Replicating the Past: Fossil Molds!

Material Information

Replicating the Past: Fossil Molds!
Series Title:
Science Lesson Plans and Teacher Resources for Panama and Canal-related Stereographs
Grant, Claudia ( Author, Primary )
Hoffman, Robert ( Author, Primary )
Madden, Jill ( Author, Primary )
Copyright Date:

Learning Resource Information

Aggregation Level:
Level 3 - a course, or set of lesson plans
Interactivity Type:
Interactivity Level:
Intended User Roles:


Subjects / Keywords:
Fossils ( lcsh )
Panama Canal (Panama) ( lcsh )
Panama Canal (Panama)--Construction. ( lcsh )
Forest biodiversity ( lcsh )
Engineering ( lcsh )
Hydraulic engineering ( lcsh )
Paleontology ( lcsh )
Science ( lcsh )
lesson plan ( aat )
serial ( sobekcm )
Spatial Coverage:
Panama -- Central America -- Panama Canal Zone
9.1110858 x -79.6993185


This set of lesson plans and teacher resources is intended to teach a variety of scientific concepts to students in grades 6-8. The lessons are related to the Panama Canal, including expansion, fossil excavation work, and history. The lesson plans can be used individually or as a larger set.

Record Information

Source Institution:
University of Florida
Holding Location:
Panama Canal Museum Collection at the University of Florida
Rights Management:
Copyright Claudia Grant, Robert Hoffman, and Jill Madden. Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.

UFDC Membership

Panama and the Canal
University of Florida


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*denotes a required field *Lesson Title (create a title for your lesson): Replicating the past: Fossil Molds! PREZI Presentation (use as an introduction or an extension) L3 Importance of Fossil Replicas njupqihxb/?utm_campaign=share&utm_medium=copy *Lesso n Summary : As scientists we know that fossils are the preserved remains of organisms that lived long ago. We also know that there are many different type of fossils. Scientists can read these fossils to better understand what the Earth was like in ancient times. *Subject: Science *Intended Audience/Grade Level: Middle High (6 8) *Time Frame: A. Prior Knowledge Activity: What I Know (Approx. 15 min.) B. Class Fossils Investigation Activity (Approx. 30 min.) C. Mold Fossil Activity (Approx. 110 min. or 1 Block Period) D. Peer Review Reflection (Approx. 50 min.) E. Fossil Science Article Act ivity: First for Fossils: Amber trove of colored feathers. (Approx. 50 min.) F. Fossil Quiz Standards and Purpose *Standards (link appropriate Common Core State Standards, Next Generation Sunshine State Standards, or other standards below ):


*denotes a required field MS LS4 1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include t he names of individual species or geological eras in the fossil record.] MS LS4 2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer e volutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] *UFDC Resources : OTHER RESOURCES Guiding Question (s) : What a Mold Fossil is and how it is formed? Why fossil discoveries are important to science? Why is the Panama Canal a focal point to look for fossils? *Objectives: Students will have an understanding of the importance of fossil replicas and why they are preserved at museums. Students will be able to make fossil replicas and observe patterns and variations within each replica. They will also be able t o write about the process and to describe what they have seen and done. Students will be able to make a connection between how fossils are produced in nature and as replicas.


*denotes a required field Assessment (how will data be collected on student performance?) *Formative (Describe how and when the students will get feedback about their performance or understanding during the lesson. How and when will they have an opportunity to use this feedback to improve their performance?): This peer review reflection will be inserted towards the middle of the lessons activities at the discretion of the teacher as a way for the students to explore their meaning making of the content with their peers. It will allow the teacher to evaluate the student's construction of the new information. Peer Review Reflection: Title: Mold Fossils Prompt: Please describe the process that must take place for mold fossils to occur in nature. *Summative (Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning?): What are fossils and how are they used by scientists? Teaching Phase (see attachments section) *Activate/Build Prior knowledge: A. Prior Knowledge Activity: What I Know (Approx. 15 min.) *Direct Instruction : Class fossil investigation activity Lesson 1: Earth Science and Paleontology *Guided Practice : B. Class Fossils Investigation Activity C. Mold Fossil Activity *Independent Practice: C. Mold Fossil Activity Series of questions at the end


