Embedded Files
Unit overview
This unit is about fossils and rock layers we can see and find around Albuquerque and all over the world. Did you know that marine fossils can be found at the top of the Sandia Mountains?!! How and when did they get there, and how can we "read" the history of the Sandia Mountains in the layers of rocks we find?
Use this CALENDAR to write in your agenda each MONDAY!!!
If you need a RETAKE or if you REVISED to make something better, please fill out the FORM in Google Classroom!
Do NOW
Do NOW
Start here each day
You will be able to see the slides for each day of the week. Start class by getting your materials out (Agenda, pencil, notebook, Chromebook), and then spend 5 minutes doing the DO NOW in the BACK OF YOUR NOTEBOOK (work from back to front)!!!
***Work on a scrap paper until we get our notebooks--then we will glue this work into our INB!!!***
Week 1 (January 7-10)
Week 1 (January 7-10)
This week, we will see what we already know about fossils and the timeline of Earth's history, and we will create investigative questions to guide our learning over this unit.
Learning/language goals: I can ask investigative questions about a science phenomenon, and I can create a model to show an order of events.
Learning Reflection 1: Add a photo of ONE THING you made or did this week to the FIRST photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary term "model".
Science + Engineering Practice: Asking Questions
Cross Cutting Concept: Scale and scale models
Vocabulary:
Model: A helpful tool that lets scientists explore and understand complex things without having to build or take apart the real thing!
Imagine you want to understand how a car engine works. It's got lots of parts and it's hard to see what's happening inside. A scientific model is like a simpler version of that engine. It could be:
A diagram: A drawing that shows how the parts fit together.
A 3D model: A toy car engine where you can see how the pistons move.
A computer simulation: A program that shows how the engine runs on a screen.
These models help scientists:
Understand how things work: They can see how the parts connect and how the engine moves.
Make predictions: They can use the model to figure out what might happen if they change something in the real engine.
Tuesday January 7: Winter Break timelines
Tuesday January 7: Winter Break timelines
Do Now: List all the activities you did over winter break! Write/draw for 5 full minutes!
Moment of silence: Turn your LIST of activities during break into a TIMELINE!!!
Group Work:Use the LARGER paper at your table to create a TIMELINE of activities for the WHOLE TABLE
What information might make it easier to put everything in order?
What are different ways to create a timeline? How can we show the order of events in different ways?
Gallery Walk: Walk around and look at the timelines around the room. Be ready to share out loud with the class.
Walk around and find:
Which timelines are the BEST and WHY?
What was SIMILAR and what was DIFFERENT between the best timeline and your timeline?
Moment of Silence: Does a timeline count as a model?
"Modeling is the practice of representing phenomena (processes or events) to explain what is occurring or predict what will happen. Modeling shows what can’t be seen. Models also may show time passing." --Erin Sadler
Musical Shares: Walk around and share your answer with someone NEW whenever the music stops! See if you can convince the other person of your point of view if you disagree!
***Take ONE PHOTO of your timeline, your group's timeline, or your favorite timeline with your Chromebook before packing up***
Wednesday January 8: Fossils Notice + Wonder
Wednesday January 8: Fossils Notice + Wonder
Do Now: Create a Notice/Wonder chart titled "Fossils", and write at least 3 things you know about fossils, and 3 questions you woner about them.
Campfire Discussion: Add to your notice/wonder chart as you explore the fossils at your table.
Fill in the Blank Reading: Add to your notice/wonder chart as we read the article (linked here and handed out in class)
Think-Pair-Share (Shout It Out): Add to your notice/wonder chart as you investigate the map and list of fossils which could be found in each part of the map
Thursday (+ Friday if you need extra time) January 9: Asking Questions about Fossils + Science portfolio + Learning Reflection 1
Thursday (+ Friday if you need extra time) January 9: Asking Questions about Fossils + Science portfolio + Learning Reflection 1
Do Now: Choose ONE of the questions/wonders you wrote, and list at least 3 things you'll need to research or learn in order to answer it well.
Silent Appointment: Share your question and list with another student.
