. 300 million science lesson. and kahoot. part of the
years ago, the date They will then lesson.
which geologist date teach the
the Joggins Fossils. We lesson, ask
will discuss the role of students to be
geologists and how interactive,
they examine and date and then
rocks. After doing some assess their
of our own dating of knowledge.
rocks using the
smartboard, students
will receive their own
geologist in the making
certificate. The outcome
with this lesson is for
students to begin to
understand the history
of Joggins and be able
to place its beginning in
a global context.

3) How For this lesson we will The teacher will The teacher The students
are look at how fossils are collect the will be will be
fossils formed and the different fossils after they responsible responsible
formed fossils that exist. We are made to for collecting for listening to
will be doing art make sure the the materials the teacher
integration and at the students for the lesson, and then
end of learning how understood the teaching how making their
fossils are made we will assignment. fossils are own fossil with
make our own fossil. There will be a made and the
Each student will get rubric that each aiding the expectations
the art supplies and will student will students when the teacher
be able to make their receive to make they need has provided.
own fossil representing sure they help in making They will also
themselves or their include in their their own be
surroundings, so they own fossil fossils. They responsible
can be left for others to making. will also be for asking for
find millions of years responsible help when
from now. This lesson for showing a they need it.
may take both a period model that
of science and art. The they made
outcome for this lesson before the
 will be to understand lesson,
how fossils are made. created with
the
expectations
they have for
the students.

4) Wind, This lesson will teach The The teacher The students
Water and the students how assessment for will teach the will listen to
Ice: Joggins and other rocks this lesson will lesson and the lesson,
Shaping on earth are shaped be through prepare the take notes
of over time by wind water another Kahoot materials when they are
Joggins and ice. We will talk at the end of the before hand instructed and
about Joggins as an lesson. including the participate
example and also more Kahoot. when the
famous world wonders activity
like the grand canyon. becomes
We will do a science interactive.
experiment with They will also
different soil types and participate in
then over time have the evaluation
water, wind or ice at the end.
change and shape the
soil. The students will
start their observation
journal starting with
what the soil looks like
at first, then what they
think they will look like
and then each time we
have science they will
draw the changes. The
outcome for this lesson
is for the students to
understand that the
world is constantly
being formed and
shaped by the
elements.

5) Rocks This lesson will Assessment for The teacher The students
in NB vs. compare and contrast this lesson will will make sure will participate
Joggins rocks that can be found be purely the students in finding rock
Fossils in New Brunswick to the speculatory. The know they will samples
 fossils found at Joggins. teacher will be going outside and
Students should be listen to the outside during the
able to tell a rock from a answers the the previous conversation
fossil at the end of this students give class. They the class will
lesson. We will be and how they will also have have
going outside to find our respond to the all materials surrounding
rocks from New information ready to go for the
Brunswick and then given. The when the comparison of
coming back in to look teacher will students rocks and
at all the different kinds write notes at come back fossils.
of rocks we found and the end of the inside. This
how the compare to lesson to record will include
samples from Joggins. what they might the samples
need to explore from joggins
further. and any other
necessary
materials they
might need to
explain the
difference
between rocks
and fossils.

6) The class will be Assessment will The teacher Students will

Compare looking at physical be done through will have all look at the
fossils: models of fossils of the exit slip. The necessary models and
Animals both plants and students will materials come up with
and animals. We will provide two ready and ideas on how
Plants discuss their similarities things they waiting for they are
and differences. Then learned and when the similar and
they will draw in their something they students how they are
observation journals still wonder arrive. The different. They
about what they see as about. Through whiteboard will then share
similar and different. these the will have some of these
Then they will have teacher can tell already been with the rest
time to work on projects if someone was split into two. of the class so
in their groups. paying The teacher they can be
attention, how will facilitate put onto the
much they got the discussion board. They
out of the surrounding will complete
lesson and the their exit slip
some things comparison, and hand it
they may need but will not be into their
to go over leading it. teacher.
 again.

7) This lesson will be a bit Assessment will The teacher The students
Measurin different as it will be be done through will make sure will listen
g Fossils taking place not during the findings they all of the when the
(Math) science, but during record on their measurement teacher is
math. We will be going handout, which tools are explaining the
over our tools of will be handed ready to go measurement
measurement and then into the teacher and know how tools and how
the students will be when they are to explain to use them
given fossil model to done. each. The properly. They
measure. The findings recording will then have
will be recorded. This sheets will positive
will be done in small have already interactions
groups; everyone been with their
should get a turn prepared and peers in
measuring at least ready to hand measuring the
once. out when the fossils and
*Work on projects time comes. recording their
during science time. The teacher findings. Each
will explain student will
Lesson 8- Work on what they will measure at
projects be doing least once.
today and The sheet will
Lesson 9- Present make sure the be handed in
connection by the
between this students to
and what they the teacher
have been once they are
doing done.
primarily in
science is
understood.

