Student Teaching UbD Unit Design Template

Student Name: Anne Schuerger Intended Grade Level of Unit: 3rd

Theme of Unit : Fossils Content Area: Science

Classroom Demographics: 10 culturally diverse students, 4 girls and 6 boys. Two ELL students. One student with
Tourette’s syndrome and one student with an auditory processing disorder.

Alaska Content Standards:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Geography F2 Compare, contrast, and predict how places and regions change with time.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Alaska Cultural Standards:
E.2. Understand the ecology and geography of the bioregion they inhabit.
Transfer Goal(s) - Unpacked Standards:
Students can investigate and describe how fossils are formed.
Students can use fossil evidence to interpret how organisms lived.
Students can use fossil evidence to interpret how environments have changed.
BIG IDEA of the Unit:
The Earth changes over time

STAGE 1 – Essential Questions and Enduring Understandings (Bank of EUs and EQs for Unit)
Enduring Understanding(s) Essential Questions to be Considered:
Students will understand that….

• Fossils are formed under certain conditions. • What conditions cause a fossil to form?

• Fossils provide evidence about organisms and their • What can fossils tell us about Earth’s history?
environments.

• Environmental changes affect the organisms that live • What happens to organisms when their
there. environment changes?

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STAGE ONE: (Bank of Objectives for Unit) STAGE TWO: (Bank of Assessments for Unit)
Objectives/Learning Targets: Knowledge & Skills Assessments: Sources of Evidence of Learning
___________________________ ____________________________
(Objective bank here) (Assessment bank here)
K - There are four main ways that fossils are formed. • Students _ill out Types of Fossils graphic
S - Students can compare and distinguish between the organizer. (Formative/Performance)
different types of fossils. • Students locate and identify the four types
of fossils in illustrations. (Summative/
Performance)

K - Fossils are formed when organisms die and their remains • Students write captions for illustrations of
are preserved in the Earth. how a fossil is formed. (Formative/
S - Students can describe what a fossil is and how it is formed. Performance)
• Students create a layer representation of
fossil formation. (Summative/Performance)
K - The oldest fossils are found in deeper layers of the Earth.
S - Students can demonstrate how fossils are formed and • Students create a diagram to record their
determine the relative age of a fossil depending on its fossil layers. (Formative/Performance)
location in the Earth. • Students can identify which fossils in their
layer representation are the oldest.
(Summative/Performance)
K - Paleontologists use the geologic timescale to determine
how old fossils are. • Students discuss video of geologic time
S - Students can create a representation of the geologic scale. (Formative)
timescale. • Students label their diagram with the three
main eras of the geologic timescale.
(Summative/Performance)
K - Fossils provide evidence about the types of organisms that
lived long ago. • Students discuss Mystery Science How Do
S - Students can use fossil evidence to make claims about an We Know What Dinosaurs looked like? video
how an organism lived. (Formative)
• Students complete Fossil Comparison
activity. (Formative/Performance)
• Students label types of animals in Fossil Dig
Activity and provide evidence. (Summative/
Performance)
K - Fossils provide evidence about the environment long ago
S- Students can use fossil evidence to make claims about how • Students discuss similarities between the
an environment has changed. animals in Layer A and B of the Fossil Dig
Activity. (Formative)
• Students sort mystery fossils and decide
which layer they belong in. (Formative/
Performance)
• Students discuss Thunderfeet and
Mammoths on the Move. (Formative)
• Students draw or write about environmental
changes from the time of hadrosaurs, woolly
mammoths, and present day humans.
K - Many different types of fossils have been found in (Summative/Performance)
Southeast Alaska.
S - Students can apply their understanding of fossils to make • Students research to _ill out fossil fact sheet.
claims about organisms that once lived in Southeast Alaska. (Formative/Performance)
• Students create a fossil pro_ile with their