Moment of Silence: Follow the instructions in the Google Doc to the left (also printed in class at each table) OR in the video to make a copy of a science learning portfolio.
Peer Check: On the "My Projects and Research" page, type your question and your list of things you'll really need to research, investigate or understand in order to answer your question well. Add a photo that represents what you are interested in learning. When you are DONE, show your website to the people (peers) at your table and make sure everyone has added their question.
Moment of Silence: Now that you are done making your website, it is time to do your first "Learning Reflection" which is a graded assignment!!! Please follow the directions in the "Learning Reflection: Rock Files Week 1" assignment in Google Classroom.
Home Page Creative Time: Now you can make your HOME PAGE your own! Finish typing your responses in the "about me" section, add a photo of yourself or something you're really interested in, and then try adding some things at the bottom of the website to make it more interesting (still school appropriate, though)!!!
Friday January10: SUB DAY: Pre-test + Science Portfolio Home page!
Friday January10: SUB DAY: Pre-test + Science Portfolio Home page!
Moment of Silence: After the Bell Work is done, complete your Pre-Test SILENTLY. I've asked the sub to write down the names of students who are talking during this time, so I can remind families that talking during a test "looks like" cheating and is not allowed.
Group Work: When you are done, here is the list of things to complete:
Learning Reflection #1 (GRADED, DUE TODAY!!!!): We started this yesterday, and it is assigned in Google Classroom, along with all instructions and an example.
Home Page design and explanations: On your Science Portfolio (go to "Google Sites", then find the site you made with your name and period):
complete the prompts at the top of the page
add images to the bottom of the page
find videos about fossils and geology and add them to your home page
Add photos of any cool work you did (you can download your Canva designs or take photos of your work if it's displayed on my white board)
Use Canva to design a HEADER that looks awesome, and add it to the top of your page.
Week 2 (January 13-17)
Week 2 (January 13-17)
This week, we will start looking into our Essential Question for the week: How are fossils formed? We will take guided notes from a video and from the book, then use those notes to make hypotheses about the fossils we have in class and then make a MODEL of how that fossil was made!
Learning/language goals: I can create a model to explain a hypothesis about how fossils are formed.
NGSS Standard - MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Learning Reflection 2: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Stability and change
Vocabulary:
cast fossil
mold fossil
trace fossil
petrified wood
original remains
sedimentation
compaction
fossilization
Monday January 13: how are fossils formed?
Monday January 13: how are fossils formed?
Do Now: DRAW a picture of a fossil, and WRITE a hypothesis about how you think it could have formed!
Mind Map: Copy the mind map example here (or create your own) and take NOTES from pages 287-293 in the text book (by the teacher demonstration desk). You may work in pairs on this!!
Questions on page 293: Answer the questions on page 293 with your whole table group (if you want to type them, you can use the Google Doc in Google Classroom--make sure you share it with everyone in your group if you work together!). ***ONE of these questions will be on the Standards Mastery Ticket at the end of the week!***
***Take ONE PHOTO or screenshot of your mind map or answers before packing up***
Tuesday January 14: What does the rock cycle have to do with fossil formation?
Tuesday January 14: What does the rock cycle have to do with fossil formation?
Do Now: Draw a model of the rock cycle.
Research one fossil:
Age (how old are those fossils?)
Type of fossil: Cast/mold fossil, trace fossil, petrified wood, original remains)
What environment did it live in (ocean, lake, river, forest, desert...)
***Take ONE PHOTO or screenshot of your work before packing up***
Wednesday January 15: A FOSSILIZATION MODEL
Wednesday January 15: A FOSSILIZATION MODEL
Do Now: Draw a model of the formation of SEDIMENTARY ROCKS and FOSSILS. Use the following terms: fossilization (replacing organic materials with other minerals), sedimentation (the settling of sediments into layers), weathering/erosion (breaking down rock into smaller particles/sediments), and sediments (particles of rocks and organic materials).
