Dinosaur Observation
Subject Area: Dinosaurs
Content/ Grade Level: Dinosaurs and reading comprehension. This lesson is for a second or third grade.
Prerequisite skills: Venn Diagram, research skills
Strategy: Tiered Lessons
Objectives: As a result of this activity the students will: understand the three major time periods (Triassic, Jurassic and Cretaceous), when they were, what major characteristics were, and which dinosaurs lived during each time period.
Supplies: Dinosaur handouts, dinosaur books, power point with quiz, computer, pens/pencils and Venn diagram
Anchor Activity/ Pre-assessment: Teacher will ask the student to talk to a neighbor and ask them to talk about what Triassic, Jurassic and Cretaceous mean. After this the teacher will ask the student …show more content…
to talk to another neighbor and ask if they know how long ago dinosaurs lives. Teacher will write down their answers. The students will then be introduced to some dinosaur books and packets that will give them information about what was just discussed. Activity: Students will then be put into groups based on their reading levels. All students will be given a blank Venn diagram. They will need to fill in Triassic, Jurassic and Cretaceous on each line provided. The students will be asked to fill out the Venn Diagrams with their small groups. Students who are on a higher level will be given higher level books which the students will have to read through and do more research than other groups. The next group will be given handouts that are written for students on their reading level. Lastly, the challenged level students will be given packets with the information they need to know highlighted. The challenged group will do their work as a group but will be given a Venn diagram already filled out that they will either need to re-write on their Venn diagram or staple it to the one they filled out with their group. All students will have access to the computers in the classroom if they would like.
Formative Assessments: while students are working, the teacher will be observing the students. The teacher will have a list of all of their names and put a check mark next to the names of the students who understand the tasks. If a student needs help, the teacher will help the student and then ask them a few questions based on what they were having difficulty with to make sure that the student has the correct knowledge. Once these questions are answered, the student will receive a check mark by his/her name.
Summative Assessment/Closure: The class will gather together to review the information they found. The teacher will then show a brief power point presentation to re-cap what was just learned. The student will then be asked to return to their seats and fill out an exit card. They will have to write down one thing that they learned for the day. If students have a difficult time writing or spelling they will be encouraged to try their best to sound out the words but can also draw something they learned.
Follow-up: This information will be important for the unit. This information will be re-looked at each time we discuss dinosaurs.
Subject Area: Dinosaurs
Content/ Grade Level: Dinosaurs and reading comprehension. This lesson is for a second or third grade.
Prerequisite skills: dictionary skills, potting points, graphs
Strategy: centers
Objectives: Students will be able to define the word paleontologist and fossil. They will also be able to describe how a fossil is formed. Student will play the role and learn about the job of a paleontologist.
Supplies: dictionary, paper with words paleontologist and fossil, pencils, play-doh, toothpicks, computer(s) for each child in group (or they can pair up and take turns)
Anchor Activity/ Pre-assessment: writing prompt: what is a paleontologist? What is a fossil?
Activity: Students will be split up into three groups. The student will count off to form groups. One group will be on the computers, dyad or triads are preferred. They will be playing a fossil memory match game. http://www.sheppardsoftware.com/scienceforkids/dinosaurs/games/memory/dinosaur_fossils.htm
The second group of students will be independently doing dictionary work.
They will be looking up the words fossil and paleontologist. They will be asked to write down the definition and draw a photo based on the definition. The last group of students will get to be paleontologist. They will be going an archeological dig. The teacher will supply the students with play-doh, toothpicks and a paper labeled “Fossil Cookies”. (This project could be done with a chocolate chip cookies, however; with all of the food allergies, I am choosing to use play-doh.) Hidden in the play-doh are beads. The students will have to pick away at the play-doh and find the beads. They will have to be very careful just like paleontologist do. They will need to chip away the play-doh very gently because if one starts to slip away or fall on the floor, it will be “broken”. Once the student uncovers the bead, they must put a mark on the fossil cookie data sheet and plot the points on the bottom. They will also have to name their fossil. This will teach the children how carefully paleontologists have to be when discovering a new fossil or set of …show more content…
bones.
