NGSS Performance Expectation Assignment Table- Spring 2017

Name of Unit: Your names:

‘Dig A Little Deeper’ Taylor and Hannah DiVerde

Performance Expectation: Analyze and interpret data from fossils to provide evidence of
3-LS4-1 the organisms and the environments in which they lived long
ago.
[Clarification Statement: Examples of data could include type, size, and
distributions of fossil organisms. Examples of fossils and environments could
include marine fossils found on dry land, tropical plant fossils found in Arctic
areas, and fossils of extinct organisms.]
[Assessment Boundary: Assessment does not include identification of specific
fossils or present plants and animals. Assessment is limited to major fossil types
and relative ages.]

Prior Student Knowledge: From the standards within 2-LS4 Biological Evolution: Unity and
What do you expect students to
Diversity, students should have an understanding of different
already know before starting this
Unit? organisms and their unique habitats. From this they should also
know that many organisms live in the same area. Also, from the
standards within 2-ESS1 Earth’s Place in the Universe, students
should know that processes on Earth occur over varying lengths of
time.

Science & Engineering Practice(s): Disciplinary Core Idea(s): Crosscutting Concept(s):

Analyzing and Interpreting LS4.A: Evidence of Common Scale, Proportion, and
Data Ancestry and Diversity Quantity
→ Analyzing data in 3–5 → Some kinds of plants and → Observable phenomena exist
builds on K–2 experiences animals that once lived on Earth from very short to very long time
and progresses to are no longer found anywhere. periods.
introducing quantitative (Note: moved from K-2) Connections to Nature of
approaches to collecting data → Fossils provide evidence about Science
and conducting multiple trials the types of organisms that lived Scientific Knowledge Assumes
of qualitative observations. long ago and also about the an Order and Consistency in
When possible and feasible, nature of their environments Natural Systems
digital tools should be used. → Science assumes consistent
→ Analyze and interpret data patterns in natural systems.
to make sense of How/where did you address this/these
Disciplinary Core Ideas in Unit?
phenomena using logical
Through the learning of the How/where did you address this/these
reasoning. (3-LS4-1)
process of fossilization, Cross Cutting Concepts in Unit?
Engaging in Argument Fossils are something that
students will understand that
from Evidence have existed for YEARS,
we will not find some sign
→ Engaging in argument since we have fossils that
(fossil) of every plant and
from evidence in 3–5 builds date back millions of years
animal. Some cannot be
on K–2 experiences and before humans. Thus, we get
fossilized because of the
progresses to critiquing the the idea that there are these
process it goes through - they
scientific explanations or will find out that in different consistent patterns in the
solutions proposed by peers areas of Earth, animal and natural systems of Earth (the
by citing relevant evidence plant remains could have process of fossilization).
about the natural and faced a variety of conditions
designed world(s). when going through the
→ Make a claim about the process of fossilization.
merit of a solution to a Fossils tell us the
problem by citing relevant characteristics of the plant or
evidence about how it meets animal and can give us
the criteria and constraints of information required to learn
the problem. (3-LS4-4) more about that plant or
animal and their environment.
How/where did you address This will be a topic studied
this/these practices in Unit?
throughout the entire lesson,
The students will be
but will largely be discussed
collecting data on their
during the “Evaluate” portion.
personal fossils during
the “Explore” and as they
research fossils in
general, they will be able
to analyze the data they
know about their fossil.
From here, they can build
an argument for what the
story of their fossil is
based on the evidence
they have collected in
their Paleontologist
Journals.

Unit Development- For each section include lesson/activity titles, description of each activity to include details on what
students will be doing. Include reference link. If it is your own idea, then indicate. There may be more than one
activity/lesson per E section!

ENGAGE: Opening What activity or activities will access prior knowledge, stimulate interest, and
generate questions? How will you hook them?
Activity/Activities

Materials for Engage: Overarching Question:

-Picture storybook(s) How can fossils be used to tell the history of a species?
-Technology (laptop,
projector, internet access for Class Activity:​ Fossil Storytime
videos) ● Picture storybook that talks about what fossils are
-Fossil bin (at least one ○ Ex. ​‘Fossil’​ by Claire Ewart
fossil per student)
-Large paper (butcher paper Class Activity: BrainPop Video
could work too) https://www.youtube.com/watch?v=zHM3J6igfZ8
-Paleontologist Journals! ● What are fossils?
-Writing utensils ● What does it mean to be extinct?
● How are fossils formed?
● What about full bodied animals that are found?
○ Discusses amber.
● How can fossils help us learn about the past?

Class Activity:​ Question Chart

● What questions might we still have about fossils? What more
could we hope to know? What about your own fossils?
○ Write this on a large piece of paper. Create a T-chart
where questions go on the left side. Work together as
a class to form questions that will guide their research
in the topic. Toward the end of their research, the class
can come together again and work on providing
answers for the questions.
Reference: Our Idea

Class Activity: ​What is a Paleontologist?

● Video: ​https://www.youtube.com/watch?v=SEyl2rRa2YY
○ Discusses everything that a paleontologist must know
to do what they do
○ Lead a class discussion about who they are, what their
goals are, what they need to know, etc. There are
three main goals listed during the video.
● Intro to ​Paleontologist Journal
○ Each student will have their own Paleontologist journal
that will consist of each activity throughout this unit.
Reference:
https://www.teacherspayteachers.com/Product/Paleontologist-Noteb
ook-Fossils-2281702

Activity​: What’s your fossil?

