Author |
Grade Level |
Time Frame |
Featured Picture |
|---|---|---|---|
| Luke Webb and Molly Shaw
New Brighton Middle School. Aptos, CA |
6th | One week or more | Add one picture that best summarizes the lesson |
DRIVING QUESTION
How can we use fossil evidence and sedimentation patterns to re-create the past environments of our school site? How can we apply this knowledge to predicting future environments?
LEARNING GOALS
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COLLABORATIONS
Lab groups of four kids each. Classroom jigsaw of the Perry, 1993 article. Each group will choose two species to become expert in regarding habitat, lifestyle, commonality over 5 million years, etc. Groups will create their sections of a class poster that explains our cliff stratigraphy.
STEM INTEGRATION
Coming soon
ASSESSMENT
In groups, kids will project a million years in the future what Capitola will look like and describe shellfish distribution and sedimentation based on prior models, assuming sea-level rise.
What artifacts will students develop during the project and how will these projects be assessed.
One complete poster per class that shows how we can use fossil evidence and sedimentation patterns to re-create the past environments of our school site. How can we apply this knowledge to predicting future environments? Our poster will include sedimentations layers organized in one-million-year increments: 5mya, 4mya, 3mya, 2mya, 1mya, today, 1my(future).
How will your assessment incorporate student understanding of the 3 dimensions of learning – disciplinary core ideas, crosscutting concepts, and scientific/engineering practices?
a) Formative assessments: Species identification, by 3D print, photos, and cliff observation
b) Summative assessment(s): Kids will be presented with novel situations involving the mollusks they have become expert on in order to interpret the age of a stratum.
ANCHORING EVENT & PROCEDURE
Coming soon
Our lab meets the following criteria:
KEY KNOWLEDGE, UNDERSTANDING, AND SUCCESS SKILLS The project is focused on teaching students key knowledge and understanding derived from standards, and success skills including critical thinking/problem solving, collaboration, and self-management.
Challenging Problem or Question The project is based on a meaningful problem to solve or a question to answer, at the appropriate level of challenge for students, which is operationalized by an open-ended, engaging driving question.
Sustained Inquiry The project involves an active, in-depth process over time, in which students generate questions, find and use resources, ask further questions, and develop their own answers.
Authenticity The project has a real-world context, uses real-world processes, tools, and quality standards, makes a real impact, and/or is connected to students’ own concerns, interests, and identities.
Reflection The project provides opportunities for students to reflect on what and how they are learning, and on the project’s design and implementation.
Critique & Revision The project includes processes for students to give and receive feedback on their work, in order to revise their ideas and products or conduct further inquiry.
Public Product The project requires students to demonstrate what they learn by creating a product that is presented or offered to people beyond the classroom.
Add 3 images: 300 x 306 each (NO CHILDREN FACES)
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- need new picture
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- need new picture
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- need new picture
DAY 1:
If you have 5 E’s (Engage, Explore, Explain, Extend, Elaborate, and Evaluate), please insert them withing the days as they appear.
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DAY 2
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DAY 3
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STANDARDS
NEXT GENERATION SCIENCE STANDARDS (NGSS)
Biological Evolution: Unity and Diversity
Performance Expectation |
Connection to Lesson |
|---|---|
| Analyze and interpret data on the distribution of fossils and rocks, contintental shapes, and seafloor structures to provide evidence of the past plate motions. MS-ESS2-3
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-1 |
How it connects to the lesson |
Science & Engineering Practices |
Connection to Lesson |
| Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. |
How it connects to the lesson |
Disciplinary Core Ideas |
Connection to Lesson |
|
ESS1.C: The History of Planet Earth ESS2.B: Plate Tectonics and Large-Scale System Interactions LS4.A: Evidence of Common Ancestry and Diversity |
How it connects to the lesson |
Crosscutting Concept |
Connection to Lesson |
|
Patterns Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems |
How it connects to the lesson |
COMMON CORE STATE STANDARDS (CCSS)
Convert units across measurement systems (e.g., inches to cm)
Statistical distributions: mean, median, mode, range
CCR Reading Anchor
#1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
RST.9-10.1: “…support analysis of science and technical texts, attending to the precise details of explanations or descriptions.”
RST.11-12.1: “…support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.”
ISTE: Creative Communicator
For Students:
Creativity and Innovation
- Use models and simulations to explore complex systems and issues.
- Identify trends and forecast possibilities.
For Teachers:
Model digital age work and learning.
Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources.
RESOURCES & MATERIALS
Fossils from the Santa Cruz Museum of Natural History to scan and print
KEY ACADEMIC AND/OR SCIENTIFIC LANGUAGE
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PRIOR KNOWLEDGE
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