Living Systems 2nd Grade

Science Living Systems 2.5 Maris Mulroney, Margaret Olander, & Shelbea Tush

8 Days

Virginia SOL science 2.5 for second graders focuses on living systems, specifically

living versus nonliving, habitats, and fossils. The students should learn what makes

something living and what makes it nonliving. They will learn that living organisms are

independent with their living and nonliving surroundings. This SOL also includes the

importance of habitats, habitat change, and different types of habitats. The students will

learn that habitats must include food, water, shelter, and space for the living inhabitants

to survive. Lastly, the students will learn about fossils and how fossils can be used to

determine the climate and environmental changes in that time.

In the first grade, the students will have learned about living versus nonliving in

science 1.5, so they should be able to distinguish between the two. They also learn the

basic needs of an animal, air, food, water, shelter, and space. They will be able to take

what they learn in the second grade into the third grade when they learn in science 3.4

more about physical and behavioral adaptations. This knowledge can also be applied to

science 3.5 and 3.6, which discuss aquatic and terrestrial food chains and ecosystems.

Unit Plan Lesson 1

Margaret Olander, Maris Mulroney, Shelbea Tush

Purpose: Review students’ previous knowledge of living and nonliving things. Make sure the students know what makes something living or nonliving and be able to provide numerous examples for each. 2.5 The students will investigate and understand that living things are part of a system. Key concepts include Living organisms are independent with their living and nonliving surroundings; An animal’s habitat includes adequate food, water, shelter or cover, and space; Habitats change over time due to many influences; and Fossils provide information about living systems that were on Earth years ago.

Movement Principles and Concepts 2.2 The student will apply the basic movement concepts to change performance of locomotor, non- locomotor, and manipulative skills.

a) Use the concept of relationships (e.g., over, under, around, in front of, behind, and through) in dynamic movement situations. b) Use the concepts of spatial awareness (e.g., location, directions, levels) , and effort (time, force,flow) in static and dynamic movement situations.

Fine Arts Visual Communication and Production 2.8 The student will use observational drawing in preparation for creating works of art. 2.9 The student will create works of art from observation.

Objectives: Using observations and prior knowledge, students will sort living and nonliving things, be able to name two characteristics for each, and correctly categorize a picture from the grab bag as either living or nonliving.

Introduction

● Nature Walk Worksheet ● Students will be told that they are going to go outside and try to look

for several examples of living and nonliving things. A short review of living and nonliving things should be done with the class before going outside by verbally asking the students what they remember about living and nonliving things.

● The class as a whole will take a ten minute “nature walk” around the outside of the school.

● Students will have a worksheet that has four boxes that they will take on the walk with them. Two living and two non living examples need to be written in the boxes. - Worksheet is attached.

● Once we have returned to the classroom, students will be able to share their living and nonliving examples.

○Kinesthetic Modality After returning inside, draw a chart with two columns on the smartboard categorized as “Living” or “Nonliving” and call on students individually to give an example, which category it should go in, and why. Students need to be able to correctly answer all three parts of the question. Call on classmates to help if a student gets stuck on any part of their answer.

Development ● Goldfish snack vs. real goldfish activity and the corresponding

sheet. ● A real goldfish will be brought into the classroom. Students should

spend about 20 minutes visually observing, writing/noting/drawing the difference between the living goldfish and the goldfish snack on the back of the goldfish worksheet.

● Students will manipulate the goldfish snack to describe why it is non living - Tactile Modality

● As a class, we will fill in the front of the worksheet. Students will have the opportunity to volunteer to tell about their findings.

● Students will turn in their worksheets when they are complete ● Differentiation

○ Tell the students to use the front of the worksheet as opposed to the back - it will be easier because it prompts questions

○ Allow students to work in pairs. ○ Ask them to think of a few more examples of living vs. nonliving.

Allow them to help students who may be struggling. Summary

● Flip book ● After completing the goldfish activity, students will create flipbooks

about living and nonliving things that they will be able to keep as their notes.