Formative Assessment: Throughout the centers, the teacher will be asking questions and using hand signals to communicate with the students to make sure they fully understand what paleontologist and fossils are.
Summative Assessment/Closure: hand signals while the teacher is working with a small group digging for fossils.
Follow-up: The whole class will meet on the carpet for a class discussion to talk about the day in the life of a paleontologist.
Post: Before transitioning into the next subject, students will write down the definitions of Paleontologist and fossils. (For children who are challenged, drawing pictures is sufficient.)
Name: ____________________________________
What is a paleontologist?
________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Draw a picture of what a paleontologist.
What is a fossil?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Draw a picture of a fossil.
Subject Area: Dinosaurs
Content/ Grade Level: Create a dinosaur book in which the students will research information
Pre- requisite skills: This will vary on the three projects the student or dyad chooses to do.
The skills range from writing sentences with transitions, composing a poem, knowledge of music or drawing.
Strategy: Think Dots (Think Tac-Toe)
Objectives: Students will create a dinosaur book based on information they found.; Students will create a poem or song based on dinosaur facts.; Students will create a time line based on the three periods in which dinosaurs lived.; Students will create a dinosaur based on their knowledge of dinosaurs.; To work cooperatively in a group and research important information about assigned dinosaur. Also, listening and public speaking skills will be introduced.
Equipment and Supplies: Informational books, Glue/ tape, Markers, colored pencils, crayons, Alpha smarts or computers, Colored paper and white paper, rulers, printer, scissors, stapler and the book If Dinosaurs Came Back.
Anchor Activity/ Pre- assessment: draw or write a few words that come to mind when you think of the word dinosaurs. ur based on their knowledge of dinosaurs. 'ne based on the three periods in which
dinosa
Activity: In this lesson, students will develop his/her research skills, creative writing skills, creatie drawing skills, dancing skills, etc.
Students will take all of the facts about the dinosaur they have learned and be able to present it to the class in their own creative way. This will be dependent on what the child or dyad, for certain projects choose. The students will all be handed a piece of paper entitles, Think Dots (Think Tac-Toe). The students will be allowed to choose their own assignments. They will need to choose three assignments and make sure they are in a row, diagonal or up and down, just like in the game tick tac-toe. They will need to color in each box as they complete each task before moving on to the next one. This will help to keep each child more organized. The students will have freedom to also work with a partner for the assignments that allow them the freedom to do so. If it doesn’t specify they may work with a partner, the teacher can grant permission if the student feels more comfortable in a dyad. The students may also need additional supplies to do their project. They need to write a note to the teacher and the items will be made available to them. Also, if a child chooses to do a creative dinosaur dance, the teacher or student will be responsible for the music.
Formative Assessments: The student will have conferences times with the teacher set up as well as a sign up sheet for an ‘emergency conference’. The teacher will also have time to walk about to students or groups and help with any concerns they may have or issues that may have arose during that work time.
Summative assessment/ Closure: The children will present their presentations to the class. They will need to figure out how they are going to present it in a fair way to the class. The children not presenting will need to sit quietly and clap, appropriately, when their classmates are finished.
Think Dots
(Think Tac Toe)
Name: _________________________________________________
Dinosaur Grade 2
Choose your own assignment. You must choose at least three activities in a Think Tac Toe design. Color in each box as you complete each assignment. Have Fun!!
Use kidspiration to make a dinosaur web of facts about a dinosaur.
(If you prefer to use paper and color that is acceptable.)
Create a timeline of 3 periods and dinosaurs that lived in each period.
Design our own dinosaur. Make sure to name it, describe the land it lives in, what does it eat? Etc.
Partner up with a friend and create a creative dinosaur dance or song. Make sure to add music to it!
(This maybe done independently as well)
After reading, If Dinosaurs Came Back, draw a creative new idea that you would use a dinosaur for or to help you do.
Make a book about a dinosaur. Use a lot of detail and transitions words!
See me for dinosaur outline
(You may work with a partner)
Measure and find 3 dinosaurs that could fit in our classroom.