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STAGE TWO: Culminating Performance Task
Culminating Performance Task
We have learned about what fossils are and how they are formed. We have compared and contrasted the
different types of fossils. We have created a fossil layer representation and discovered how fossils become
preserved and trapped in the Earth. We have used the geological timescale to assess the age of fossils and
we have compared fossil traits depending on their age. We have learned how to use information from
fossils to interpret how organisms had lived and how their environments were different from today. Now
we are going to put together all we have discovered that fossils can tell us. You will choose a fossil that has
been found in Southeast Alaska. You will assess and research it and create a fossil report. Your report will
include what organism it is,, how old it is, what geologic era it is from, where it was found, what type of
fossil it is, how the organism lived, and how their environment is similar or different from Southeast
Alaska today.
STAGE THREE: Learning for Understanding/ Instructional Activities
Pre-Requisites for the entire unit: What are the prior knowledge and skills students have to have in place
before starting this Unit of Study?
Unit Overview/Introduction/Main Hook (Make a connection with students’ backgrounds using an authentic
situation
Teacher asks students: What do you know about fossils? Students brainstorm a list of what they already know/
think they know. Teacher writes students’ ideas on the white board.
Action/ Mini-hook for each Process: Speci_ic strategies
Lesson lesson: Teacher does/ Student Does to accommodate speci_ic
connection to prior Product: student variability/
learning/knowledge Assessment/ Evidence of Learning accommodate all learners
Lesson closure
Materials for lesson #1: White board, marker, overhead projector, Mystery Science Fossil Videos #1 and #2, Types
of Fossils slideshow, copies of Types of Fossils graphic organizer, scissors, glue, pencils, colored pencils, white
board, dry erase markers, variety of fossil books, sticky notes

Objectives and Essential Questions for lesson #1:

Students can describe what a fossil is and how it is formed.
Students can compare and distinguish between the different types of fossils.
• What conditions cause a fossil to be formed?

Standards/Content areas covered in lesson #1:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3
Lesson 1 Teacher tells students Teacher begins Types of Fossils Slideshow. Visual/Auditory/
that they are going to Teacher has a student read each slide. Slide Kinesthetic/Tactile
What are began a science unit 2: Teacher clari^ies the de^inition of “fossils”.
Strategies:
fossils? about fossils. Have Slide 3: Teacher clari^ies the de^inition of • Visual aids: videos,
students compare “organisms”. slideshow with images,
what they already
graphic organizer,
know about fossils to Teacher tells students that they are going to
the video. Teacher learn about the different kinds of fossils, books with
plays video, pausing some are real parts of an organism like shark illustrations
for discussion: teeth and some are only imprints or molds • Auditory aids: Videos,
that the organisms made in the Earth. discussion
https:// • Tactile: graphic
mysteryscience.com/ Teacher hands out Types of Fossils graphic organizer
animals/mystery-1/ organizer.
habitats-fossils- Reading/Writing/
environments-over- Students cut each circle out and glue the Listening/Speaking
time/379Teacher centers together. Strategies:
• Listening: Videos,
Video 1 Teacher asks Teacher continues slideshow, having a
slideshow
students: What do you student read each slide. Teacher elaborates
think on necessary vocabulary: trace, burrow, • Speaking: Discussion,
Doug found? sediment, impression, decay, dissolve, image search
minerals, 3D. • Reading: Slideshow
Video 2 Teacher asks: • Writing: Graphic
What other fossils Students provide a de^inition of each type of Organizer
might Doug ^ind? fossil in their graphic organizer
Multiple Intelligences:
Teacher asks students: Assessment: Students ^ill in Types of Fossils • Spacial, logical,
Have you ever seen a Graphic Organizer interpersonal
fossil?
Did it look like the Students break into groups of 2 or 3. Teacher UDL:
shark tooth or was it gives each student a different fossil book.
• Activate background
more of an imprint Students work together to search for an
like the shells found in example of each type of fossil in their book. knowledge
the quarry? • Clarify vocabulary
Teacher supports students as they search. • Students find their own
Students mark each type of fossil in their examples of fossil types
book with a color coded sticky note.

Assessment: Students use sticky notes to

mark types of fossils they identify in books.