*denotes a required field *Closure : E. Fossil Science Article Activity: First for Fossils: Amber trove of colored feathers F. Fossil Quiz (it could be an open notes quiz) Reading strategies: Reading for purpose E. Fossil Science Article Activity: First for Fossils: Amber trove of colored feathers Writing : D. Peer Review Reflection Speaking and listening strategies : B. Class Fossils Investigation Activity *Accommodations (Describe how to accommodate students with special needs and how to differentiate instruction.) Special needs will be accommodated in a case by case situation based on the school policy and resources. Each lesson is designed to present the material through the different learning moda lities (visual, auditory, kinesthetic). *Extensions (Describe possible extensions of this lesson.) Re Teaching: L3 Importance of Fossil Replicas njupqihxb/?utm_campaign=share&utm_medium =copy Enrichment: Reading Materials Earth Changing Continents Life Science by Holt *Materials Speci al materials/preparation needed: A shoe box (to hold the materials) A paper mat (to make the fossils on) Suggested technology: Internet access to revisit PREZI presentations


*denotes a required field Zip lock baggie (to hold the clay) 3 pieces of clay (to present sediment and sedimentary rock layers) Soft and hard natural objects: (to represent organisms) Reflection (Questions to stimulate reflection on the process of teaching with primary sources for the implementing teacher not for completion by the lesson developer) Teacher learning: How did my students respond? What would I do differently next time? What would I keep the same? How will I use primary sources in the future? Attachments (Attach o r embed worksheets and additional documents below) A. Prior Knowledge Piece Working as a science team students will fill out this T chart to record and share their prior knowledge. The left side is to be filled out by each individual student. The right side is to be filled out as the team shares what they knew with each other. This will be followed by a class share out which is recorded by the teacher on a wall chart. This is What I Know! This is what my team Members Know!


*denotes a required field B. Class Fossils Investigation Each student team will be given a tray containing a variety of different fossils. Using the knowledge about fossils th at has been developed in Lesson 1 and Lesson 2 they will categorize the fossils as being a cast or mold fossil. The teacher will visit each team to discuss their decisions regarding their fossils. C. The Mold Fossil Activity Student directions: Explore the materials provided with your t eam and design an activity where other students will experience how a mold fossil is formed so that they really understand the process that happens in nature. When you are satisfied with your activity write clear steps on how to make a mold fossil. Illustrations may be part of your directions and would really help younger students. 1. What scientific questions would you like the students asking while doing your activity? 2. What scientific observations would you like the students to make about their mold fossils as they are making them? 3. What are some key understandings that you would like the students to have about mold fossils at the end of this activity? D. Peer Review Reflection How to Write a Peer Review Reflection? Writing your reflection: Date your reflection. Copy the title and the prompt for your reflection. Answer the prompt sharing your thoughts and ideas in at least 7 well written sentences. How to respond to a peer? Read your peer's reflection. Write a sentence about something you found interesting in their reflection. Write a sentence telling them new information. Ask a science question that connects to the topic of the prompt. Sign your name and return the reflection to your peer. Title: Mold Fossils Prompt: Please describe the process that must take place for a mold fossil to occur in nature. E. Article First for Fossils: amber trove of colored feathers by David Perlman San Francisco Chronicle (Attached Below)


*denotes a required field F. Fossil Quiz Answer each of these questions completely. Be sure to read the questions carefully. 1. Describe what a fossil is. 2. List the names of the 7 different types of fossils and describe their special characteristics 3. What are three types of information about the past that a scientist can learn from studying fossils? 4. What are some methods that scientists use to date a fossil? 5. What are the reasons that the fossil record is incomplete? 6. What is the difference between a Mold Fossil and a Cast Fossil? 7. What is the Geological Timescale? 8. Tell me about something you found to be really i nteresting about fossils.