● The flipbook will have two flaps: one for the living category and one

for the non living category. ● The teacher will have the pieces of paper already folded and cut to

reduce the amount of time it will take. ● As a class we will come up with with a list of characteristics first and

then examples for living and nonliving things. The examples that the teacher wants the class to specifically remember and write down will be written on the board. Visual Modality

○ Living Characteristics: ■ Depend on other living things to survive ■ Require an appropriate habitat to live ■ Need food, water, and air to grow and survive ■ Move ■ Breathe ■ Reproduce

○ Living Examples ■ (Will vary)

○ Nonliving Characteristics ■ DO NOT need food, water, or air because they do not

grow or change ○ Nonliving Examples

■ (Will Vary) ● Then students will then have the rest of the period to decorate the

covers of their flip books. Differentiation:

● Have typed copies of the notes to have the students glue into their flip books while still allowing them to decorate the covers.

● Allow students to add more examples of living things and nonliving things in their flip books.

● At the end of the lesson a grab bag will be provided for the students. There will be enough pictures in the bag that each student will be able to pick their own picture. The students will have to state whether their picture is of a living or nonliving thing and one two characteristics defending their answer.

Materials

● Pencils ● Markers/colored pencils/crayons ● Nature Walk Worksheet (Teachers Pay Teachers)

● Goldfish worksheet (Teachers Pay Teachers) ● Goldfish (living) ● Goldfish snack ● Precut/folded paper for flip books ● Scissors & Glue Sticks for differentiation options

Evaluation Part A: ● Review examples from nature walk as a class. Informal assessment to

check for understanding ● Observe the students while they work independently or in small groups

on the goldfish assignment, making sure to stop and ask students about certain things they are observing.

● Students should be able to fill out the goldfish worksheet with complete accuracy.

● Informal assessment as we come up with characteristics and examples of living and nonliving things for our flipbook

Evaluation Part B: · Did the students meet the objective? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

Unit Lesson Plan Lesson #2

Maris Mulroney

Purpose: Introduce the idea of habitats and what they need to contain in order to sustain living and nonliving things. The students should understand that living things need adequate food, water, shelter or cover and space and they choose habitats based on whether all of their needs are met or not. Living Systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal’s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago Fine Arts SOL - 2.8 The student will use observational drawing in preparation for creating works of art. 2.9 The student will create works of art from observation

Objectives: By the end of this lesson, students will be able to:

● Use the notes about food, water, sun, air, shelter, and space, to draw and label each of these components correctly in the habitats they draw for the animals they are given.

● Be able to complete the “Habitat Exit Ticket” with 80-85% accuracy (10/12 questions correct)

Procedure Introduction (20 minutes)

● The lesson will begin by reviewing the idea of “wants and needs” that the students should have learned in kindergarten.

● The students will spend five minutes coming up with as many examples of wants and needs as they can on their own papers. - Worksheet is attached (T).

● When the five minutes are up, I will ask the students to give me examples of the wants and needs they came up with and I will write

the examples on the smartboard as they tell me, diving them into one of two columns labeled with “Wants” and “Needs”. (V&A)

● Guide the students as needed, perhaps changing wording a bit, but make sure that the examples of food, sun, water, air, shelter, and space are written in the “needs” column. Explain to students that while we may WANT other things in life, without these needs, survival would be impossible for both humans and animals– therefore, living things choose their habitats based on whether all of their needs are met or not.

Development (40) Ask the students if anyone can define the word habitat Review with the students the five things that are needed to sustain a functional habitat (food, sun, water, shelter, and space). Start with a blank page on the smartboard and ask the students to get out their science notebooks so they can write down a few important definitions. Provide the word and the definition for each of the following:

Habitat A place where plants and animals live

Environment A place made up of living and nonliving things

Food It is eaten by living things to provide energy and nutrition

Sun It provides energy to all living things.

Water It is needed for drinking.

Air It is needed for living things to breathe.

Shelter Is needed for protection from predators. May be living (like a tree) or non-living (like a cave).

Space The right amount of space needed to find food, water, and shelter.

(V &A)

Differentiation: Struggling students: Have notes typed and printed for students to cut and paste into their notebooks rather than having them write them down - typed notes attached. Advanced Students: For students who have finished writing the definitions before their classmates, have them try to think of an example for each and write it down or draw it beside the definition.

● When the students are finished have them put their science notebooks away

● Each student will receive a sheet of paper with a picture of an animal on it

● There will be four different variations of this worksheet so all of the students do not have the same animal. If desks are grouped into groups of four, make sure each student has a different animal sheet.