Draw a photo of a dinosaur fossil. You may also draw the paleontologist digging up the fossil. Be creative and try your best!
Create a new school dinosaur mascot!
(See me for Masot paper with questions that will help you create the new PERFECT dinosaur mascot!)
*If it says you may work with a partner this is optional. However, if there is a box you would like to do with a partner and it doesn’t say you can, just ask
References:
(Books and internet items that will be used to help in research and teaching)
Barton, Byron. Bones, Bones, Bones, Dinosaur Bones. Mexico: Harper Collins Publishers, 1990. Print
Gains, Richard M.. Coelophysis. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Apatosaurus. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Triceratops. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Velociraptor. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Tyrannosaurus Rex. Edina, Minesota: ABDO, 2001. Print.
Goeche, Michael P.. Iguanodon. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Brachiosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Diplosocus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Allosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Stegosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Ankylosaurus. Edina, Minnesota: ABDO, 2002. Print
Landau, Elainr. Apatosaurus: A True Book. Connecticut: Children’s Press, 4999. Print
Peterson, David. Dinosaur National Monument; A True Book. Chicago: Children’s Press. 1995. Print
Squire, O. Ann. Fossils: A True Book. Connecticut: Children’s Press. 2002. Print
Interactive game students will play:
Sheppard Software’s Dinosaurs: fossils activates and games
http://www.sheppardsoftware.com/scienceforkids/dinosaurs/games/memory/dinosaur_fossils.htm
Jaime Arbes
Dinosaur Song: (I’m a little Tea Pot Themed Song)
I’m a Brontosaurus with four feet,
I eat plants, but don’t like meat.
I’m known as Thunder Lizard you can read this in a book,
Because when I walked, the whole earth shook.
Tyrannosaurs Rex is my name,
King of the dinosaurs is what I am.
I am mean and like to eat meat,
So I’m sorry if I mistake you for a tastily treat.
I’m a Triceratops with three horns,
I have a big head with frilly bones.
I am a fierce fighter on four feet,
But I only eat plants because they are neat.
Content/ Grade Level: Dinosaurs and reading comprehension. This lesson is for a second or third grade.
Prerequisite skills: Venn Diagram, research skills
Strategy: Tiered Lessons
Objectives: As a result of this activity the students will: understand the three major time periods (Triassic, Jurassic and Cretaceous), when they were, what major characteristics were, and which dinosaurs lived during each time period.
Supplies: Dinosaur handouts, dinosaur books, power point with quiz, computer, pens/pencils and Venn diagram
Anchor Activity/ Pre-assessment: Teacher will ask the student to talk to a neighbor and ask them to talk about what Triassic, Jurassic and Cretaceous mean. After this the teacher will ask the student …show more content…
to talk to another neighbor and ask if they know how long ago dinosaurs lives. Teacher will write down their answers. The students will then be introduced to some dinosaur books and packets that will give them information about what was just discussed. Activity: Students will then be put into groups based on their reading levels. All students will be given a blank Venn diagram. They will need to fill in Triassic, Jurassic and Cretaceous on each line provided. The students will be asked to fill out the Venn Diagrams with their small groups. Students who are on a higher level will be given higher level books which the students will have to read through and do more research than other groups. The next group will be given handouts that are written for students on their reading level. Lastly, the challenged level students will be given packets with the information they need to know highlighted. The challenged group will do their work as a group but will be given a Venn diagram already filled out that they will either need to re-write on their Venn diagram or staple it to the one they filled out with their group. All students will have access to the computers in the classroom if they would like.
Formative Assessments: while students are working, the teacher will be observing the students. The teacher will have a list of all of their names and put a check mark next to the names of the students who understand the tasks. If a student needs help, the teacher will help the student and then ask them a few questions based on what they were having difficulty with to make sure that the student has the correct knowledge. Once these questions are answered, the student will receive a check mark by his/her name.
Summative Assessment/Closure: The class will gather together to review the information they found. The teacher will then show a brief power point presentation to re-cap what was just learned. The student will then be asked to return to their seats and fill out an exit card. They will have to write down one thing that they learned for the day. If students have a difficult time writing or spelling they will be encouraged to try their best to sound out the words but can also draw something they learned.
