Megan Walklet

Palenotologists’ Puzzle

(4^th grade)

Benchmark: Geosphere

Explain how rocks and fossils are used to understand the history of the Earth (SCI.V.1.E.4).

Benchmark Clarification:

The history of the Earth can be explained by examining rocks and fossils.

Lesson Objectives:

· The students in 4^th grade science class will describe what fossils are, how they are formed, and why they are important in their scientific journal.

· The students in 4^th grade science class will generate hypothesizes and test them in small groups.

· The students in 4^th grade science class will explain that science is uncertain, and as new evidence is revealed, ideas may change in their scientific journal.

Anticipatory Set:

“Does anyone know what a paleontologist is? (Wait for a couple answers) That is correct, a paleontologist is someone who studies fossils. Today that is exactly what you and the members of your team will be. You will be a paleontologist working in the field in Montana, near the town of Randak.”

Key Concepts/Vocabulary

· Paleontologist:

A paleontologist is a scientist who studies paleontology, learning about the forms of life that existed in former geologic periods, chiefly by studying fossils.

· Fossil:

A fossil is any evidence of ancient life.

· Body Fossil:

The most common body fossils found are from the hard parts of the body, including bones, claws and teeth.

· Trace Fossil:

Record the movements and behaviors of the dinosaurs, including tracks, foot

prints, and burrows.

Materials

· Narrative for teacher to read (Attached)

· Envelopes

· Fossil Sheet (Attached)

· Skeletal Resource Manual, 1 per team (Attached)

· Worksheet and chart, 1 per student (Attached)

· Scientific journal

· Assessment Rubric (Attached)

Teaching Strategies and Methods:

Open class discussion about the job of a paleontologist.

Following directions from the narrative of the teacher

Working in a team determining what the mystery animal could be

Developing hypothesis about the mystery animal

Worksheets to be filled out during the activity

Content:

Preparation:

· Make enough copies of the “fossils” sheets so you will have at least on sheet per team in a period, plus a few extras in case of loss. For a class of 32, you should have a minimum of 8 envelopes, each with a set of fossils for use by team of 4. Some teachers may prefer teams of 2 or 3, requiring more fossil sets.

· Cut apart the bones on the fossil sheet. There is no need to cut along the outline of each bone, just cut enough to separate each bone. (see the smooth “cutting lines” around each bone)

· Place the bones cut from one sheet all into one envelope. You should end up with enough envelopes so you’ll have one per team. (Numbering or lettering each envelope to use as a designation system may help.)

· Make sure to have enough copies of the “Skeletal Resource Manual” (Coping back-to-back can save paper) Sequence is not important as long as title page is first. Label with the same system as the envelopes.

· Have enough worksheets for each student.

Outline of Lesson:

I. Class discussion

· Discuss a paleontologist and what they do

· Explain activity - anticipatory set

II. Activity

· Break students into teams

· Pass out envelopes – remind students they are not to open them until directed.

· Hand out rubric so students know what they are going to be graded on.

· Begin story

A. “First Day on the Dig”

-Remove 4 bones from envelope

-Try to reconstruct animal – try many arrangements (3-5 mins)

-In scientific journal, write a short paragraph of what you think it is.

(3 mins)

B. “Next Morning”

-Remove 3 more bones

-Incorporate new finds in your fossil reconstruction (3-5 mins)

-Record latest suspicion of the type of animal in scientific journal (3 mins)

C. “Cold Day”

-Remove 3 more bones

-Incorporate latest findings with others. (3-5 mins)

-Record what you think it is in scientific journal (3 mins)

D. “Back in Lab at Randak”

-Compare findings with a team near you, looking for clues that might help with the reconstruction) (3-5 mins)

-Apply latest clues and write new feelings in scientific journals, be specific (3 mins)

E. “Lab at Kimmel College”

-Use Skeletal Resource Manual to compare their skeleton with other skeletons

-Record findings in scientific journal

F. “Split the work”

-One pair takes the fossil worksheet and searches the website to fill in the chart

-Second pair finishes filling in activity worksheet.

-Exchange information found by other team members

G. “Clean Up”

-Return bones into envelope and turn in with manual

III. Class Discussion

· Each team shares their finding

-General consensus by all

-What the most telling clues were

-Conclusions of others help?

· Discuss questions on worksheet and fossil sheet.

· Ask what kind of fossils they were studying

· If you have an idea what the creature is, do not tell them

-Explain that science is NOT in the business of KNOWING; just coming close as we can to the MOST LIKELY solution is the best we can do.

IV. Final Write-up

· Have students write a conclusion about the activity in their scientific journal.

· Staple the work sheets into the journal and then turn it in for assessment.

Website:

Http://www.enchantedlearning.com

1^st: Click under the Click Below for Great Kid Pages the Dinosaur link

2^nd:About ½ way down, under the Fossils heading, click Types of Fossils

3^rd: Read the top information, and then the descriptions of the two major types follow.

4^th: Fill in the chart with the information learned

Real World Content:

After the activity and discussions the students will understand the job description of a paleontologist. They will also understand how fossils are formed and the different types there can be.