Evaluation Plan

Lessons Outcomes Codes Assessment Assessment Tool

Strategy
Lesson One 204-1 News page and exit Checklist and exit slip
205-5 slip
LA: GCO 8

Lesson Two 4.3.1 Plickers Plickers Results

4.3.2
4.4.1
4.4.4
108-3
104-6
300-6
204-8
205-5
300-5
104-4

Lesson Three 3.1.5 Exit Slips and Fossils Anecdotal notes and
3.2.1 reading exit slip
3.2.3
204-8
205-5
300-6
204-1

Lesson Four 301-5 Observation Journal Observation Journals

301-6 and Hypothesis and overall checklist
300-7 drawings for journals
301-7

Lesson Five 108-3 Draw in observation Clipboard cruising

300-6 journals and anecdotal notes
204-8
205-5
300-5
104-4
104-6
108-1

Lesson Six 108-3 Journal drawing of Clipboard cruising

104-6 fossils and anecdotal notes
300-6
300-5
104-4

Lesson Seven SS1 Recording Sheet Marked recording

SS3 sheet
104-4
204-1
205-5

Lesson Eight LA GCO 8 Working on projects Anecdotal notes

Lesson Nine LA GCO 1 Projects and Rubric for project,
Presentations presentation
Hand in completed Checklist for
journals observation journal

Means of Differentiation

UDL The lessons were made to be interactive and creative to help both gifted
students and students with exceptionalities. The lessons all have
interactive activities to keep gifted, ADHD, other students engaged. The
assessments can easily be changed so students with LDs can be put into
groups so if they have challenges reading or writing, another in their group
can lead to answer the question. The activities are also made to be
creative so all students can do the activity at their own level.

DI For differentiated instruction students will be assessed and tiered so they

are being enriched at their own level. The expectations for some will be
more enhanced based on knowing the student and their abilities. Some
students may also need a step-by-step handout for activities, which will be
provided for each student, as to not single out the student with a disability.

PLP The lessons will be adapted for a PLP at a later date on an individual basis.

Blooms The students will be starting at the bottom of Blooms to the top, as they will
Tax be analyzing and creating.

Unit Plan

Introduction: The unit that we chose is Joggins Fossil Cliffs. Joggins is located near Amherst,
Nova Scotia and is one of first global locations to find certain plant fossils. While walking
through Joggins tourists can see the levels of time in the rocks and cliffs that surround them. For
these reasons, it is a great wonder of our country and our world. Our unit will focus on achieving
earth science outcomes from both Next Generation Science Standards and New Brunswick
Curriculum Outcomes. It also has cross-curricular outcomes that range from math, language
arts, art and social studies. As a part of this 9 week unit, we also created a bulletin board and
learning center that will be thoroughly described below. We wanted this unit to be integrated
through all forms of learning for a holistic educational approach that hopefully all grade four
students could enjoy.
For our unit we created a learning centre which will be accessible to students as an enrichment
station over the course of the unit. Whenever students finish an activity early they go to the
centre and complete an activity. The centre was originally introduced as a bulletin board that
students spent time looking at, and which helped students to generate questions about Joggins
Fossil Cliffs. Next it was converted into a learning centre with a minimal amount of activities for
students to complete; new activities were added as we taught more lessons. The activities
added had a direction correlation to the lessons taught. For example lesson four focuses on
erosion and its effects on cliffs, and after teaching this lesson we added the make your own cliff
makerspace activity to the centre. By adding activities as students gain more knowledge, we
ensured that students had the necessary background to complete activities.

As this is quite a large unit please keep in mind that each of these lessons can be adapted
depending on the grade you are working with as well as the time you have allotted for each
lesson. Here is a brief overview of what each lesson entails:
Lesson One: Students, as they are not always able to take an actual field trip, will be taking a
virtual field trip of Joggins to help generate some initial content and get the students thinking
about what is at Joggins and where it is in the world.
Lesson Two: Students will learn about the history of Joggins and be introduced to properly
identifying rocks.
Lesson Three: Students will be learning about fossils, what they are and how they are formed.
They will then take their new knowledge and put it into practice by making their our fossils out of
salt dough.
Lesson Four: Students will learn about erosion through demonstration and exploration. This
lesson will also be added to our learning center as a maker space once it is completed.
Lesson Five: Students will learn about different rocks around New Brunswick and they will be
able to compare them to the fossils at Joggins.
Lesson Six: Students will be comparing and contrasting plant and animal fossils. This will be a
kinesthetic lesson where students will get to move around as they discover new information.
They will also have time to work on their presentations in their groups near the end of the
period.
Lesson Seven: Students will be learning about the size and shape of fossils and that fossils take
many different forms. They will be completing cross-curricular work with Math in order to
complete this lesson, students will be measuring and comparing salt-dough fossils.
Lesson Eight: Students will be given a work period to work on their collaborative summative
projects with their partners. During this time the teacher will conference with students to ensure
that they are on the right track, and are in fact meeting outcomes.
Lesson Nine: Students will be presenting their projects to the class.
Lesson One- A Virtual Tour of Joggins

Outcome Codes
(204-1)
(205-5)

Language Arts Curriculum Outcomes

GCO (8): Students will be expected to use writing and other forms of representation to explore,
clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their
imaginations.
SCO: Respond critically to texts by asking questions and formulating understandings,
discussing texts from the perspective of their own experiences, identifying instances where
language is being used, not only to entertain, but to manipulate, persuade or control them and
identifying instances of prejudice and stereotyping.
 Lesson Duration: 120 minutes spread over two classes (Science and Language Arts).

Learning Objective(s)
Students will learn about Joggins Cliffs Through a virtual tour using Smart Notebook software.
They will extend their learning by working in small groups to create a newspaper page about
one element of Joggins Cliffs. The results will be bound into a book which will become part of
the classroom library.
Possible Student Misconceptions and Prior Knowledge---
Students likely have no idea where to find Joggins Cliffs on a map.
Students might not have heard of Joggins prior to this lesson.
Students might believe that fossils have only been found far from here.

I can statements for students.

I can work with a group.
I can stay on task.
I can form scientific questions.
I can share what I know using writing, drawing and talking.
I can use technology to discover far-away places.

Preparation: You will need to create the virtual tour of Joggins using Smart Notebook software.
This will require some research on the part of the teacher. You will also need to create student
groups prior to the activities.
Materials Location

Smart board Lesson On my teacher page

White board+ white board At the front of the classroom.

markers

Smartboard At the front of the classroom

News Page Templates On my desk at the back of the room.