Follow-up: This information will be important for the unit. This information will be re-looked at each time we discuss dinosaurs.
Subject Area: Dinosaurs
Content/ Grade Level: Dinosaurs and reading comprehension. This lesson is for a second or third grade.
Prerequisite skills: dictionary skills, potting points, graphs
Strategy: centers
Objectives: Students will be able to define the word paleontologist and fossil. They will also be able to describe how a fossil is formed. Student will play the role and learn about the job of a paleontologist.
Supplies: dictionary, paper with words paleontologist and fossil, pencils, play-doh, toothpicks, computer(s) for each child in group (or they can pair up and take turns)
Anchor Activity/ Pre-assessment: writing prompt: what is a paleontologist? What is a fossil?
Activity: Students will be split up into three groups. The student will count off to form groups. One group will be on the computers, dyad or triads are preferred. They will be playing a fossil memory match game. http://www.sheppardsoftware.com/scienceforkids/dinosaurs/games/memory/dinosaur_fossils.htm
The second group of students will be independently doing dictionary work.
They will be looking up the words fossil and paleontologist. They will be asked to write down the definition and draw a photo based on the definition. The last group of students will get to be paleontologist. They will be going an archeological dig. The teacher will supply the students with play-doh, toothpicks and a paper labeled “Fossil Cookies”. (This project could be done with a chocolate chip cookies, however; with all of the food allergies, I am choosing to use play-doh.) Hidden in the play-doh are beads. The students will have to pick away at the play-doh and find the beads. They will have to be very careful just like paleontologist do. They will need to chip away the play-doh very gently because if one starts to slip away or fall on the floor, it will be “broken”. Once the student uncovers the bead, they must put a mark on the fossil cookie data sheet and plot the points on the bottom. They will also have to name their fossil. This will teach the children how carefully paleontologists have to be when discovering a new fossil or set of …show more content…
bones.
Formative Assessment: Throughout the centers, the teacher will be asking questions and using hand signals to communicate with the students to make sure they fully understand what paleontologist and fossils are.
Summative Assessment/Closure: hand signals while the teacher is working with a small group digging for fossils.
Follow-up: The whole class will meet on the carpet for a class discussion to talk about the day in the life of a paleontologist.
Post: Before transitioning into the next subject, students will write down the definitions of Paleontologist and fossils. (For children who are challenged, drawing pictures is sufficient.)
Name: ____________________________________
What is a paleontologist?
________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Draw a picture of what a paleontologist.
What is a fossil?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Draw a picture of a fossil.
Subject Area: Dinosaurs
Content/ Grade Level: Create a dinosaur book in which the students will research information
Pre- requisite skills: This will vary on the three projects the student or dyad chooses to do.
The skills range from writing sentences with transitions, composing a poem, knowledge of music or drawing.
Strategy: Think Dots (Think Tac-Toe)
Objectives: Students will create a dinosaur book based on information they found.; Students will create a poem or song based on dinosaur facts.; Students will create a time line based on the three periods in which dinosaurs lived.; Students will create a dinosaur based on their knowledge of dinosaurs.; To work cooperatively in a group and research important information about assigned dinosaur. Also, listening and public speaking skills will be introduced.
Equipment and Supplies: Informational books, Glue/ tape, Markers, colored pencils, crayons, Alpha smarts or computers, Colored paper and white paper, rulers, printer, scissors, stapler and the book If Dinosaurs Came Back.
Anchor Activity/ Pre- assessment: draw or write a few words that come to mind when you think of the word dinosaurs. ur based on their knowledge of dinosaurs. 'ne based on the three periods in which
dinosa
Activity: In this lesson, students will develop his/her research skills, creative writing skills, creatie drawing skills, dancing skills, etc.