Organize fossil specimens by TYPE:
Cast/mold fossil
trace fossil
petrified wood
original remains
Prepare Interactive NOTEBOOK:
NUMBER all pages (1-100)
Glue eah handout page in, starting on page 2-3 for the table of contents
***Take ONE PHOTO or screenshot of your work before packing up***
thursday January 16: fossil formation models (page 14-15)
thursday January 16: fossil formation models (page 14-15)
Do Now (p. 14): Use the model to the left to describe how coprolites are formed (write the STORY the model shows).
Create an example model (hands-on, 3D) of each type of fossil using the materials provided. THEN draw a model that shows how you made it.:
cast fossil (leaves, trilobites, shells)
mold fossil (insect wings, tree bark, shells)
trace fossil (tracks, coprolites, nests, worm trails, chew marks on leaves)
petrified wood
original remains (insect trapped in amber, shark teeth, dinosaur skull, mammoth remains in permafrost)
***Take ONE PHOTO or screenshot of your work before packing up***
Friday January 17 (page 16): STandard mastery Ticket #1, Learning Reflection #2
Friday January 17 (page 16): STandard mastery Ticket #1, Learning Reflection #2
DO NOW PAGE 17: Write how CONFIDENT you would feel if we had a TEST about fossil formation right now! What BEHAVIORS have you engaged in that might make you MORE confident? What have you done (or not done) that makes you feel LESS confident?
Complete your SECOND Learning Reflection (GRADED, DUE TODAY!!!!): This is assigned in Google Classroom, along with all instructions and an example.
Complete Standard Mastery Ticket #1: MS-ESS2-1: Fossil Formation
When you are done, choose ONE of the following:
Missing or redo work: Remember to submit a regrade request after you add a screenshot of your revised or completed work to the assignment in Google Classroom!
Home Page design and explanations: On your Science Portfolio (go to "Google Sites", then find the site you made with your name and period):
complete the prompts at the top of the page
add images to the bottom of the page
find videos about fossils and geology and add them to your home page
Add photos of any cool work you did (you can download your Canva designs or take photos of your work if it's displayed on my white board)
Use Canva to design a HEADER that looks awesome, and add it to the top of your page.
Independent Project: Start researching your independent project answer it on your website, on the "Independent Projects" page of your science portfolio website!!! Make sure you include:
A Model you made to help explain or figure out the answer to your question
The vocabulary we've learned
Images and videos that explain OR show why your question is interesting
Any INVESTIGATIONS or EXPERIMENTS you did to try to learn more
Quotes from experts OR articles and videos you used to answer your question
SMT1
Week 3: January 21-24
Week 3: January 21-24
This week, we will revise and correct our learning about our Essential Question for the week: How are fossils formed? We will simulate how sediments move in rivers and lakes, create our own cast and mold fossils, and be introduced to "The Great Unconformity", which we can see just outside of Albuquerque! This week, there is a LOT of time to correct or revise work, so use your time wisely!
Learning/language goals: I can create a model to explain the formation of fossils in sedimentary rock, and I can use that model to explain a SEQUENCE of events in layers of rock.
NGSS Standard - MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
Learning Reflection 3: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Stability and change
Vocabulary:
Tuesday, January 21
Tuesday, January 21
DO NOW PAGE 17 (below last Friday’s Do Now): Stir the cup at your table to simulate the movement of water in a RIVER. Then stop stirring to simulate a LAKE, and draw a MODEL of what you see happening to the sediments in the simulation.
Error Analysis: SMT1 (TURN IN for an updated grade on the level of your choice)
Get your GRADED SMT1 back from me or the sub (6th period)
Choose the HIGHEST LEVEL that you TRIED but got a ✔️-
Find the ERROR ANALYSIS page for that level, and complete ALL FOUR BOXES.
Try on your own first, then you can ask for help from others at your table or around the room
PUT YOUR NAME on the error analysis and turn it back in WITH YOUR ORIGINAL SMT1 (DO NOT WRITE ON the SMT1 page again!
***If you are done early, work on your Learning Reflections (most people still have a 0 on those, because you didn't do them, OR you didn't attach a screenshot of what you wrote/added to your website each week so far)!! These are in Google Classroom!
SMT Error Analysis - Rock Files.pdfWednesday, January 22
Wednesday, January 22
DO NOW PAGE 19: SKETCH each fossil you see here and LABEL them according to what TYPE of fossil they are (cast, mold, original remains, petrified fossil, trace, or “carbon film”.