Pencil crayons In the art cupboard on the left side of the room.

Pencils Students keep pencil cases in their desks

Info Sheets about various On my desk at the back of the room held together with
aspects of Joggins Cliffs a paper clip.

BEFORE THE LESSON:

v Gather all necessary materials.
v Open and test Smartboard lesson before the class arrives.
v Photocopy the student news page templates.
 DURING THE LESSON
Engagement (engaging questions)25 minutes
What the teacher will do: What the students will do:

Tell: Tell students that we will be starting a Share any prior knowledge they have about
new unit today. Joggins Cliffs.
Ask: Ask students if they have ever heard Tap a place on the smartboard photo.
of Joggins Cliffs. Read the info that has appeared.
Bring up the Smartboard lesson on Joggins Ask questions about the new information.
Cliffs. Repeat this process for the Smartboard
Tell: Tell students that as a class we will be lesson.
exploring Joggins virtually today as a class. Help to put the questions into categories.
Ask: Ask a student to come up and tap a
spot on the picture of Joggins.
Ask: Ask for a student volunteer to read the
information that popped up.
Ask: Ask the class what questions they
have about the new info.
Write down their questions on the
whiteboard.
Repeat this process for each of the
Smartboard slides.
Tell: Tell students that they have come up
with good questions. Now I need you to
help me put the questions into categories.
Ask: Which questions do you think go
together?
Put questions into categories as directed
by the students.
Tell: We will be answering lots of your
questions with our activity today.

Exploration40 minutes
What the teacher will do: What the students will do:

Tell students that as a class they will be
creating a newspaper about Joggins.
Tell: Tell students they will be working in
groups of four to create their page.
Tell: Each group will pick a topic out of
the hat (the cliffs, fossils at Joggins,
Atlantic sea life, and tourism and
Sit with their groups.
Pick Joggins topic out of the hat.
Pick jobs out of the hat.
Read over the info page they have
been given.
Write and organize information.
Create the illustration.
 education at Joggins. Ask the teacher for help if necessary.
Tell: Tell students there are four jobs. Answer the teachers questions.
Two researchers, a writer and an artist.
The students will pick their jobs out of a
second hat.
Tell: Each group will be given a
checklist to help keep on track and to
make sure all the parts of the news
page are finished.
Send each group to a spot in the
classroom.
Go around with the topic hat. Allow one
person from each group to pick.
Provide info pages to each group.
Go around the class with the job hat; go
in the reverse order so that the last
group picks first this time.
Observe while students work.
Look for positive work behaviours, such
as on task conversation and
cooperation.
Ask: Ask students pointed questions
such as What have you learned about
your topic? How are you organizing
your news page?
Provide help to students who are
struggling with the layout or picking out
the important points in the content.

Explanation25 minutes
What the teacher will do: What the students will do:

Bring the class back together.
Say: Everyone has become experts in one
area of Joggins. Now I want you to share
your expertise with the group.
Tell: One group at a time will present what
they have learned and their news page to
the rest of the class.
Allow students to volunteer to go first (only
pick the order in which students present if
no one volunteers.)
Present what they have learned about
Joggins.
Listen to the presentation of other students.
Ask their peers questions.
Share what questions they think have been
answered.
Take anecdotal notes during student
presentations.
At the end of the presentations tell each
group a specific thing that they did well.
Encourage students to ask questions at the
end of each presentation.
Tell: I will make copies of the news pages
and turn them into a book that will be kept
in the classroom library.
Ask: Look at the board, which questions do
you think we have answered today?
Cross out all the questions the students
think have been answered.

Expansion/ Elaboration15 minutes

What the teacher will do: What the students will do:

Tell: Now that we have learned the basics Think about what questions they still have.
about Joggins Cliffs, I want you to think Share what questions they still have.
about a question you still have.
Tell: I will give you one minute to think
about it. Then we will go around the circle
and share our questions. Dont worry if you
have the same question as someone else,
that just means its an important one.
Listen as students ask their questions.
Note down questions in shorthand. Put tally
marks beside those asked multiple times.
Assigning the Project- 15 minutes

What the teacher will do What the students will do

We are going to be spending a lot of time Listen to instructions.

talking about Joggins Fossil Cliffs as a Ask questions if necessary.
class. Brainstorm ideas with partner.
Tell: To show what you have learned you
will be completing projects in partners.
I will be assigning your partners, and
handing out a list of possible topics for the
project.
Tell: If you have another idea for the project
that isnt on the list you and your partner
may speak to me about it, I am open to
 new ideas.
Tell: The project can be presented in a
number of ways. You could make a poster,
build a diorama, make a powerpoint, write
a speech, the choice is yours.
Tell: But you must clear your choice with
me first.
ASSIGN PARTNERS AND GIVE TOPIC
HANDOUT.
Tell: You will have 5 minutes to talk and
brainstorm with your partner until the end
of class.

Evaluation
What the teacher will do: What the students will do:

Write anecdotal notes while students make Complete and hand in the group news
news pages. page.
Write anecdotal notes during presentations. Present what they have learned.
Assess student news pages using a
teacher friendly version of the checklist
provided to students.

AFTER THE LESSON

Follow up steps for students:
- Read the Joggins news page book that has become part of the classroom library.
- Keep thinking about questions they still have about Joggins Cliffs.
- Brainstorm project ideas with partner.