Fossils are found all over the world. The teacher can discuss the different places in Michigan where fossils are found. The most well known fossil in Michigan would be our state stone, the Petoskey stone. During the Devonian Period, some 350 million years ago, what is now Michigan was near the equator. Coral reefs grew in the warm shallow seas that covered the area. When buried in marine sediments, the corals were fossilized.

Not any fossilized coral is a Petoskey Stone, however. A genuine Petoskey Stone is a type of coral with the scientific name Hexagonaria percarinata. Petoskey Stones are often found on the shores of Lake Michigan and Lake Huron.

Bibliography:

Enchanted Learning, (2004) Enchanted Learning Retrieved 25-Feb-2004

www.Enchantedlearning.com

Assessment:

Rubric for “Paleontologist Puzzle” Lesson

Criteria	Apprentice	Basic	Meets	Exceeds
Great Fossil Find Worksheet	Answers are incomplete and show no explanations	Answers are incomplete and/or there are no explanations	Answers are complete with basic explanations	Answers are complete and explanations are detailed
Fossil Research Chart	Chart is incomplete and no examples are given	Chart is incomplete and/or there are not examples given	Chart is completed and 1-4 examples are given	Chart is completed and more than 4 examples are given
Final Write-Up	Write-up is incomplete with no description of fossils or a summary	Write-up is missing types of fossils with examples or summary	Write-up includes types of fossils with no examples and summary is lacking details	Write-up includes types of fossils with examples and detailed summary of activity
Lab Book	Assessment sheets were not attached and/or final report not finished.	Assessment sheets were not attached and/or final report did not express thoughts clearly.	Assessment sheets were attached, but final report was missing a few details.	Assessment sheets were attached and final report was written clearly

The Great Fossil Find

[Read to the students with ENTHUSIASM!]

In this activity, you and the members of your team will play the roles of paleontologists working in the field in Montana, near the town of Randak. One clear crisp afternoon in October, you find four well-preserved and complete fossil bones.

-Withdraw four fossil bones from your envelope. Make sure to take them out without looking at the ones remaining in the envelope.

It’s too late to continue with the dig, so you return to camp with your find.

A. That night, in camp, after dinner, around a Coleman lantern, you and your colleagues begin to assemble the 4 bones you found earlier. Since the bones were all found together and in an undisturbed layer, you assume that the bones are all from the same animal. You spend the rest of the evening trying different arrangements of the bones in hopes of identifying the animal.

-Use the next 3-5 minutes to try various combinations

As the night wears on, you get weary and decided to retire and begin anew in the morning. Before you go to bed jot down on your worksheet the type of animal you think it is.

B. Montana mornings are marvelous. They are clear, cool, and clean. Just the kind of a day you need to get work done at the dig. The rock layers that hold your fossils are very hard and only grudgingly give up three more specimens. With the day at an end, you make your way back to camp for another try at assembling this mystery animal.

-Withdraw 3 more bones from the envelope. Use the next 3-5 minutes to incorporate your new finds in your fossil reconstruction.

It’s getting late, and you are getting tired. Maybe tomorrow you will find the answer to the puzzle. Be sure to record your latest suspicion of the type of animal suspected.

C. The next day is cold. It is the last day of the digging season. Winter lurks behind the mountains, and you must leave. Just as the day is about to end in disappointment and defeat, one member of the group cries out “I’ve got them! I’VE GOT THEM!”

-Withdraw 3 more bones from the envelope. Use the next 3-5 minutes to incorporate these latest finds. Record what you think it is now.

D. Back at the lab at Randak, you go searching in the resource library, and you find some partial drawings from another group working at a different location but dealing with the same geological period. They have found a skeleton similar to your, but with some additional bones that you don’t have. You use this information to add to your own data.

-Take the next 3-5 minutes to compare your findings with those of a team near you, looking for clues that might help you in your reconstruction, and possibly even suggesting an entirely different animal that your earlier ideas. Apply these latest clues to the assembly of your skeleton as best you can. Record the type of animal suspected now. Be as specific as you can.

E. Once you are back in your own laboratory at Criss Cross College, you find a skeletal resource manual with drawing of the skeletons of some existing animals. You notice some interesting similarities between some of the drawings and your unknown fossil

-Use the drawings to assist you in your final assembly of the fossil skeleton. Record your final interpretation.

F. Now that you have an idea of what your unknown fossil maybe. Your team will split up to complete the research. The first pair will go to the computer and search on the given website to learn more about the fossils. The other pair will finish the paper work given that will be submitted to the head paleontologist. When both pairs are finished, share your findings so every team member has a complete set of the paper work.

-Decide who will go to the computers and who will complete the worksheet. When finished fill in the information you do not have, from your other team members.

WORKSHEETS

Name__________________________ Date___________________

Fossil Research Chart

Fill in this chart using the information found on Http://www.enchantedlearning.com

1^st: Click under the Click Below for Great Kid Pages the Dinosaur link

2^nd:About ½ way down, under the Fossils heading, click Types of Fossils

3^rd: Read the top information, and then the descriptions of the two major types follow.

4^th: Fill in the chart with the information learned

Type of Fossil

How the fossil is formed

Examples of Fossil

Paleontologists’

Puzzle

Skeletal

Resource

Manual