1st, 2nd, 5th: Create a MOLD and then a CAST fossil model in 3-dimensions!!! How can we do that?!! Let's brainstorm and then make some!!
4th, 6th, 7th: CHECK the ANNOUNCEMENTS in GOOGLE CLASSROOM AFTER THE DO NOW!!!!
***If we are done early, work on your Learning Reflections, Error Analysis for SMT1, or Independent Project!!!
Thursday, January 23
Thursday, January 23
DO NOW PAGE 20: Draw a MODEL of the layers of rock in the image provided of the grand canyon, and number the layers according to which were formed FIRST, SECOND, THIRD, etc... Then revise after watching this VIDEO.
The Great Unconformity Timeline (page 21): Add the rock layers of the Grand Canyon to the timeline printed in class. Glue it on page 21, and create a Notice/Wonder chart below it. Add AT LEAST ONE notice and one wonder.
When a Billion Years Disappeared (page 21): Add more notices/wonders as you watch the video. Then, make sure you can answer these questions about it, using your N/W chart:
What IS the great unconformity?
How big is the TIME GAP of missing rock layers in the great unconformity in the Grand Canyon?
What do geologists think HAPPENED to create this gap in the layers?
***If you are done early, work on your Learning Reflections, Error Analysis for SMT1, or Independent Project!!!
The Great Unconformity in the Grand CanyonSpanish Great Unconformity in the Grand CanyonFRIDAY, January 24
FRIDAY, January 24
DO NOW (Agenda page 26): Check your science grade (or all of them), and write it in "week 3" in your agenda for Quarter 3. Is there anything you need to revise, retake or redo today?! If so, list it in today's agenda. If not, write that you're working on your independent project.
4th, 6th, 7th: Create a MOLD and then a CAST fossil model in 3-dimensions!!! How can we do that?!! Let's brainstorm and then make some!! While you're waiting, you can also work on the revise/redo/extension work below.
1st, 2nd, 5th: Makeup/Redo day (work on any of the options below)
Makeup/Revise/Regrade options:
Learning Reflections week 1 and week 2 (instructions and examples in Google Classroom; what we did each week is on this webpage for each week)
2. Error Analysis for SMT1 (AFTER you get your error analysis graded with me, you can try an error analysis for ANY OTHER LEVEL to raise your grade for this SMT)
3. Independent Project (Choose ANY question you really want to answer about fossils or rock layers, and then find answers and ideas to help understand it! Add this information and videos/articles to your "Independent Projects" page on your science portfolio website.)
Week 4: January 27-31
Week 4: January 27-31
This week, we will use our scientific knowledge to determine the relative ages of rock layers in order to reconstruct the history of an area (like the Grand Canyon and the Sandia Mountains!).
Learning/language goals: I can create and use models of geologic layers to create a timeline of events in an area of interest.
NGSS Standard - MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Learning Reflection 4: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Stability and change
Vocabulary:
superposition
deposition/sedimentation
fault
cross-cutting relationship
unconformity
relative dating
absolute dating
monday, January 27
monday, January 27
DO NOW PAGE 22: Answer as many questions as you can from the Rock and Fossil Layers worksheet (on the Do Now and printed at your tables).
Three-column notes (page 23): Create a table on page 23 with THREE COLUMNS. TITLE your notes "Relative Dating". Label the columns: "Main Idea", "Details" and "Models". As you watch the video about relative dating, add information to your three-column notes (you should use headphones and PAUSE every so often to have enough time to write notes and draw diagrams).
Your ticket to get clay is your 3-column notes, with at least these "main ideas":
Relative Dating vs Absolute Dating
Original Horizontality
Superposition
Cross-cutting Relationships
Inclusions
Faunal Succession
3D Model: When your notes are done, your challenge is to create a 3D model with your group that demonstrates ONE of the main ideas you learned about in the video--I will display the most correct ones at the front of the class all week! I did an example here (so you can't do Superposition--it's taken!)