Differentiation: Students with a visual impairment shall be seated close to the smart board. If
necessary the photos can be described to them. Students with an attention disorder may need
breaks during this activity. The breaks should be given whenever they are necessary, but
preferably when rotating stations. The student should be directed to get a drink of water or go
into the classrooms calm down corner. Here they can read a book for a few minutes, stretch or
choose from a number of activity cards provided in the calm down corner. The student should
only be required to ask you about taking a break if they need to leave the classroom. We want
students to self-regulate, and independence is a large part of this skill. Students with dysgraphia
should be assigned the role of illustrator or researcher during the news page activity

Teacher reflection/ notes for next time:

Overall Comments: Suggestions
 Lesson Two- History of Joggins

Outcome Codes-
4.3.1
4.3.2
4.4.1
4.4.4
108-3
104-6
300-6
204-8
205-5
300-5
104-4

Possible Student Misconceptions and Prior Knowledge---

There would most likely me little to no prior knowledge or misconceptions of joggins because
the history of joggins would not need to be required in curriculum learning. The only way
students may know how about this is outside of school learning.
Students may have prior knowledge about cliffs that a teacher could incorporate into the lesson
by getting those students to lead discussions or making them feel like a leader.

Materials Location

Flipchart In the reading corner

Markers In my desk in the second drawer on the

right.

Smartboard At the front of the classroom

Smartboard Presentation Labeled on my computer

 Geologist for a day certificates On my desk

Rocks In the science bins

Handouts for activities In folders on my desk

Magnify glasses In science bins

Class Ipads Back of the Room

Rulers Cupboard on the left side of the room on the

middle shelf in a purple container.

BEFORE THE LESSON:

v Gather all necessary materials
v Make sure students have saved all organic material from snack/lunch and put into designated jar.
v Label four desks near the front 1-4 with the number cards and four grouped tables in the back 1-4
with the number cards.
v Make a KWL chart on the flipchart with three columns entitled; what we know, what we want to
know, what we learned.
v Put together all the resources needed for the scavenger hunt

DURING THE LESSON

Engagement (engaging questions)15 minutes
What the teacher will do: What the students will do:

The teacher will get the students to come to

the middle. They will then create a KWL Provide responses to the questions the
chart with flip chart. I will ask the students teacher asks, raise hands and wait to be
what they already know about Joggins called on.
Fossils history and we will fill in the K
section. Then I will ask them about what
they would like to learn, filling in the W
section as we go.

Exploration 20 Minutes
What the teacher will do: What the students will do:

- I will pass around different resources - Students will complete the sheet
from the web, books etc. to different provided in the time provided with their
tables. Students will have a scavenger partners. They will play along nicely
hunt information sheet that they have and friendly.
 to complete by going around the room -
and looking at the different information
to find the answers. They will be in
pairs and it will be a race. Whoever has
the most correct answers at the end of
20 minutes with only the resources
provided will win.
-

Explanation30 minutes
What the teacher will do: What the students will do:

Students will follow along to the smartboard

Then we will look at a smartboard lesson
that has all the correct answers of the
information detailing the history of joggins.
Then we will take a look at different rocks
on the smartboard and in person on their
tables and date a few together as a class.
At the students will receive a geologist for
a day certificate.
presentation and see how many answers
they got right on their sheet. Then they will
date rocks with me leading them. They will
look at how geologists date rocks on the
smartboard and get examples and then try
themselves in small groups at their tables.
Then they will receive a geologist for a day
certificate.

Expansion/ Elaboration10 minutes

What the teacher will do: What the students will do:

I will get the students to come to the middle Students will give answers as to what they
again. We will complete the L section of our learned during the lesson. They will listen
KWL chart showing what we have learned when instructed and answer when needed.
today. I will ask the students to give me
answers and I will write them in point form.

Evaluation- 15 mins
What the teacher will do: What the students will do:

I will set up the plicker short quiz. I will ask
the students the question shown on the
smartboard and then once they have
answered I will take their answers by
inputting them through the ipad. I will then
Students will answer the questions provided
on the sheets provided. They will show the
answer and the teacher will scan it. They
will see their answers on the board and
compare them to others. They will answer
 take the answers submitted to assess if the all questions provided.
students understood and listened to the
information provided.

AFTER THE LESSON

Follow up steps for students:
- Post the KWL charts
- Asses plans around what students would like to know and make adjustments if needed.

Teacher reflection/ notes for next time:

Overall Comments: Suggestions
Lesson Three How are Fossils Formed?

Outcome Codes-
3.1.5
3.2.1
3.2.3
204-8
205-5
300-6
204-1

Possible Student Misconceptions and Prior Knowledge---

Students may believe that fossils are rocks
Or that fossils are merely imprints of bones and not the real thing
Or that fossils only depict dinosaur bones, rather than plants and other animals

Overall Time Required: 120 minutes spread over one science period and one art period.

Materials Location

Salt dough In the back of the room with the art supplies

Fossil molds In the back of the room with the art supplies

Smartboard At the front of the classroom

Smartboard Labeled on my computer

Presentation

Fossils In the science bins

Fossil In the science bins

Resources

Exit slips In a folder on my desk

BEFORE THE LESSON:

v Gather all necessary materials
v Make sure students have saved all organic material from snack/lunch and put into designated
jar.
v Make sure students have their notebooks and pencils ready as they will be taking notes.
DURING THE LESSON
Engagement (engaging questions)15 minutes
What the teacher will do:
The teacher will ask the students to
discuss in their table groups what they
think fossils are, and how they are
formed.
The teacher will go around the class as
the students are talking to each other
and get students thinking by asking
prompting questions or joining into the
conversation for a minute.
Exploration 20 Minutes
What the teacher will do:
- The teacher will lead a whole class
discussion, asking each table what they
think fossils are and how they are
made/where they come from. The
teacher will not give any information
away, just facilitate the discussion.
Explanation30 minutes
What the teacher will do:
The teacher will go over the smartboard
lesson labeled How Fossils are Formed.
This will tell students what fossils are
really made of and the different kinds of
fossils that can be found at Joggins and
around the world.
What the students will do:
- Students will discuss in their table groups
what they think fossils are and where they
come from. They can show their thinking by
writing them down, drawing pictures or using
symbols however they need to have their
thoughts organized for the next portion of the
lesson.
-
What the students will do:
- Students will, using whatever they did
to organize their thoughts, explain, table
by table, what they thought fossils were
and how they are formed. Students will
give each other feedback and a
discussion will ensue.
What the students will do:
Students will work on their note-taking
skills by setting up their papers with a
column for key points, and another for
details that pertain to that key point. As the
teacher is going through the slides students
will take notes.
Expansion/ Elaboration40 minutes
What the teacher will do: What the students will do:

Th The teacher will get out the salt dough - Students will create their own fossils
and explain to the students that, using using the salt dough and the picture
their new knowledge on what fossils are, resources provided.
they will be making their own. Once they are done they may leave their
The teacher will explain that there fossil at the back in the art center.
are molds if the students wish to use one,
however they can create their own.
Books will be made available that show
pictures of both fossils and what some
dinosaur bones looked like so they can
make their fossils as accurate as possible.
The teacher will cook the fossils and have
them ready for the next day.

Evaluation- 15 mins
What the teacher will do: What the students will do:

The teacher will hand out a pre-made exit Students will complete the exit slip handout
slip asking the students two things they with two things they have learned and one
learned from the smartboard lesson and thing they still wonder.
one thing they are still left wondering.

AFTER THE LESSON

Follow up steps for students:
- Give the fossils back to the students for them to bring home.
- Give the students their exit slips back with notes that pertain to what they talked about.
- Asses plans around what students would like to know and make adjustments if needed.
Teacher reflection/ notes for next time:
Overall Comments: Suggestions
 Lesson Four- Water and Wind- The shaping of Joggins

Outcome Codes-
301-5
301-6
300-7
301-7

Possible Student Misconceptions and Prior Knowledge---

Students may already know about Erosion and the shaping of cliffs
Students may not understand that it happens over a period of many years

Materials Location

Webquests On my computers desktop, link prepared

Markers In my desk in the second drawer on the

right.

Smartboard At the front of the classroom

Powerpoint Presentation Labeled on my computer

Items for Demonstration In a bin, labeled science demos

Observation Journals In students science bins

Handouts for activities In folders on my desk

Pencil Crayons Bins on desks

Class Ipads Back of the Room

Kahoot Questions Saved on website

BEFORE THE LESSON:

v Gather all necessary materials
v Put together demo materials
vHave observation journals ready
V Have webquests ready
V Class ipads charged

DURING THE LESSON

 Engagement (engaging questions)15 minutes
What the teacher will do: What the students will do:

I will open the lesson by doing a

demonstration about erosion. I will have a Students will make an hypothesis. Then
sand pile that has some water mixed in and they will observe the demonstration.
then I will have another one that does not
have any. I will get students to make verbal
hypothesis about which one they think will
be more destroyed by the water droplets
made by a sponge. Then we will do the
experiment and see the results

Exploration 25 Minutes
What the teacher will do: What the students will do:

- I will hand around the class IPads and - Students will do some research about
students will look at the webquest I erosion using the webquest provided.
have created and research on their Then they will write down two things
own for a bit what erosion is. They may they have learned and one question
look at videos, websites etc. that are all they have.
predetermined. I will then get them to -
write down two things they have
learned and one question they still
have.
-

Explanation20 minutes (Next Day)

What the teacher will do: What the students will do:

After I collected the questions I will present Students will follow along to the powerpoint
an answer to questions they have on presentation and take a few notes if
erosion and other important information needed.
using a powerpoint presentation. Then I
will show pictures of how Joggins and the
Grand Canyon have been eroded over
time.

Expansion/ Elaboration 30 minutes

 What the teacher will do: What the students will do:

I will hand around the students observation Students will draw in their observation
journals. They will draw pictures of either journal and write facts about erosion.
Joggins or the Grand Canyon before
erosion and then now, a long time after.
Then they will write a few facts about
erosion and how it shapes these cliffs. I will
circulate and take anecdotal notes of
students progress and work.

Evaluation- 5 mins
What the teacher will do: What the students will do:

I will collect the observation journals. They Students will hand in observation
will then answer a few questions on Kahoot journals.They will then answer Kahoot
with the class IPads to assess questions.
understanding.

AFTER THE LESSON

Follow up steps for students:
- Look at the different questions students have
- Asses Kahoot answers to see if students understand the material.

Teacher reflection/ notes for next time:

Overall Comments: Suggestions
 Lesson Five- Compare Rocks in NB to Joggins Fossil Rocks

Outcome Codes-
108-3
300-6
204-8
205-5
300-5
104-4
104-6
108-1

Possible Student Misconceptions and Prior Knowledge---

Students may not know which rocks are common to NB
Students may think that all forms of rocks are found everywheres because of the internet.

Materials Location
 Flipchart In the reading corner

Markers In my desk in the second drawer on the

right.

Smartboard At the front of the classroom

Smartboard Presentation Labeled on my computer

Observation Journals In students Science Bins

Rocks In the science bins

Handouts for activities In folders on my desk

Magnify glasses In science bins

Class Ipads Back of the Room

Rulers Cupboard on the left side of the room on the

middle shelf in a purple container.