● Animals on the sheet will include: 1) bird 2) monkey 3) bear 4) rabbit

● The students should spend 20 minutes drawing an appropriate habitat for the animal they were given. While each habitat does not have to be factual or realistic, each habitat needs to include a source of water, food, and a type of shelter, and adequate space. Students should label each of the four things needed for living things to survive in a habitat. (T)

● When the 20 minutes are up, allow the students to volunteer to show their drawings, making sure to have them point out the examples of food, water, sun, shelter, and space that they specified in their drawing

● Important to note – “space” may be difficult to specifically draw, so remind students that the animal needs a lot of space to move around so be sure to include this in their drawings.

● When the students have finished sharing their drawings have them turn in their papers. (V &A)

Summary (10)

● Once all of the students’ work is turned in, hand out the “Habitat Exit Ticket”. This assignment should only take them a few minutes and should be handed in before leaving class or moving on to the next

subject. ● Differentiation: Have students work in pairs or as a table to complete

the worksheet. Materials

● Wants versus needs worksheet (from Pinterest: https://www.pinterest.com/pin/410531322267236349/)

● Animal sheets (4) - created by Maris ● Coloring materials (crayons, colored pencils, markers) ● Scissors/glue if notes are typed for students ● Habitat Exit Sheet - purchased on TpT

Evaluation Part A: ● Informally assess the students’ understanding of wants and needs to

survive. ● Evaluate students’ understanding of the requirements of functional

habitats while they work on their drawings and as they share their pictures with the class.

● After the lesson, check the drawings to make sure that food, water, and shelter and space are all drawn and properly labeled.

● Grade the Habitat Exit Ticket to make sure that the students had at least 80-85% of the questions correct. Number 2 is graded as 8 separate questions.

Evaluation Part B: · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

Typed notes for science notebooks -

Habitat A place where plants and animals live

Environment A place made up of living and nonliving things

Food It is eaten by living things to provide energy and nutrition

Sun provides energy to all living things

Water It is needed for drinking.

Air It is needed for living things to breathe.

Shelter Is needed for protection from predators. May be living (like a tree) or non-living (like a cave)

Space The right amount of space needed to find food, water, and shelter.

Lesson #3 Different types of habitats

Margaret Olander

Purpose:

● Review knowledge from the introduction on habitats. Make sure the students learn the different types of habitats and what animals live there.

Science 2.5 The student will investigate and understand that living things are part of a system. Key concepts include

a) living organisms are interdependent with their living and nonliving surroundings;

b) an animal’s habitat includes adequate food, water, shelter or cover, and space;

c) habitats change over time due to many influences; and

d) fossils provide information about living systems that were on Earth years ago.

Visual Arts 2.4 The student will create works of art inspired by a variety of concepts, themes, and literary sources.

English: Writing 2.12 The student will write stories, letters, and simple explanations.

a) Generate ideas before writing

b) Organize writing to include a beginning, middle, and end for narrative and expository writing

c) Expand writing to include descriptive detail.

d) Revise writing for clarity.

Objectives: ● In groups, the students will be able to use art to create a collage of one type

of habitat with complete accuracy. ● On the back of their collages, the students will be able to describe 3 facts

of that habitat and list at least 2 animals that live there with 100% accuracy.

Procedure: Includes three components Introduction (10 minutes) · Students will learn different types of habitats

● Whole group review of habitats ○ What is a habitat?

■ A place where plants and animals live ○ What does a habitat need to sustain life?

■ food, sun, water, air, shelter, and space ● https://www.youtube.com/watch?v=CxrlEajA398

○ Short video about habitats and types of habitats (V, A) Development (30-35 minutes)

● As a class we will come up with a list of different types of habitats on the whiteboard. Then we will come up with distinguishing qualities of that habitat and animals that live there. The students will also copy this chart into their science notebooks. (V)

Ocean Freshwater Dessert Snow/Polar Forest Rain Forest

Salt water, warm shallow, cold deep, sand

rocks/gravel, moss

Dry, hot, sandy, minimal water, cacti

Cold, wet, icy, only two seasons (summer and winter)

Trees, made up of three layers (floor, understory, canopy), many non-woody plants

Tropical, rain, lots of vegetation

Ex: Atlantic Ocean Shark, dolphin, jelly fish

Ex: James River Turtles, otters, catfish

Ex: Sahara Desert (Africa) Gazelle, ostrich, scorpion, camel

Ex: North Pole Polar bear, penguin, reindeer,

Ex: George Washington National Forest Bears, deer, skunks, birds

Ex: The Amazon Jaguar, sloth, poison dart frog, anaconda

● The students will get in groups of 3-4 and then be assigned to one of these six habitats. They will use old magazines to make collages of their assigned habitat. (V, T)

● On the back they will write 3 characteristics of that habitat, and two examples of animals that live there.