Relative Dating
Cross-Cutting
Inclusion
Faunal Succession
BONUS: Unconformity!!
FossilsandRockLayersWorksheetalsoformattedforDigital-2.pdf
Tuesday, January 28
Tuesday, January 28
DO NOW PAGE 23: COMPLETE YOUR THREE COLUMN NOTES, using the video about relative dating!
Three-column notes (page 23): Create a table on page 23 with THREE COLUMNS. TITLE your notes "Relative Dating". Label the columns: "Main Idea", "Details" and "Models". As you watch the video about relative dating, add information to your three-column notes (you should use headphones and PAUSE every so often to have enough time to write notes and draw diagrams).
Your ticket to get clay is your 3-column notes, with at least these "main ideas":
Relative Dating vs Absolute Dating
Original Horizontality
Superposition
Cross-cutting Relationships
Inclusions
Faunal Succession
3D Model: When your notes are done, your challenge is to create a 3D model with your group that demonstrates ONE of the main ideas you learned about in the video--I will display the most correct ones at the front of the class all week! I did an example here (so you can't do Superposition--it's taken!)
Relative Dating
Cross-Cutting
Inclusion
Faunal Succession
BONUS: Unconformity!!
Independent Projects: Work on finding MORE answers to your fossil and rock question! Add LINKS to websites and videos to your website page "Independent Projects", and when you're done, think about what ELSE you wonder after learning what you did. Then, research that! In 1 week, we will start creating a PRODUCT to share with the class that explains one thing you learned.
Wednesday, January 29
Wednesday, January 29
DO NOW PAGE 25: Write the title "Core Sampling" at the top of your page. DRAW or DESCRIBE the CORE SAMPLES in the photos (and at the front of the room). WRITE what you think CORE SAMPLES are.
Rock Record Lab, Day 1: We will work together to reconstruct the history of an area, using CORE SAMPLES from a 3D model with rock layers and fossils. Today and tomorrow, we have 3 handouts to complete in class. These will be glued or stapled onto page 24 when you are done. Resources for today's lab are in the PDF to the RIGHT. I'll upload the HANDOUTS here as students complete them!
Independent Projects: Work on finding MORE answers to your fossil and rock question! Add LINKS to websites and videos to your website page "Independent Projects", and when you're done, think about what ELSE you wonder after learning what you did. Then, research that! In 1 week, we will start creating a PRODUCT to share with the class that explains one thing you learned.
rock record lab resources.pdfthursday, January 30
thursday, January 30
DO NOW PAGE 25: UNDER your core sample models from yesterday, explain what core samples are, and how they can help us tell the story of what happened in an area of the world.
Rock Record Lab, Day 2: Today, complete the LAST PAGE (front and back) of your handout, using the core samples to the RIGHT.
After you create your geologic column, we will check to see if we did it right by looking at the CROSS-SECTION of the play-dough layers.
GLUE this handout onto page 24 when you are done.
Relative Dating Blooket Practice: Complete the Blooket as many times as you need to feel ready for tomorrow's Standard Mastery Ticket! https://play.blooket.com/play?hwId=679b9e6acab485b9e90b341b
Independent Projects: Work on finding MORE answers to your fossil and rock question! Add LINKS to websites and videos to your website page "Independent Projects", and when you're done, think about what ELSE you wonder after learning what you did. Then, research that! In 1 week, we will start creating a PRODUCT to share with the class that explains one thing you learned.
FRIDAY, January 31
FRIDAY, January 31
DO NOW (Agenda p.26): Check your science grade (or all of them), and write it in "week 3" in your agenda for Quarter 3. Is there anything you need to revise, retake or redo today?! If so, list it in today's agenda. If not, write that you're working on your independent project after today's SMT and LR.
Learning Reflection 4
Standard Mastery Ticket 2 (SMT2 - MS-ESS1-4)
Revise + Retakes (From the list you made during the Do Now)
Independent Project (Now assigned in Google Classroom)
Week 5: February 3-7
Week 5: February 3-7
This week, we will put together what we've learned to solve a rock record mystery (the disappearance of an organism from the rock record!). We will create and use a geologic time scale as we solve our mystery. On Monday, we will complete an error analysis to correct last week's Standard Mastery Ticket (SMT2), and this Friday, we will have our last Standard Mastery Ticket of the quarter (SMT3)!