BEFORE THE LESSON:

v Gather all necessary materials
V Have smartboard stuff ready
V Have rocks ready
V Have observation journals present

DURING THE LESSON

Engagement (engaging questions)10 minutes
What the teacher will do: What the students will do:

I will have a smartboard lesson that starts

with a different I spy game that shows Students will listen and divide rocks on the
different rocks from nb and from joggins smartboard when instructed.
and students will randomly guess which
ones are from which province. Then we can
discuss and make inferences about why
they chose which rocks.

Exploration 20 Minutes
What the teacher will do: What the students will do:
- I will pass around different rocks from - Students will look at the rocks at their
NB and students will discuss what they table and the rocks on the slides and
see and what is particular about the then complete the Venn Diagram
rocks. Then in seeing pictures from sheets.
joggins they will make a Venn Diagram -
at their tables about what is different
and what is similar just through looking
at the two different types of rocks.
-

Explanation30 minutes
What the teacher will do: What the students will do:

Students will follow along to the smartboard

I will then show them a smartboard lesson presentation and answer questions when
that explains the differences visually and appropriately. They may also want to take
more in depth about the two different types notes for their observation journals they will
of rocks they have been examining. If there do the next day.
is time we can also examine globally, and
look at Hopewell rocks, the grand canyon,
Joggins etc.

Expansion/ Elaboration 40 Mins. (Next Day)

What the teacher will do: What the students will do

I will get the students to go outside and Students will pick a rock and then draw in
search around for a rock that interests their observation journals. They will also
them. Once everyone has found a rock write info about their rock and how it differs
they will come back inside. Then in their from Joggins Fossils in T-Chart form.
observation journal they will draw a T-chart
with one side being a picture of their rock
they chose and another will be a fossil from
Joggins. Then they will write their
observations about the two of them and
their differences. If they are completed
before others they may colour their
drawings.

Evaluation- 15 mins
What the teacher will do: What the students will do:
 After all the students have completed their Students may choose to present their work
work in their observation journal they may and then hand in their observation journal.
choose to present to their class their
drawings and information. I will circulate
and collect to see what everyone has done
and take anecdotal notes on their progress.

AFTER THE LESSON

Follow up steps for students:
- Put Observation journals away
- Look at notes

Teacher reflection/ notes for next time:

Overall Comments: Suggestions:
Lesson Six Compare Fossils: Animals vs. Plants

Outcome Codes-
108-3
104-6
300-6
300-5
104-4

Possible Student Misconceptions and Prior Knowledge---

Students may believe that fossils are only of animals
Students may think that plants cannot become fossils

Materials Location

Exit Slips In a folder on my desk

Science around In a folder on my desk

the room
pictures
Smartboard At the front of the classroom

Smartboard Labeled on my computer

Presentation

Science around In a folder on my desk

the room
student
handouts

BEFORE THE LESSON:

v Gather all necessary materials
v Have the pictures for science around the room already in place. These will be put in spots that
the students will be able to find easily.

DURING THE LESSON

Engagement (engaging questions)15 minutes
What the teacher will do: What the students will do:

The teacher will give each student a - Students will record on their handout
Science around the room handout, whether they think a picture is showing and
which will have a table labelled A-J. animal fossil or a plant fossil.
The teacher will instruct the students to -
go around the room and find the pictures
labelled A-J and record if they think the
fossil is depicting an animal, or part of an
animal, or a plant.
The teacher will be available to answer
questions students may have as they go
around the room.

Exploration 20 Minutes
What the teacher will do: What the students will do:

- The teacher will lead the class in - Students will participate in the
going over what everyone thought from discussion either by making a contribution
 their science around the room. or listening respectfully to their peers.
The teacher will ask probing questions -
like how did you know?

Explanation30 minutes
What the teacher will do: What the students will do:

The teacher will go over the smartboard
lesson, explaining what the difference is
between plant fossils and animal fossils
while showing examples of both, including
examples from Joggins.
- Students will pay attention, asking
questions by raising their hand if they have
any. They may also wish to take notes for
their observation journals.

Expansion/ Elaboration20 minutes

What the teacher will do: What the students will do:

Th The teacher will leave a slide of - Students will draw an example of both
example pictures of both types of fossils fossils in their observation journals, adding
on the board and ask students to draw a in some written details that further explain
picture of each in their observations their drawings.
journals.
The teacher will explain that if they wish,
students may move to the pictures around
the room for further inspiration.

Evaluation- 15 mins
What the teacher will do: What the students will do:

The teacher will hand out a pre-made exit Students will complete the exit slip handout
slip asking the students two things they with two things they have learned and one
learned from the smartboard lesson and thing they still wonder.
one thing they are still left wondering.

AFTER THE LESSON

Follow up steps for students:
- Eventually the students will receive their journals back which will have written comments
concerning this topic.
- Give the students their exit slips back with notes that pertain to what they talked about.
- Asses plans around what students would like to know and make adjustments if needed.

Teacher reflection/ notes for next time:

 Overall Comments: Suggestions

Lesson Seven-Measuring Fossils

Outcome Codes
SS1
SS3
104-4
204-1
205-5

Lesson Duration: 90 minutes during Math class. It can be completed in Science class if
the lesson runs long. 40 minutes will be given during Science class for students to work
on their projects.

Learning Objective(s)
Students will use nonstandard and standard methods of measurement to determine the size of
different fossils. The students will perform this task in small groups and record their findings.
Students will understand that fossils came in many shapes and sizes.
Possible Student Misconceptions and Prior Knowledge---
Students might initially believe that all fossils are really large.
Students might initially believe that only dinosaurs left behind fossils.
Students might believe that fossils are only an imprint in the rock.

I can statements for students.