Teacher reminds students that fossils form in

different ways and under different
conditions. Tell students that identifying the
type of fossil is one way we can learn about
what happened to organisms and their
environments.

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Materials for lesson #2: Overhead projector, video How an Ammonite Fossil is Formed, copies of Fossils by
Scholastic pages 14, 15, and 16, pencils, clear cups, three colors of jello, water, three types of candy, observation
sheets, pencils, colored pencils.

Objectives and Essential Questions for lesson #2:

Students can describe what a fossil is and how it is formed.
Students can demonstrate how fossils are formed and determine the relative age of a fossil depending on its
location in the Earth.
• What conditions cause a fossil to be formed?

Content areas covered in lesson (from standards) #2:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

5
Lesson 2 Teacher reminds Teacher reminds students that there are Visual/Auditory/
students of the speci^ic conditions that must occur for fossils Kinesthetic/Tactile
How are different types of to form. Not every organism that dies Strategies:
fossils fossils. Teacher tells becomes a fossils. • Visual aids: video,
made? students to see if they illustrations, fossil
can determine what Teacher hands out copies of Fossils pages 14
formation
type of fossil the and 15. Students volunteer to read
ammonite will paragraphs aloud. representation
become. • Auditory aids: Video,
Teacher plays video, Teacher tells students that they are going to discussion
pausing for use this information to create our own • Tactile: Observation
discussion: description of how fossils can form. diagram
Teacher hands out copies of Fossils - page 16.
https:// As a class, students discuss and write Reading/Writing/
www.youtube.com/ captions to go with images on page 16 to Listening/Speaking
watch? describe how fossils are formed and covered Strategies:
v=4WljOabDTrs with layers of sedimentary rock. • Listening: Video
• Speaking: Discussion,
Teacher asks students: Assessment: Students write captions for
partner work
What happened for illustrations of how a fossil is formed.
this organism to turn • Reading: in pairs, text
into a fossil? Teacher tells students that they are going to excerpt
Why aren’t fossils create their own representation of how • Writing: Observation
found everywhere? fossils form within layers of sedimentary sheet
rock. Teacher explains that candy will be the
fossils and jello will be the sediment. Teacher Multiple Intelligences:
hands observation sheets. Students draw • Spacial, logical,
their cup. interpersonal
Students place a candy in a clear cup. UDL:
Teacher pours red jello over it. • Activate background
Students draw and label their ^irst layer.
knowledge
Wait two hours. Students place a candy in
their cup. Teacher pours orange jello over it. • Clarify vocabulary
Students draw and label their second layer. • Students choose
Wait two hours. Students place a candy in “organisms” for fossil
their cup. Teacher pours yellow jello over it. formation representation
Students draw and label their third layer.

Assessment: Students create a layer

representation of fossil formation and create
a diagram to record their fossil layers

Teacher reminds students that fossils form

over long periods of time. Tell students that
the layers of rock that fossils are in can help
us determine what happen to the organisms
and their environment.

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Materials for lesson #3: Projector with access to https://www.youtube.com/watch?v=95kKIcygFOA&t=15s,
https://www.youtube.com/watch?v=M8V_glRW1hA&t=1s, Fossils book page 23, copies of Fossils pages 24 and
25, student fossil layer representations, student observation sheets, pencils

Objectives and Essential Questions for lesson #3:

Students can demonstrate how fossils are formed and determine the relative age of a fossil depending on its
location in the Earth.
Students can create a representation of the geologic timescale.
• What can fossils tell us about Earth’s history?