Learning/language goals: I can analyze rock strata and the fossil record to organize events in Earth’s history using the geologic time scale.
NGSS Standard - MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Learning Reflection 5: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Patterns
Vocabulary:
Extinction
Emerge
Geologic Time Scale
Monday, February 3
Monday, February 3
DO NOW (Agenda Monday February 3): Copy your list of makeup work from Friday to today (unless you did it AND got an improved grade on it). GLUE SMT2 onto page 26 when you get it back. GLUE SMT1 on page 16 if you haven't already!
Makeup/Revise/Regrade options:
Learning Reflections 1-4 (instructions and examples in Google Classroom; what we did each week is on this webpage for each week) -- Make sure you added a screenshot of the writing and photo you added to your website!
2. Error Analysis for SMT2 (AFTER you get your error analysis graded with me, you can try an error analysis for ANY OTHER LEVEL to raise your grade for this SMT). I've added some videos to the right to help you...
3. Independent Project: Instructions and a rubric are on Google Classroom now--you can start making your chosen PRODUCT to show what you learned as soon as you've done your research!
Tuesday, February 4
Tuesday, February 4
DO NOW (Page 28): Explain how you think scientists have found out about "mass extinctions". A mass extinction is when a lot of species of animals go extinct (are never found alive or in the fossil record again). List three things you think could have caused mass extinctions in the past, or could in the future.
Rock Record Mystery - Day 1
We will use the slides and handouts to the right to complete our first day of the Rock Record Mystery (Task A and B) today!
Wednesday, February 5
Wednesday, February 5
DO NOW (Add to page 28): How did we use this graph to decide that there was a mass extinction at 250 years ago? Using your model from yesterday (or the key provided in today's instructions at the bottom of the website), what caused the mass extinction 250 million years ago?
Rock Record Mystery - Day 2 --> GLUE ONTO PAGE 29 WHEN YOU ARE DONE!!! We will grade each other's work tomorrow, using a rubric based on the checklist items (instructions) in the packet.
Check and correct Task A: I have provided the key to yesterday's work here. Please make sure your years are correct. If you aren't sure how to find those absolute ages, please STAR them so we can talk about it tomorrow in class.
Complete Task B: Complete the TIMELINE in Task B. Make sure you look at the CHECKLIST in each task's instructions to know what to write. If you need help, there is a document here that you can use to help you--copy some of the information in the "evidence and reasoning" side, and then use it to FILL IN the green blanks on the left side. WRITE THIS ON YOUR OWN HANDOUT, in YOUR OWN WORDS!
Complete Task C: This is only ONE PAGE!!! Your task is to explain the disappearance of ONE species of your choice (from the list provided). Use your work AND/OR the resources to the right to do this!
IF YOU ARE DONE EARLY: Either complete the reflection questions OR work on your independent project. You MAY WORK IN GROUPS OF UP TO 3 for your independent project. Please check with the sub if you wish to move. They can tell you no if things are too rowdy in class.
Kami Export - A Rock Record Mystery What Happened Here.pdfThurdsay, February 6
Thurdsay, February 6
DO NOW (RUBRIC handout, with your group): GRADE my TASK A (on the tables), using the rubric! Check boxes I did correctly, and leave ideas to improve on the left column.
Rock Record Mystery - Peer Grading
Use the Rubric to grade your group's work for Task B. If ANYONE has done the task, you can check it off. If it could be improved, write ideas in the "areas for improvement" section. If NO ONE did that part, write how you could in the "areas for improvement".
Reflection Questions: We will go through the task C reflection questions as a class.
Fossil Art: Use the art supplies in class to make a SCALED DRAWING of ONE OR MORE of the fossils at your table. Make sure you label the back with the NAME of the fossil and the INDEX FOSSIL AGE. I have paper and art supplies for this!