I can work with a group.
I can stay on task.
I can use a ruler correctly.
 I can use standard measurement to measure fossils.
I can compare the length of fossils.
I can order fossils according to their length.

Preparation: You will need to use salt dough to create fossils of various sizes for the students.
This should be done at least a week beforehand so that the dough has adequate time to dry.

Materials Location

Salt Dough Fossils In a bin under my desk

Rulers Cupboard on the left side of the room, second shelf.

Smartboard At the front of the classroom

KWL Chart At the front of the classroom

Markers At the front of the classroom

Pencils Students keep pencil cases in their desks

Measurment Recording Sheet Appendix C

Number cards (1-4) x2 Cupboard on the left side of the room on the top shelf
in a bin labeled Math.

BEFORE THE LESSON:

v Gather all necessary materials
v Make fossils using salt dough.
v Label four desks near the front 1-4 with the number cards and four grouped tables in the back 1-4
with the number cards.
v Make a KWL chart on the flipchart with three columns entitled; what we know, what we want to
know, what we learned.

DURING THE LESSON

Engagement (engaging questions)15 minutes
What the teacher will do: What the students will do:

REVIEW of previous lesson:

KWL chart: The teacher will begin by asking
very general questions to the entire class
such as, what do we know about fossils?
The teacher writes these answers in the (K)
(what we know) part of the chart.
NEW INFORMATION
Share what they know about fossils.
Share what creatures they think make the
biggest fossils.
Share what type of fossils they think can be
found at Joggins.
Listen to review of how to properly measure
 Introduce this lessons science topic as an in cm and meters and when to use which
extension of their learning on fossils. one.
Ask students if they think they can use
fossils in math class? Ask if they think we
can measure them.
Explain that this extension will be about
how fossils from animals and plants came
in all shapes and sizes.
Ask students what types of creatures they
think made the biggest fossils?
Ask students what types of fossils they think
will be found in Joggins.
Tell students that today we will be
measuring very special fossils. We will be
measuring using rulers and metre sticks.
We will also be doing a size comparison
between the fossils.
Provide a review of what it means when we
measure in standard measurement.
Review how to correctly use a ruler and
metre stick, remind students of the
difference between the two (find video).

Exploration40 minutes
What the teacher will do: What the students will do:

- Explain to students that they will be
working in groups of four to measure
different fossils.
- Students should know to mark down the
length of each fossil as well as its
width. All measurements should be
recorded in standard measurement with
units included.
- Group students into groups of four,
each group will also be given a number.
Send students to numbered tables in
classroom.
- Hand out one recording sheet to each
student, and two rulers per group.
- After everyone has their materials send
one group at a time to their first station.
- While students work circulate
- Listen to instructions for the activity,
particularly about proper measurement
techniques.
- Break into the groups assigned by the
teacher.
- Proceed to stations.
- Measure and record the length and
width of all fossils at the station.
- Rotate through all the stations.
- Try to help order the fossils from longest
to shortest without looking at recording
sheet.
- Try to help order the fossils from widest
to thinnest without looking at recording
sheet.
 throughout the room to answer
questions (only on instructions) and to
keep students on task. Take anecdotal
notes while circulating.
- After all groups have been to all stations
bring the class back together. Have all
students bring their recording sheets to
the mat.
- Bring all samples to long table at the
front of the room.
- Ask students without looking at their
measurement sheets to help group the
fossils from shortest to longest.
- Invite students one at a time to the front
of the room to help arrange the fossils.
- Take a photo of the arrangement for the
students, each fossil is labeled.
- Have students perform the same task
but by arranging the fossils by width.
- Again take a photo of the arrangement
for the students.
Explanation25 minutes
What the teacher will do: What the students will do:

Ask students what they learned about Think about what they learned about
measuring fossils? measuring fossils.
Tell them to put on their thinking caps and Share what they learned as well as any
think about the answer to this for several difficulties with three stray one stay groups.
seconds. Report back what their group found.
Break students up into new groups. Dance like no one is watching.
Have students perform three stray one stay
strategy to share what they learned with
one another.
Perform two rounds of the activity.
Have students compare their
measurements.
Have them talk about what surprised them
the most.
Have students talk about any difficulties
that they had.
After two rounds of three stray one stay
bring the class back together.
Ask each group to report what fossil they
thought was the longest, the widest and
what they had difficulty with.
Record students responses in the KWL
chart.
Give students a brain break before moving
into the next activity (dance like no one is
watching for one minute).

Expansion/ Elaboration10 minutes

What the teacher will do: What the students will do:

Ask students why I had them try to put the Speculate about why they put the fossils
fossils in the correct length and width order into longest to shortest despite having
even though they had already measured. already measured.
Tell the students that this was an exercise Help to arrange the fossils into the correct
in understanding the value of length order.
measurement. Compare the proper arrangement of the
We can be much more accurate when fossils to the one the class completed by
using standard measurement. eye.
Tell students we will now be arranging the Brainstorm about the importance of
fossils according to their standard accuracy.
measurement length.
Have students rearrange the fossils
according to their measured length.
Have students compare it to the photo that
you took of the fossils earlier.
Have students brainstorm about why
accuracy is important before explaining the
importance of accuracy in Science.

Evaluation
What the teacher will do: What the students will do:

Take anecdotal notes during students
measurement of fossils.
Take anecdotal notes during three stray one
stay.
Review, collect and mark students
recording sheets.
Marking for completion and accuracy.
Engage in lessons and class discussions
Work effectively in their groups.
Complete various activities throughout.
Complete and hand in fossil measurement
recording sheet.
Participate in three stray one stay style
discussions.

