Prehistoric Animals Unit
Jan-April 2014
Dr. Charlene Kohn, Science Content Teacher
for
MB Clason, M. Langelier & C. Kohn
Each student had a small notebook; a “Paleontologist Journal” that became the place holder for most of the work in this unit of study. Unless otherwise noted, products were glued into the journal as well as most written pieces.
Students:
Videos:
http://www.youtube.com/watch?v=ggTobYPFp-s David Attenboro “Lost Worlds: Dinosaurs”
http://www.youtube.com/watch?v=g0lVvlTSE0I#aid=P-h5J_VtTFA “Decoding Dinosaurs”
http://www.youtube.com/watch?v=-iXalNPd64E “Rare Fossils of Ancient Trilobites”
http://www.youtube.com/watch?v=znO8q5Ht17g “Trilo”
http://www.youtube.com/watch?v=ZK9c4FvLzec “A Day at a Montana Dinosaur Dig; pt. 1”
http://www.youtube.com/watch?v=E3yu2RF0du0 “A Day at a Montana Dinosaur Dig; pt. 2”
http://www.youtube.com/watch?v=ihifMrV3-pY “Leonardo the Mummified Dinosaur”
http://www.youtube.com/watch?v=H4zztgIMTko “New Dinosaur Discovery”
Next Generation Science Standards (NGSS):
Students who demonstrate understanding can:
1-LS1-2.Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world. (1-LS1-2)
Disciplinary Core Ideas
LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2)
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to other DCIs in first grade: N/A
Articulation of DCIs across grade-levels:
K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1)
Common Core Standards: English Language Arts:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support specific points the author makes in a text.
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Standards: Mathematics:
1.NBT.B.3 -Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones (1-LS1-2)
1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using a triple beam balance
Jan-April 2014
Dr. Charlene Kohn, Science Content Teacher
for
MB Clason, M. Langelier & C. Kohn
Each student had a small notebook; a “Paleontologist Journal” that became the place holder for most of the work in this unit of study. Unless otherwise noted, products were glued into the journal as well as most written pieces.
Students:
- Measured & recorded the length of several dinosaur models using both inches and centimeters.
- Weighed several dinosaur models using a triple beam balance; in grams and recorded information.
- Made observational drawing and wrote observable facts about a variety of fossils, including: ammonites, trilobites, dinosaur bone & footprint, fish, crinoids, bivalves & shells, coprolites, gastroliths, petrified wood.
- Observed & wrote about a relative of a prehistoric plant.
- Practiced drawing various dinosaurs.
- Read about, created a model & wrote facts about dinosaur eggs.
- Developed visual perception & discrimination skills by putting together puzzles.
- Created models of Trilobites.
- Created dinosaur fact bookmarks.
- Read about, observed, and wrote facts about amber; made a necklace or keyfob.
- Created a dinosaur skin texture rubbing booklet & wrote facts about dino skin.
- Made a T Rex skeleton diagram with bones (scientific names) labeled.
- Observed, discussed & colored maps of landmasses during the Triassic, Jurassic & Cretaceous periods and compared them to maps of Earth today.
- Read, discussed & wrote facts about plate techtonics theory.
- Read, discussed & wrote facts about extinction theories.
- Conducted research in teams, each with a specific dinosaur:
- read, highlighted, and determined relevance of information
- wrote facts in our words
- organized facts into topics / headings
- created individual artwork specific to dinosaur researched
- read & shared report with classmates
- read, highlighted, and determined relevance of information
Videos:
http://www.youtube.com/watch?v=ggTobYPFp-s David Attenboro “Lost Worlds: Dinosaurs”
http://www.youtube.com/watch?v=g0lVvlTSE0I#aid=P-h5J_VtTFA “Decoding Dinosaurs”
http://www.youtube.com/watch?v=-iXalNPd64E “Rare Fossils of Ancient Trilobites”
http://www.youtube.com/watch?v=znO8q5Ht17g “Trilo”
http://www.youtube.com/watch?v=ZK9c4FvLzec “A Day at a Montana Dinosaur Dig; pt. 1”
http://www.youtube.com/watch?v=E3yu2RF0du0 “A Day at a Montana Dinosaur Dig; pt. 2”
http://www.youtube.com/watch?v=ihifMrV3-pY “Leonardo the Mummified Dinosaur”
http://www.youtube.com/watch?v=H4zztgIMTko “New Dinosaur Discovery”
Next Generation Science Standards (NGSS):
Students who demonstrate understanding can:
1-LS1-2.Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (1-LS1-2)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Scientists look for patterns and order when making observations about the world. (1-LS1-2)
Disciplinary Core Ideas
LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
LS1.B: Growth and Development of Organisms
Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)
LS1.D: Information Processing
• Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
Crosscutting Concepts
Patterns
Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (1-LS1-2)
Structure and Function
The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to other DCIs in first grade: N/A
Articulation of DCIs across grade-levels:
K.ETS1.A (1-LS1-1); 3.LS2.D (1-LS1-2); 4.LS1.A (1-LS1-1); 4.LS1.D (1-LS1-1); 4.ETS1.A (1-LS1-1)
Common Core Standards: English Language Arts:
Key Ideas and Details:
CCSS.ELA-LITERACY.RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure:
CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support specific points the author makes in a text.
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.2.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Common Core Standards: Mathematics:
1.NBT.B.3 -Compare two two-digit numbers based on the meanings of the tens and one digits, recording the results of comparisons with the symbols >, =, and <. (1-LS1-2)
1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning uses. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones (1-LS1-2)
1.NBT.C.5Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. (1-LS1-2)
1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using a triple beam balance