Content areas covered in lesson (from standards) #3:

Geography F2 Compare, contrast, and predict how places and regions change with time.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

7
Lesson 3 Teacher reminds Teacher asks students to get our their fossil Visual/Auditory/
students that fossils layer diagram/observation sheet. Teacher Kinesthetic/Tactile
How old are covered in layers asks students which of their fossils is the Strategies:
are of sediment. Teacher oldest? Which died ^irst? • Visual aids: video,
fossils? tells students to look illustrations, fossil
for layers of Assessment: Students determine which
formation
sedimentary rock in “fossil” is the oldest and the youngest in their
the video. Teacher representation depending on its location and representation
plays video, pausing time placed in the jello. • Auditory aids: Video,
for discussion: discussion
Teacher reminds students that the jello • Tactile: Observation
https:// represents layers of sedimentary rock which diagram
www.youtube.com/ takes millions of years to form. If fossils are
watch? millions of years old, how old is the Earth? Reading/Writing/
v=95kKIcygFOA&t=15 Teacher plays video, pausing for discussion: Listening/Speaking
s https://www.youtube.com/watch? Strategies:
v=M8V_glRW1hA&t=1s • Listening: Video
Teacher asks students: • Speaking: Discussion,
Which organism died Teacher asks students: how can we use our
partner work
^irst? Which fossil is knowledge of how sedimentary rock forms in
the oldest? layers to ^ind out how old fossils are? • Reading: in pairs, text
excerpt
Teacher reads Fossils page 23. Teacher • Writing: Observation
clari^ies vocabulary: paleontologist, sheet
geological timescale.
Multiple Intelligences:
Teacher hands our copies of Fossils pages 24 • Spacial, logical,
and 25. Students take turns reading as a interpersonal
class.
Teacher asks students: What are the 3 eras? UDL:
Which era is the oldest? • Activate background
Students discuss which era is the oldest and
knowledge
which is the most recent in the diagram on
page 25. • Clarify vocabulary

Teacher asks students: Which layer of your

jello fossil is the oldest?
Students label their diagram of their fossil
representation with the three geologic eras.

Assessment: Students identify which fossils

in their layer representation are from which
era of the geologic timescale.

Teacher asks students: If you were a

paleontologist digging for fossils what are
you going to uncover ^irst? Students
“excavate” their fossils out of their jello.

Teacher reminds students that fossils get

trapped in the Earth’s layers as time passes
and the Earth changes. Determining the
relative age of a fossil can tell us what
happened to the organisms and their
environment.

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Materials for lesson #4: Projector with access to Mystery Science Fossil videos, white board and markers, Fossil
Comparison pages 1 and 2, copies of Fossil Comparison activity pages 3 and 4, pencils, copies of Fossil Dig activity
and Evidence Sheet.

Objectives and Essential Questions for lesson #4:

Students can use fossil evidence to make claims about an organisms lifestyle
• What can fossils tell us about Earth’s history?

Content areas covered in lesson (from standards) #4:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

9
Lesson 4 Teacher reminds Teacher plays video https:// Visual/Auditory/
students that fossil mysteryscience.com/animals/mystery-2/ Kinesthetic/Tactile
What can can tell us about fossil-evidence-classi^ication/32#slide- Strategies:
fossils tell organisms that used to id-554 • Visual aids: video,
us about exist. When Doug illustrations
animals? found the shark tooth After video 1 Teacher asks: Why do you think
• Auditory aids: Video,
he was able to scientists decided the outside of a dinosaur
compare it to sharks looks like a scaly lizard instead of a furry or discussion
today, but what if a feathered animal?
fossil doesn’t look like
Students discuss. Reading/Writing/
any animals we still Listening/Speaking
have today? How do After video 2 Teacher asks: Do you think that Strategies:
we know what these skulls are more like a furry mammal or • Listening: Video
dinosaurs looked like?a scaly reptile? Why do you think that? • Speaking: Discussion,
Students discuss. partner work
Teacher tells students • Writing: Fossil Dig
to consider this After video 3 Teacher asks: What part of the evidence
question as they watch dinosaurs body do you think this fossil is
the videos. from? Students discuss. Teacher asks
Multiple Intelligences:
students to think of all the reasons scientists
think dinosaurs looked like lizards. Teacher • Spacial, logical,
records on white board. interpersonal

After video 4 Teacher asks: What are the UDL:

three types of diets that animals can have? • Activate background
Teacher records on white board. What kind knowledge
of diet do we have? Students discuss. • Clarify vocabulary

As a class students discuss Fossil

Comparison activity pages 1 and 2.
Students work in pairs to complete Fossil
Comparison activity pages 3 and 4.