Students will take all of the facts about the dinosaur they have learned and be able to present it to the class in their own creative way. This will be dependent on what the child or dyad, for certain projects choose. The students will all be handed a piece of paper entitles, Think Dots (Think Tac-Toe). The students will be allowed to choose their own assignments. They will need to choose three assignments and make sure they are in a row, diagonal or up and down, just like in the game tick tac-toe. They will need to color in each box as they complete each task before moving on to the next one. This will help to keep each child more organized. The students will have freedom to also work with a partner for the assignments that allow them the freedom to do so. If it doesn’t specify they may work with a partner, the teacher can grant permission if the student feels more comfortable in a dyad. The students may also need additional supplies to do their project. They need to write a note to the teacher and the items will be made available to them. Also, if a child chooses to do a creative dinosaur dance, the teacher or student will be responsible for the music.
Formative Assessments: The student will have conferences times with the teacher set up as well as a sign up sheet for an ‘emergency conference’. The teacher will also have time to walk about to students or groups and help with any concerns they may have or issues that may have arose during that work time.
Summative assessment/ Closure: The children will present their presentations to the class. They will need to figure out how they are going to present it in a fair way to the class. The children not presenting will need to sit quietly and clap, appropriately, when their classmates are finished.
Think Dots
(Think Tac Toe)
Name: _________________________________________________
Dinosaur Grade 2
Choose your own assignment. You must choose at least three activities in a Think Tac Toe design. Color in each box as you complete each assignment. Have Fun!!
Use kidspiration to make a dinosaur web of facts about a dinosaur.
(If you prefer to use paper and color that is acceptable.)
Create a timeline of 3 periods and dinosaurs that lived in each period.
Design our own dinosaur. Make sure to name it, describe the land it lives in, what does it eat? Etc.
Partner up with a friend and create a creative dinosaur dance or song. Make sure to add music to it!
(This maybe done independently as well)
After reading, If Dinosaurs Came Back, draw a creative new idea that you would use a dinosaur for or to help you do.
Make a book about a dinosaur. Use a lot of detail and transitions words!
See me for dinosaur outline
(You may work with a partner)
Measure and find 3 dinosaurs that could fit in our classroom.
Draw a photo of a dinosaur fossil. You may also draw the paleontologist digging up the fossil. Be creative and try your best!
Create a new school dinosaur mascot!
(See me for Masot paper with questions that will help you create the new PERFECT dinosaur mascot!)
*If it says you may work with a partner this is optional. However, if there is a box you would like to do with a partner and it doesn’t say you can, just ask
References:
(Books and internet items that will be used to help in research and teaching)
Barton, Byron. Bones, Bones, Bones, Dinosaur Bones. Mexico: Harper Collins Publishers, 1990. Print
Gains, Richard M.. Coelophysis. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Apatosaurus. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Triceratops. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Velociraptor. Edina, Minesota: ABDO, 2001. Print.
Gains, Richard M.. Tyrannosaurus Rex. Edina, Minesota: ABDO, 2001. Print.
Goeche, Michael P.. Iguanodon. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Brachiosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Diplosocus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Allosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Stegosaurus. Edina, Minnesota: ABDO, 2002. Print
Goeche, Michael P.. Ankylosaurus. Edina, Minnesota: ABDO, 2002. Print
Landau, Elainr. Apatosaurus: A True Book. Connecticut: Children’s Press, 4999. Print
Peterson, David. Dinosaur National Monument; A True Book. Chicago: Children’s Press. 1995. Print
Squire, O. Ann. Fossils: A True Book. Connecticut: Children’s Press. 2002. Print
Interactive game students will play:
Sheppard Software’s Dinosaurs: fossils activates and games
http://www.sheppardsoftware.com/scienceforkids/dinosaurs/games/memory/dinosaur_fossils.htm
Jaime Arbes
Dinosaur Song: (I’m a little Tea Pot Themed Song)
I’m a Brontosaurus with four feet,
I eat plants, but don’t like meat.
I’m known as Thunder Lizard you can read this in a book,
Because when I walked, the whole earth shook.
Tyrannosaurs Rex is my name,
King of the dinosaurs is what I am.
I am mean and like to eat meat,
So I’m sorry if I mistake you for a tastily treat.
I’m a Triceratops with three horns,
I have a big head with frilly bones.
I am a fierce fighter on four feet,
But I only eat plants because they are neat.