● They will have access to Nat Geo Kids books/magazines ● Differentiation:

○ Students may assign tasks within their groups, so people that are better at writing can write the facts while other students find them.

○ Allow students to find more examples if they finish quickly. ○ They will be able to reference the list of habitats during their

assignments. Summary (10 minutes)

● Create an animal writing activity in science notebooks (T) ○ Students will make up an animal and describe the habitat that their

animal lives in in their writing notebooks ○ Animal name ○ Animal’s needs ○ The habitat they live in (land or water) ○ How the habitat meets the needs of the animal

Materials needed for the lesson

● Old magazines (many “ National Geographic”) ● Glue, tape ● Scissors ● Pens, pencils, markers, crayons ● Construction paper ● Students’ science notebooks

Evaluation Part A: ● Whole group discussions ● Monitoring the room while students are working ● Check in on each group and ask them questions about their collages ● Check for understanding by asking students to share with me facts about

their habitats, and the types of animals that live there

Evaluation Part B: (Post-lesson assessment and reflection of the lesson to be completed after the lesson has been taught) · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

Lesson #4 Habitats and Seasonal Change

Margaret Olander

Purpose: This lesson will talk about the effects of habitat change, specifically seasonal changes.

Science 2.5 The student will investigate and understand that living things are part of a system. Key concepts include

a) living organisms are interdependent with their living and nonliving surroundings; b) an animal’s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago.

Science 2.7 The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings. Key concepts include

a) effects of weather and seasonal changes on the growth and behavior of living things; and b) weathering and erosion of land surfaces.

Computer Technology C/T K-2.1 Demonstrate an operational knowledge of various technologies.

A. Use various types of technology devices to perform learning tasks. ● Use a keyboard, mouse, touchscreen, touchpad, and other input devices to interact

with a computer. ● Use appropriate buttons, gestures, menu choices, and commands to manipulate the

computer when completing learning tasks. B. Use content-specific tools, software, and simulations to complete projects.

● Use basic technology vocabulary as needed.

Objectives: ● Given the name of an animal, the students will be able to decide and explain

whether that animal hibernates, migrates, or adapts with 100% accuracy.

Procedure: Introduction (10 minutes)

● Quick review about the four season (Fall, Winter, Summer, Spring) ○ What can you tell me about Fall? Winter? Spring? Summer?

● Pass around artifact globes that are full of things that portray each season

while they are sharing. (T) ● As a class, make a chart predicting what happens to the trees in the four

seasons, then hang in the front of the room. (V, A) Development (40-50 minutes)

● Students will come back to their seats and glue the tree chart into their notebooks, and will quickly color in what the trees look like in each season.

● After discussing what happens to the trees in each season, we will talk about how that change affects the animals in their habitats and what animals will migrate, adapt, or hibernate.

● While I teach about migration, adaptation, and hibernation, the students will be taking notes in their science notebooks.

Migration Adapt Hibernate

When seasonal change causes an animal's habitat to no longer be suitable, so they have to move to a different one.

When an animal changes something about their behavior and/or body to adjust to seasonal changes.

When an animal falls into a very deep sleep-like state for part or all of the winter. Animals have to prepare during the fall by eating a lot and storing up body fat to be able to survive and use little energy while hibernating.

Birds moving south for the Winter, snakes migrating to dens in Autumn, Monarch butterflies flying south to Mexico for the Winter

Squirrels storing food in the fall to prepare for Winter, mice building tunnels underground for warmth in the Winter, the red fox eating berries and insects in Spring, Summer and fall, but eating rodents in the Winter

Bears, skunks, chipmunks, bees

● Then, each student will draw the name of an animal out of a bag (squirrel, bear, red fox, skunk, bees, Monarch butterfly, mouse)

● They will then get the “Animals in Winter” worksheet where they will decide if that animal will hibernate, migrate, or adapt in the winter and explain why

Summary (10-15 minutes)

● Come to the carpet and play jeopardy game on the Promethean Board. (V,A,K,T)

○ DO not use the miscellaneous or bonus points categories ● https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?game

file=1431269#.WEcHhmX4F01 ● Break students up into 3 groups of 5-7 students. Pick a group leader that will

be able to interact with the board when choosing the questions. Groups should consult their teammates to pick which category and point value they want to do. Teacher keeps score on the board.