● Each student gets their own fossil from the teacher’s
collection. They must open their interactive fossil journal to
their first assignment - what is their fossil? Here they will
describe their fossil, say what they think their fossil is, then
create a story of their fossil that includes the fossil’s
description, habitat, lifestyle, eating patterns, lifespan, time
period, etc.
EXPLORE: Lesson What activity or activities will allow them to use science and engineering practices
to explore and allow them to begin to deepen their understanding of core ideas that
Description – Materials
support the Performance Expectation?
Needed / Probing or
Clarifying Questions
Overarching Question:
Materials for Explore: What do you want to know about your fossil?
-​Computers
-Books Activity: ​Research Stations
-Microscopes ➢ Analyze data and findings about their fossil (3-LS4-1)
-Hand lenses (3.MD.B.4) Record all information obtained in ​Paleontologist
-Paleontologist Journal Journal​.
(need charts and tables to ● Provide a sheet of goals for them as a guide
place their data into) ● Use class question chart to drive research
-Goal Sheets ○ Create charts and tables to represent data
-Class Question Chart for
Reference RESEARCH STATIONS
Videos:​ Provide a station with computers and links to multiple
videos including the BrainPop video and the Paleontologist video for
students to reference again. Also provide links to some webpages
where students can gather further information.
Informational Books:​ Provide a circular table where students can
sit around and look at books about fossils. These types of books
could include National Geographic books for kids, or even your own
textbooks with the pages marked! Have a variety of books.
A Closer Look:​ Provide an area for microscopes and hand lenses
for the students to get a closer view of their fossils. Also, have some
part of this area dedicated to learning about the composition of
fossils, what does this mean?
Measurements:​ Ruler and other tools to record information about
their fossil.
Reference: I guess our idea?
Something we have learned in classes.

EXPLAIN: Concepts How will you provide experiences to allow student to explain and clarify their
thinking. What might you do to help them further understand core ideas and
Explained and Vocabulary
crosscutting concepts?
Defined

Materials for Explain:

Overarching Question:
-Fossil creation materials How are fossils formed?
-Paleontologist Journal
Activity: ​Partner up! Create Your Own Fossils
● Discuss process of fossilization, how can we replicate this?
 ● Use each other’s research to determine how a fossil is
formed
○ Provide tools for students to use to create their own
fossil (activity online)
Reference:
https://www.teacherspayteachers.com/Product/Types-of-Fossils-Acti
vity-1097321
➢ Writing Standard​: In their interactive journal (which they are
using during this entire unit for all of these activities), students
will work on using transition words such as first, second, third,
etc. to explain what happens during the process of
fossilization. This skill can also be used when creating the
story of their own fossil.

Activity: ​Visual Representation of Fossilization

● Create a visual to present to the class how the fossil was
formed
 Reference:
https://www.pinterest.com/source/theinspiredapple.blogspot.com
 Reference: ​https://www.pinterest.com/source/thesciencetoolkit.com
● Connection of ideas!

ELABORATE: What else might students do to further develop their final ability to be successful
with their performance expectation?
Applications and
Extensions
Overarching Question:
Materials for Elaborate: How can fossils be used to tell the history of a species?
-Continental Drift Activity (Looking back at our same first overarching question)
-Paleontologist!
Activity: ​Fossils & Environments
➢ Where was this fossil found? VS. Where did this species live?
● Find activity that introduces the idea that fossils are not
always found in the habitat where they lived.
● Students explore different ways a fossil or remains of a
species might be transported. Then they look to explain why
the specific fossils we found ended up in a place we did not
expect them to.
○ Evidence of continental drift and migration; climate
change (ice age, etc.)
 Reference: Continental Drift Activity! Includes fossils.
https://www.teacherspayteachers.com/Product/Plate-Tectonics-2-S
URFFDOGGY-43347
● Crosscutting Concepts:​ cause & effect​ - provides clues about
the history of life on Earth.
● Evidence of Common Ancestry
http://www.bozemanscience.com/ngs-ls4a-evidence-of-comm
on-ancestry-diversity
● Some kinds of plants and animals that once lived on
Earth no longer exist → fossils provide evidence about
the types of organisms that lived long ago and the
nature of their environments
○ Examples of fossils and environments could include marine
fossils found on dry land, tropical plant fossils found in Arctic
areas, and fossils of extinct organisms.

Activity:​ Paleontologist Panel!

● Invite a Paleontologist to the classroom (Anne Marie - do you
have any Paleontologist friends?)
○ Have students create their own questions to ask the
paleontologist after they have completed all of their
research and discovered so much new information.

EVALUATE: How will you have students show their mastery and understanding of the
performance expectation you chose?

Materials for Evaluate:

Class Activity: ​Answers to Question Chart!
-Question chart from ● Bring the class back together to determine answers to their
“Engage” initial questions
-Presentation supplies ○ Use their research notes in Paleontologist Journal as
(depending on what evidence to back up their claims
students need)
Activity: ​So What’s Your Fossil’s Story?
● Students will go back to create a new story about their fossil
after discovering where their fossil was found, where it lived,
when it was alive, how the fossil was formed, etc.
○ CCSS Writing: (RI.3.3) where students will use
language that pertains to time, sequence, and
cause/effect

Interactive Science Journal

● Participation, completeness, etc.
○ Final entry addressing our initial overarching question:
“How can fossils be used to tell the history of a
species?” will be answered through their fossil’s story

Presentation
● Students can present what they know about their own fossil
and incorporate everything we went over during the unit
applied specifically to their own fossil (could bring in
technology here as well)
○ Video, PPT, drawing, poster board, etc. The students
should be provided options to encourage creativity!

CCSS Connections!
❖ RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3) (3-LS4-4)
❖ RI.3.3 Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
❖ W.3.8 Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
❖ 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)