Kami Export - A Rock Record Mystery What Happened Here.pdfFill in the Blank Guided Doc- A Rock Record Mystery What Happened Here.pdfFriday, February 7
Friday, February 7
DO NOW (Whiteboard): GRADE each of these learning reflections using the rubric:
Photo: 1 point
Sentences: 1 point each, up to 3 points
Vocabulary: 1 point (MUST include definition or show understanding)
Learning Reflection 5: Mass Extinctions -- We learned how to READ the geologic time scale this week, using fossils and rock evidence to make CLAIMS using EVIDENCE and REASONING about what could have caused an organism to go extinct. Vocabulary: extinct, evidence, claim, geologic time scale, strata, organism
Fossil Art: Use the art supplies in class to make a SCALED DRAWING of ONE OR MORE of the fossils at your table. Make sure you label the back with the NAME of the fossil and the INDEX FOSSIL AGE. I have paper and art supplies for this!
Week 6: February 10-14
Week 6: February 10-14
This week, we will use what we've learned about how to "read" a rock and fossil record to solve more mysteries. We will see real fossils and create a geologic time scale based on fossil ages and habitats. On Monday, we will have a paletontologist guest speaker from the New Mexico Natural History Museum, and on Thursday we will investigate insects preserved in amber with a paleontology graduate student from the University of New Mexico! Friday, we will take Standard Mastery Ticket #3 and complete Learning Reflection 6.
Learning/language goals: I can analyze rock strata and the fossil record to organize events in Earth’s history using the geologic time scale.
NGSS Standard - MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Learning Reflection 5: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Patterns
Vocabulary:
Mass extinction
Claim
Evidence
Original Remains (amber)
Monday, February 10
Monday, February 10
DO NOW (Page 30): What SKILLS and EXPERIENCE do you think a PALEONTOLOGIST needs?
Guest Speaker: Create a T-Chart with NOTES and WONDERS. Complete your T-Chart as you listen to today's guest speaker!
Tuesday, February 11
Tuesday, February 11
DO NOW (Page 32): DRAW what the world looked like 25 years ago (label your drawing!). Then WRITE the O2 and C02 levels and the length of a day.
Mass Extinction Event Jigsaw (Worksheet - glue tips for math work on page 33)
1. Choose your group/table today (4 to a group)
2. MAKE A COPY of your group's MASS EXTINCTION WORKSHEET and SHARE IT WITH THE WHOLE GROUP AND ME!!!
2. EVERYONE should do step 1 on page 32 or 33: DRAW and LABEL what the Earth looked like at the end of your assigned time period. Then CHOOSE the drawings you want to upload to your shared Google Doc.
3. Group ROLES: CHOOSE who will type, complete the math work, upload photos, and share with the class so EVERYONE participates)
3. TOMORROW, each group will share what they found so we can collect ALL the DATA!
Mass Extinction MathDevonian Extinction Worksheet.docxCretaceous Extinction Worksheet.docxOrdovician Extinction Worksheet.docxTriassic Extinction Worksheet.docxPermian Extinction Worksheet.docxWednesday, February 12
Wednesday, February 12
DO NOW (Page 34): GLUE the mass extinctions graph onto page 34. Then, make a CLAIM using this EVIDENCE!
Mass Extinction Event Jigsaw (Worksheet - glue tips for math work on page 33)
You MUST finish your group's Google Doc today, or I will send a note home to ask you to reflect on how you spend your time (and who you choose to work with) during science.
Thursday, February 13
Thursday, February 13
DO NOW (Page 35): While you watch the clip from Jurassic Park, write any CLAIMS you hear them make!
Insect Original Remains Investigation (page 36-37): We have a guest speaker with an investigation using microscopes to explore insects encased in amber!
At EACH STATION, use the microscope (DO NOT MOVE THE KNOBS!!!) to SKETCH and answer questions about each specimen!
Record which SPECIMEN you are looking at as you work!
Friday, February 14
Friday, February 14
DO NOW (Page 37): Write a CLAIM to answer the question: “What caused the giant insects to go extinct, if they lived from 300mya to 150mya?”
Standard Mastery Ticket #3 (SMT3): Complete your Standard Mastery Ticket on paper. Your grade is equal to the highest level you get completely correct.