Materials needed for the lesson

● Artifact Globes ● Poster board ● Markers ● Science notebooks ● Pencils ● Tree chart (bought on Teachers Pay Teachers) ● Animals in the Winter worksheet (adapted from pinterest) ● Jeopardy game

○ https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1431269#.WEcHhmX4F01

Evaluation Part A: ● Walk around and ask students to verbally tell me about the animal they picked

and why they think it migrates, adapts, or hibernates. ● Listen for confusion during class discussion time and during the jeopardy

game.

Evaluation Part B: · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

Animals in the Winter

A _________________ is a…

Hibernator Adaptor Migrator

Provide evidence to support your answer.

Unit Plan Lesson #5

Shelbea Tush How do habitats change?

Purpose: The experience today will provide the students with a hands-on experience during the

creation of their own fossil. After engaging in the study of fossils and learning about different

types of fossils and Earth’s conditions years ago they will understand the role of a

paleontologist. Science 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings;

● b) an animal’s habitat includes adequate food, water, shelter or cover, and space; ● c) habitats change over time due to many influences; and ● d) fossils provide information about living systems that were on Earth years ago.

Objectives: Given a worksheet with four different habitats the student will describe and write what factors can create change for each habitat with 75% accuracy.

Procedure: Introduction (10 minutes)

● Tell the students that today we are going to learn about habitat changes. ● Start with the short video on different habitat change- Climate Change:

Crash Course Kids #41.2: https://www.youtube.com/watch?v=SzcGTd8qWTg (Visual, Auditory)

● After watching the video, ask the students if they are able to think of ways that climates change that aren’t caused by natural occurrences

· Have a few students share some of their answers, and then go into more detail about other factors of habitat change. Development (40-50 minutes) · Have the class come together on the carpet to share the book I Took A Walk by Henry Cole.(V,A) · Do some predicting with the students about what the book might be about based

off the title and our prior discussion.(V,A) · After reading the story have a class discussion about the different habitats and the animals who live in those habitats because of balanced conditions.(A) · Have the class come back to their seats and now share pictures of the different examples of habitats and select students to tell me what they see; the desert, a rain forest, grasslands, mountains, oceans, and the polar region.(V) · Then share pictures of habitat destruction, and have the students tell me what is happening in each picture, with deforestation, oil spills into the ocean, polar ice caps melting, mountains burning, tornadoes destroying land, and coral bleaching.(V) · Ask the class as a group do you think an animal or habitat could survive these changes?(A) · Afterward, on the chalkboard label two groups natural and manmade changes. · Assign each table with either a manmade or a natural change option, and select a student from each table group to come write their answer on the chalkboard. (K, V)

For advanced students: While students are coming up from different groups to write their answers on the board, have the rest of the group write down on a piece of paper as many factors as they can think of that would cause habitats to change.

For struggling students: The students are working together as a group to help each other during this activity. Summary (10-15 minutes) · Have the students complete a worksheet, which has four habitats, and share a different factor that would create change to each habitat. Materials needed for the lesson · Video · Chalkboard · Chalk · Pictures of habitats · Pictures of habitat destructions · Book I Took A Walk by Henry Cole · Habitat Change Worksheet

Evaluation Part A: · Have the students within their table groups to each discuss a factor of habitat change that can occur, and the teacher will go from group to group to see which habitat change influence they discussed to ensure they understand.

Evaluation Part B: · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

Habitat Changes Happen When?

1.____________________ 2.____________________

____________________ ____________________

3.______________________ 4.______________________

______________________ _____________________

Unit Plan

Lesson #6

Shelbea Tush

Intro to Fossils

Purpose:

Today’s focus will be on how different factors cause habitat change. The change in habitats can be for better or worse depending on the conditions and the environment’s adaptations. Science 2.5) The student will investigate and understand that living things are part of a system. Key concepts include: a) Living organisms are interdependent with their living and nonliving surroundings; b) An animal’s habitat includes adequate food, water, shelter or cover, and space; c) Habitats change over time due to many influences; d) Fossils provide information about living systems that were on Earth years ago. Science 2.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) Observations and predictions are made and questions are formed; b) Observations are differentiated from personal interpretation; c) Observations are repeated to ensure accuracy; d) Two or more characteristics or properties are used to classify items; e) Length, volume, mass, and temperature are measured in metric units and standard English units using the proper tools; f) Time is measured using the proper tools; g) Conditions that influence a change are identified and inferences are made; h) Data are collected and recorded, and bar graphs are constructed using numbered axes; i) Data are analyzed, and unexpected or unusual quantitative data are recognized; j) Conclusions are drawn; k) Observations and data are communicated; l) Simple physical models are designed and constructed to clarify explanations and show relationships; and m) Current applications are used to reinforce science concepts.

Objectives: Given a fossil sorting activity, the students should be able to identify the different kinds of fossils with 75% accuracy, or 3 out of the 4 fossils.

Procedure: Introduction (10 minutes)

● Ask the students as a whole group if anyone knows what is a paleontologist? (A)

● After discussing that a paleontologist studies fossils, ask them if they know what is a fossil? Allow the class to share their examples of what is a fossil? (A)

· Explain to the students that today we will be talking about fossils.

· Explain that fossils provide people with information about plants and animals that lived on Earth many years ago. (A)

● Explain to the class they are going to experience what it feels like to a be a paleontologist and learn about the study of fossils.(A)

Development (40-45 minutes)

· Share with the class a video about how scientist use fossils to understand the existence of animals many years ago, and how to identify the characteristics of these animals through the fossil left behind.. https://youtu.be/h34Y42A6N3Q o Make sure to explain what decomposition is: the process of the animals body breaking down and decaying · Explain to the class that there are four main fossil forms: o True form fossils=actual part of the animal § Bones, teeth o Trace fossils = Marks that an animal or plant has left behind and made an impression § Footprints or burrows o Mold fossils = Impressions made of the animal or plant as it decomposes § Impressions of the skeleton of a fish o Cast fossils = created by mold being filled, only a part of a plant or animal § Impression of a leaf o Have the students write this down in their science notebooks.(V,T)

● After the students learn what the types of fossils are, have the students create their own fossil impression. Set aside to dry, the

students will make observations about them tomorrow. (K,T)

o Step 1: Add Clay Silt to the Cup. Plop a ball of clay in each cup or hand over a clay ball to each student. Instruct the children to carefully flatten

the clay with their thumbs. Explain how this resembles silt, dirt or ground that the creature will lay in.

o Step 2: Make Impressions. Provide the children a selection of miniature objects. Each child selects one object and presses it into their clay cup, making sure the detail is FACE DOWN in the clay. Do not bury the object. It needs to be removed. Remove the objects leaving the impression in the clay. Make sure some detail shows when the object is removed. If an impression is not satisfactory, smooth out the clay and do again. o Step 3: Add the Plaster. Add 1/2 paper cup of DRY plaster into each child’s cup on top of the impression. o Step 4: Add Just Enough Water. This step requires fast action and observance from one helper. One adult carefully pours approximately 1 – 3 tablespoons of water on top of the plaster powder. Your goal is to create the consistency of thick pancake batter when gently stirred. (Do not make it too runny, your fossils will not set strong enough and you will have disappointed kids.) o Step 5: Carefully Stir. Once water is applied, each child immediately and gently stirs the wet mixture with a stick. Instruct the kids to stir very gently but to make sure the powder is mixed with the water. If it is too thick, add just a bit more water QUICKLY before it sets. o Step 6: Store in a dry place away from activity for 24 hours. They may be ready earlier but it’s safer to wait.

Advanced students: · Students who excel in this lesson can create two different types of fossils within one fossil creation. First create a trace fossil, and then create a cast fossil.