Assessment: Students work in pairs to

complete Fossil Comparison activity pages 3
and 4.

As a class discuss student answers to Fossil

Comparison activity.
Teacher hands out Fossil Dig activity and
Evidence sheets. Teacher tells students to
use their knowledge of mammals and
reptiles to determine what each animal
skeleton is from using at least one form of
evidence.
Students label animals in Fossil Dig activity
providing evidence for their claims.

Assessment: Students complete Fossil Dig

activity providing evidence for their claims.

Teacher reminds students that fossils can tell

us what organisms looked like and how they
lived, we can compare extinct organisms to
ones still alive today.

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Materials for lesson #5: Projector with access to https://mysteryscience.com/animals/mystery-1/habitats-
fossils-environments-over-time/379#slide-id-6315, previous Fossil Dig sheets, copies of Mystery Fossils,
scissors, glue, colored pencils, Thunderfeet by Shelly Gill, Mammoths on the Move by Lisa Wheeler, copies of
timeline comparison sheet
Objectives and Essential Questions for lesson #5:
Students can use fossil evidence to make claims about changes to the environment
• What happens to organisms when their environment changes?

Content areas covered in lesson (from standards) #5:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Geography F2 Compare, contrast, and predict how places and regions change with time.

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Lesson 5 Teacher goes over the Teacher asks students what similarities they Visual/Auditory/
Fossil Dig labeling see between the animals in layer A? Layer B? Kinesthetic/Tactile
What can activity discussing Teacher tells students to consider these Strategies:
fossils tell what animal each similarities when sorting mystery fossils. • Visual aids: videos,
us about fossil is from. Students book
the Earth? discuss their claims Students work in pairs to cut, sort, and glue
• Auditory aids: Video,
and their evidence for mystery fossils onto their Fossil Dig sheet,
it. deciding which layer they belong in. discussion
• Tactile aids: Fossil
Teacher reminds Assessment: Students sort mystery fossils sorting
students that we can and glue them onto their Fossil Dig activity.
use similarities and Reading/Writing/
differences to Teacher asks students: What clues could Listening/Speaking
compare fossils. ^inding all these ocean animals give us about Strategies:
Teacher tells students what Illinois has looked like over time? • Listening: Video, read
to consider Teacher leads students in discussion about aloud
similarities when the environmental changes in Illinois. • Speaking: Discussion,
watching the video. partner work
Teacher plays video: Teacher tells students to consider how the
• Writing: Fossil sort,
environment has changed in other parts of
https:// the world when watching the video. response to reading
mysteryscience.com/
animals/mystery-1/ Teacher plays video 5. Teacher asks students: Multiple Intelligences:
habitats-fossils- Do you think that Alaska’s environment has • Spacial, logical,
environments-over- changed over time? Teacher tells students interpersonal
time/379#slide- that we are going to read about animals that
id-6315 lived in Alaska long ago. Teacher tells UDL:
students to consider similarities and • Activate background
differences between Alaska then and Alaska knowledge
now. • Clarify vocabulary
Teacher reads Thunderfeet pausing for
students to draw or write about Alaska’s
environment during the time of the
hadrosaur. Teacher pauses after dinosaurs
die. Teacher switches and reads Mammoths
on the Move pausing for students to draw or
write about Alaska’s environment during the
time of the woolly mammoths. Teacher goes
back and ^inished Thunderfeet. Students
write or draw about Alaska’s environment
today.

Assessment: Students write or draw how

Alaska’s environment has changed between
the time of dinosaurs, mammoths, and now.

Teacher reminds students that environments

change over time and that fossils can tell us
about how environments used to be
different.