Working on Projects- 40 minutes

The teacher will The students will

Observe students working in groups. Work with their partner on their project.
Use group work checklist to evaluate Stay on task.
students. Conference with teacher.
Conference with students about their
projects, make suggestions.
Take anecdotal notes about student
progress.

AFTER THE LESSON

 Follow up steps for students:
- Continue working with their partner on their final project.

Differentiation: ELL learners may have a difficult time with the directions. Picture directions
should be provided to them if they experience difficulty. Students with dyscalculia will find
measuring the fossils difficult. They should be assigned the role of recorder in their groups
rather than measuring the fossils. This decision should not be made obvious, and students
should be allowed to try and measure the fossils if they wish. Students with a visual impairment
will be given a recording sheet with an increased font size. Students with an attention disorder
may need breaks during this activity. The breaks should be given whenever they are necessary,
but preferably when rotating stations. The student should be directed to get a drink of water or
go into the classrooms calm down corner. Here they can read a book for a few minutes, stretch
or choose from a number of activity cards provided in the calm down corner. The student should
only be required to ask you about taking a break if they need to leave the classroom. We want
students to self-regulate, and independence is a large part of this skill.

Teacher reflection/ notes for next time:

Overall Comments: Suggestions
 Lesson Eight- Working on Our Projects

Outcome Codes
204-1
205-5
Lesson Duration: 45 minutes

Learning Objectives(s)-
Students will continue working on their summative group project, by this point they should be well
on their way to completing it.

I can statements for students.

I can work with a group.
I can stay on task.
I can apply what I know to create something new.

Preparation: You will need to make space in the classroom for the students to work as some
students are making large visual pieces. In preparation you should move desks to the side of
the room.

Working on Projects- 45 minutes

The teacher will The students will

Observe students working in groups. Work with their partner on their project.
Use group work checklist to evaluate Stay on task.
students. Conference with teacher.
Conference with students about their
projects, make suggestions.
Take anecdotal notes about student
progress.

Evaluation
What the teacher will do: What the students will do:

Take anecdotal notes based on student Conference with the teacher.

conferences.
Use group work checklist to evaluate who is
working well with their partners.
 Lesson Nine
- Presentation of projects

Outcome: LA GCO 1

Anecdotal Notes
Jane Johnny

Gabriel Ryan

Toby Alexis

Carrie Larry

Ronald Lily

Ryder Angelica
Miranda Omar

Landon Neeva

Jasmine Eric
 Group- Work Checklist

o The student is listening intently to their peers.

o The student is sharing ideas with their group mates.

o The student has put everything unrelated to the project away.

o The student has come prepared with all needed materials.

o The student is working with their group mates, not as an individual.

 Student Group Work Checklist

o I listen to what my group members have to say.

o I share my ideas with the group.

o I put away homework, toys and anything I dont need for the project.

o I brought everything I need to work on the project.

o I am working with my group members, not alone.

 Student Project Checklist

o Our names are on the project.

o We put a title on the project.

o We used vocabulary related to Joggins Fossil Cliffs in the project.

o Everything that needs to be labeled has been labeled.

o You can learn at least three things about Joggins by looking at/ reading our

project.

Self-Evaluation Checklist

o I always came prepared when meeting with my group.

o I stayed on task when working on the project.

o I was respectful to my group members.

o I did my fair share of the work.

Project Topics: Joggins Fossil Cliffs

1) Famous Finds at Joggins: With your partner research the biggest

discoveries made at Joggins Fossil Cliffs. Include at least two major finds in

your project. Share what the find was, why it was important, where it was

found, and how old it is.

2) Joggins Sea Life: With your partner research the sea life found around

Joggins. Share three species of animal/plant you learned about, and one

interesting fact about the sea around Joggins.

3) All About Cliffs: With your partner research how cliffs are formed. Describe

what erosion is and what it does to cliffs. Share three types of rock that

cliffs can be made of.

4) A History of Joggins: With your partner research the history of Joggins

Fossil Cliffs. Share how old the cliffs are, what the land around Joggins

used to look like, and how Joggins became a heritage site.

5) Walking through History: Joggins Fossil Cliffs are very special. With your

partner research what makes them different from most cliffs. HINT: Look up

rock layers.

Project Rubric

CATEGORY 4 3 2 1

Presentation Well-rehearsed with Rehearsed with Delivery not Delivery not smooth
smooth delivery that fairly smooth smooth, but able to and audience
holds audience delivery that holds maintain interest of attention often lost.
attention. audience attention the audience most
most of the time. of the time.

Content Covers topic in- Includes essential Includes essential Content is minimal
depth with details knowledge about information about OR there are several
and examples. the topic. Subject the topic but there factual errors.
Subject knowledge knowledge appears are 1-2 factual
is excellent. to be good. errors.
Organization Content is well Uses headings or Content is logically There was no clear
organized using bulleted lists to organized for the or logical
headings or bulleted organize, but the most part. organizational
lists to group related overall organization structure, just lots of
material. of topics appears facts.
flawed.

Sources Source information Source information Source information Very little or no

collected for all collected for all collected for source information
graphics, facts and graphics, facts and graphics, facts and was collected.
quotes. All quotes. Most quotes, but not
documented in documented in documented in
desired format. desired format. desired format.

Originality Product shows a Product shows Uses other people's Uses other people's
large amount of some original ideas (giving them ideas, but does not
original thought. thought. Work credit), but there is give them credit.
Ideas are creative shows new ideas little evidence of
and inventive. and insights. original thinking.

Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, graphics, color, graphics, graphics, effects etc.
graphics, effects, effects, etc. to effects, etc. but but these often
etc. to enhance the enhance to occasionally these distract from the
presentation. presentation. detract from the presentation
presentation content.
content.