Struggling students:

· Have materials ready for the fossil making activity before hand · Have students partner up during the fossil creation to help each other during the activity to make it easier for them. Summary (10-15 minutes)

● Do a fossil activity where they will “find” fossils in small groups. Provide each table with a small plastic box with either a lid filled with dirt, rocks, or sand sediment along with different fossil items in each box, such as a seashell, sharks tooth, a leaf imprint, a fake bone with dinosaur written on it for the groups to go on a fossil hunt together. (T,K)

○ Once they find a fossil have them make a connection about what kind of fossil it may have been, and where that fossil may have been found based on what substance it was in

Materials needed for the lesson · Leaf fossil imprint · Sharks tooth · Fake dinosaur bone · Seashell · Book · YouTube video o https://youtu.be/h34Y42A6N3Q · Science notebooks · Pencils · Fossil making activity instructions (found on https://www.homegrownfun.com/how-to-make-homemade-fossils-classroom/) o Plaster of Paris mold o Paper cups o Popsicle sticks o Modeling clay o 5ml water o dollar store plastic creatures/ objects o Permanent marker (to label their cups)

Evaluation Part A: · Ask students to pull out a fossil and verbally explain to you what it is and where it may have come from · Ask the students to pull out a piece of paper and identify the four types of fossils and draw a picture example of each type of fossil.

Evaluation Part B: · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses?

· How would you change the lesson if you could teach it again?

Unit Plan

Lesson #7

Maris Mulroney Fossils in VA/ Coastal Plains

Purpose:

Students will review the previous day’s introduction to fossils and learn more about coastal fossils and fossils found in the state of Virginia. This is important to know for both science purposes and for understanding Virginia social studies and geography. Living Systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal’s habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago Math 2.11 The student will estimate and measure a) length to the nearest centimeter and inch; b) weight/mass of objects in pounds/ounces and kilograms/grams, using a scale; and c) liquid volume in cups, pints, quarts, gallons, and liters.

Objectives: ● Based on the previous day’s fossil creation, students will be able to

write one observation in their science notebooks about how their fossil looks or feels now that it has sat overnight.

● Using the Virginia fossil powerpoint for reference, students will be able to match a given fossil with its name during the memory game.

Procedure: Introduction (15 minutes)

● Have the students retrieve the fossils that they made in the previous day’s lesson

● Ask the students to record one observation about the fossil now that it has sat overnight in their science notebooks.

● Prompt the students with questions such as: “Is the dough soft enough to bend it?” “Does the imprint look any different than it did

yesterday?” “Are you able to flatten the dough to get rid of imprint?” ● Discuss with the students what happened to the “dough” overnight –

It became hard but where the imprint of where they pushed their item stayed. (Kinesthetic & Tactile)

● Provide rulers and a piece of grid paper and ask the students to measure their fossils to the nearest centimeter and use the measurements to draw their fossils on the graph paper. They will cut this out and paste it in their notebooks under their observations - grid paper is attached.

● Ask the students to “turn and talk” to the people at their table about how their fossil looks and feels today and to share their grids where they drew their fossils.

Development (40) minutes

● Bring all of the students to the carpet ● Show the students a map of Virginia ● Present Virginia Fossils Powerpoint - included in resources (Visual &

Auditory) ● After showing the Powerpoint - bring up the slide that has Virginia’s

state fossils on it and leave it on the board for students to use as reference while they perform the memory game activity. (Visual)

● Memory game – matching the fossil to its name. Students will work in pairs of two at their seats. Each group will get one matching sheet between the two of them. The students will cut out each square and turn them face down on their desks. The students will take turns flipping two cards over - trying to match the fossil with the correct name. When a match is found, that match should be “discarded” to the side. Cards should be mixed up on the desk after every few rounds so the students do not memorize which card are which. Have the students tally how many round each player gets correct. Students should play five rounds of the game. (Kinesthetic)

● Differentiation: Students may play more rounds of the game if they finish early.

Summary (10 Minutes)

Materials ● Fossils made in previous day’s lesson ● Science notebooks ● Rulers ● Glue sticks ● Writing utensils ● Fossils Powerpoint - purchased from TpT ● Memory game - matching cards

Evaluation Part A: ● Informally assess how the students examine their fossils now that

they have sat overnight. Walk around the room and assess how easily each student is able to come up with an observation on their fossil.

● Observe how accurate the students are when measuring their fossils and drawing them on their graph paper.

● Listen when students share their observations with their classmates. ● Observe the students playing the matching game to make sure they

understand the names of the fossils.

Evaluation Part B: · Did the students meet your objectives? · How do you know? · Did your lesson accommodate/address the needs of all your learners? · What were the strengths of the lesson? · What were the weaknesses? · How would you change the lesson if you could teach it again?

CLAMS

SCALLOPS

SHARK’S TEETH

WHALE BONES

SNAILS

Unit 2.5 Assessment

Name________________________________________________________________________________

Using complete sentences, explain why it is harder for living things to live in a forest in the winter as opposed to the spring.