12
Materials for lesson #6: Article https://news.uaf.edu/new-thalattosaur-species-discovered-in-southeast-alaska/
#:~:text=Scientists%20found%20the%20fossil%20in,
%E2%80%94%20dinosaurs%20%E2%80%94%20were%20^irst%20emerging., copies of Top 12 Fossils of
Tongass National Forest, copies of Fossil Fact Sheet, information locator sheet, variety of fossil books,
chromebooks, pencils, regular lined paper, nice lined paper, large colored paper, copies of Fossil report
instructions

Objectives and Essential Questions for lesson #6:

Students can apply their understanding of fossils to make claims about organisms that once lived in Southeast
Alaska
• What happens to organisms when their environment changes?

Content areas covered in lesson (from standards) #6:

Science 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organism and the
environments in which they lived long ago.
Geography F2 Compare, contrast, and predict how places and regions change with time.
Reading 3.RI.7 Use information gained from illustrations (e.g., maps, photographs), and the words in a
text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

13
Lesson 6 Teacher tells students Teacher has students choose a fossil from the Visual/Auditory/
that we can use fossils Top 12 Fossils of Southeast Alaska. Teacher Kinesthetic/Tactile
What can found in Southeast gives student the fossil sheet, information Strategies:
fossils tell Alaska to tell us about sheet, and fossil report instruction sheet. • Visual aids: article,
us about what kind of animals example report, fossil
Southeast used to live here and Teacher hands out Fossil Fact Sheet.
fact sheet
Alaska? what their Students use their fossil sheet and
environment was like. information sheet to ^ill out their fossil fact • Auditory aids:
Teacher reads article sheet. Students can research facts not found discussion
to students: in books using kiddle.co.

https://news.uaf.edu/ Assessment: Students ^ill out fossil fact sheet. Reading/Writing/

new-thalattosaur- Listening/Speaking
species-discovered-in- Teacher tells students that they are going to Strategies:
southeast-alaska/ use their fact sheet to write a fossil report. • Listening: Article read
#:~:text=Scientists%2 Teacher tells students to use full sentences, aloud
0found%20the%20fos capitalization, punctuation, and organization. • Speaking: Discussion,
sil%20in, Students write fossil report draft using their sharing report
%E2%80%94%20din fossil facts.
• Writing: Fossil
osaurs%20%E2%80
%94%20were%20^irs Teacher approves and edits fossil report research, report
t%20emerging. draft. Teacher gives students nice lined paper
for them to copy their report to. Multiple Intelligences:
Teacher tells students • Spacial, logical,
that many different Students choose one image of their fossil interpersonal
types of fossils have from their fossil sheet to cut out. Teacher
been found in helps students search online for a picture of UDL:
Southeast Alaska. what their organisms looked like when it was • Activate background
alive. Teacher prints out one image for each knowledge
Teacher asks students student. • Clarify vocabulary
what information
might they be able to Students glue their fossil title, written fossil
tell us? report, fossil image, and organism image to a
large piece of colored paper.

Assessment: Students create a fossil report.

Students share their fossil report with their

classmates and locate where it was found on
a large map of Southeast Alaska projected at
the front of the room.
Unit Closure:
Discuss the enduring understandings and have students identify which part of their fossil report shows that they
reached each understanding. Have students share their fossil report with the class. Have students place their
fossil report on a large map of Southeast Alaska depending on their fossil’s discovery location.

Cultural Capital: Discuss how this Unit increases your students’ access to “Cultural Capital.”
This unit asks students to consider how the Earth changes over time. Students explore fossil evidence to
help them consider how the Earth has changed over time and the effect that environmental changes
have on the organisms living there. Students explore how Alaska’s environment has changed over time
and even more speci^ically, how Southeast Alaska’s environment has changed. By including student’s
physical location in their research students are more likely to make connections and develop an
appreciation and knowledge of the bioregion they live inhabit.

14
Lesson #4

Assessment: Students complete Fossil Comparison activity sheets.

Assessment: Students complete Fossil Dig activity providing evidence for their claims.

Lesson #5
16
Assessment: Students sort mystery fossils and glue them onto their Fossil Dig activity.

Assessment: Students write or draw how Alaska’s environment has changed between the time of dinosaurs,
mammoths, and now.

Lesson #6
Assessment: Students ^ill out fossil fact sheet.

17
Assessment: Students create a fossil report.

18