Unit 2.5 Assessment

Name

Directions: Draw a line matching the fossil picture with the correct name.

Scallop (Virginia’s State Fossil)

Shark’s Tooth

Clam

Snails

Whale Bones

Unit 2.5 Assessment

Name_________________________________________________________________________

Directions:

Cut and paste each box into either the “Winter Forest” circle, the “Spring Forest” circle, or into the middle section that says “both” on the Venn diagram.

Using complete sentences, explain why it is easier for living things to survive in spring and not winter.

Birds migrate south Water is available

Flowers bloom Bears hibernate

Animals have shelter Warm Temperature

Leaves begin growing Cold Temperature

Unit Resources Do You Know Which Ones Will Grow? by Susan A. Shea, illustrated by Tom Slaughter

● This book focuses on living versus nonliving things and distinguishes them by which is able to grow.

●

Welcome Home, Bear: A Book of Animal Habitats written and illustrated by Il Sung Na

● This book follows main character Bear as he wanders around different habitats in the world, until he comes to appreciate his own habitat.

Smithsonian Handbooks: Fossils / Edition 1 by by David Ward, Colin Keates, Smithsonian Staff

● This is a good resource on fossils to keep in the classroom. It provides explanations of many different fossils that have been found.

The Busy Little Squirrel written and illustrated by Nancy Tafuri

● This books tells a story about a squirrel that does not have time to play with his friends because he is storing up all the food he can find for the winter. This would be a good read aloud when teaching about migration, adaptation, and hibernation.

Field trip: Lewis Ginter Botanical Gardens, Show Me the Honey ● The kids will learn all about the life cycle of bees and why they are

important. The kids can learn about how bees affect their habitats. ● http://www.lewisginter.org/learn/educators-schools/elementary-school-fiel

d-trips/ Field trip: Maymont Nature Center “Behind the Scenes” Tour

● The kids will get a look at the aquariums and how the employees take care of the animals. They will get to learn how the pumps and filtration systems make a tank a suitable environment for the animals, and see how the employees prepare food for the animals.

● https://maymont.org/facility-rental/enhancements/ Field trip: Discover Dinosaurs at the Virginia Living Museum

● Spend a Saturday learning about dinosaurs and getting to touch real dinosaur fossils.

● http://thevlm.org/events/museum-events/calendar/events/dinosaur-discoveries/

YouTube Video: What is a habitat? ● https://www.youtube.com/watch?v=CxrlEajA398 ● Describes what a habitat is and several different kinds of habitats

Youtube Video: How are fossils formed Kids learning Animation Video Tutorial ● https://www.youtube.com/watch?v=zHM3J6igfZ8 ● This video describes what fossils are and how they are made. It also shows

examples of fossils. Youtube Video: Fossil Rock Anthem

● This is a fun, upbeat song and video that teaches about fossil. It would be a great way for kids to remember what they learned.

● https://www.youtube.com/watch?v=ClJ5lwl_wM0 Youtube Video: Sesame Street: Who’s Alive?

● The kids can learn from Cookie Monster about who is living between him and a rock, and what makes them living or nonliving.

● https://www.youtube.com/watch?v=giWqEPNLtBo&t=4s Website: Reader’s Digest World presents The Living Edens

● This website gives insight into Manu, which is one of Peru’s rainforests. This can be used as a resource when discussing different types of habitats.

● http://www.pbs.org/edens/manu/index.htm Habitat Song Sung to “London Bridge is Falling Down”

● Zebras and Giraffes live in the Grasslands In the grasslands, in the grass lands Zebras and Giraffes live in the Grasslands In the Grasslands

● Other Verses: Elephants and Lions live in the Grasslands Frogs and Crocodiles live in the Rainforest

● This song can be used to help kids remember what animals live in each type of habitat

● http://singanewsongmusic.blogspot.com/2011/04/animal-songs.html Interactive note flip books for habitats

● This can be used for kids to be able to draw and get more hands on with the material. They will be able to flip each tab up and write facts about that habitat.

● http://rulintheroost.blogspot.com/2012/04/slow-down.html?m=1 Website: BrainPOP (can also be downloaded as an app on an iPad)

● This website has many different videos, games, and quizes that would be fun to pair with this SOL. There are videos on forces of nature that could be used for habitat change, and videos on fossils.

● https://www.brainpop.com/science/