Learning Reflection #6 (LR6): Complete your learning reflection for this week on your Science Portfolio. Instructions and an example are in Google Classroom!
Independent Project: Work on your independent project, which is due next Tuesday. Any points you receive from this will be EXTRA CREDIT! You may work on it over the weekend. All instructions and the rubric are in Google Classroom!
SMT3 - Geologic + Fossil Record.pdfWeek 7: February 18-21
Week 7: February 18-21
This week, we will learn more about Earth's 4.6 billion year history, and we will find ways to understand just how many years that is! On Tuesday, we will do an online quiz game that can help reinforce what we've learned AND introduce some new ideas about geologic time. Wednesday, we will create a human geologic time scale in the courtyard, and we will get to choose whether we want to improve our last Standard Mastery Ticket by doing an error analysis. Thursday, we will take our UNIT FINAL and see awesome Independent Projects. Friday, we will have a Unit Final retake day AND we will write our 250-word unit reflection (remember, you can copy and paste some of what you wrote each week in your learning reflections!)
Learning/language goals: I can analyze rock strata and the fossil record to organize events in Earth’s history using the geologic time scale.
NGSS Standard - MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
Learning Reflection 5: Add a photo of ONE THING you made or did this week to the next photo box on the "Rock Files" page in your science portfolio. Write 3 sentences about the photo, using the vocabulary terms for this week (below).
Science + Engineering Practice: Creating and using models
Cross Cutting Concept: Patterns
Vocabulary:
Mass extinction
Claim
Evidence
Original Remains (amber)
Tuesday, February 18
Tuesday, February 18
DO NOW (Page 40): Write a CLAIM to answer the question: “How long ago did the Earth form?” Please write ANY claim--remember that the ONLY wrong answer is an empty one for these!
I am sick, so we are having a "SUB DRILL". Pretend I'm a sub, and show me how you, as students, can run class. I may use today's work as extra credit if you show me you can do it by helping each other figure out how to do
1. AGENDA for the whole week
2. 2/17 activity: Geologic Time Scale! This is a NEW interactive quiz I made on Quizziz, and should help you do your ERROR ANALYSIS tomorrow and take your UNIT FINAL on Thursday!
3. Independent Project: Work on your independent project, which is DUE TODAY. Any points you receive from this will be EXTRA CREDIT! You may work on it over the weekend. All instructions and the rubric are in Google Classroom!
Wednesday, February 19
Wednesday, February 19
DO NOW (Page 40): Draw a TIMELINE that shows WHEN each of the following happened: Earth formed (4600mya), first oceans formed (4400mya), first life on Earth (3850mya), first vertebrates = fish (500mya), first land plants (400mya), first dinosaurs (225mya), dinosaurs extinct (65mya), modern humans (.13mya)
1. Human Geologic Time Scale! We will go outside and make a SCALED timeline of some of the major events in Earth's history! First, choose ONE EVENT from the TIMELINES to the RIGHT and WRITE IT ON YOUR WITE BOARD. Then draw an image that represents that event (I will send a photo of this to families, so be appropriate). Then, let's go out and figure it out!!!
2. Error Analysis SMT3 If you want to improve your grade on your SMT3, please work on an error analysis page today and turn it into the bin!
3. Geologic Time Scale Art Installation DRAW and LABEL one or more of the fossils from UNM, OR draw an extinct animal from the past. Make sure you label the NAME of the creature AND when it lived, so we can add it to our class timeline wall!
geological-timeline-pack-2.pdf
SMT3: MS-ESS1-4 Geologic Time Scale and Index FossilsThursday, February 20
Thursday, February 20
DO NOW (Chromebook): Get IXL open.
IXL Unit Quiz: Show me your score when you're done!
2. Quizziz Unit Quiz: The link to this is in Google Classroom. Show me your score when you're done!
***I will take the higher of the 2 scores for these quizzes. Remember that if you are talking or looking at another person's computer during a test, it LOOKS like cheating, so you'll need to take a 0 and call home to let your family know you'll be retaking during lunch next week.***
3. Geologic Time Scale Art Installation DRAW and LABEL one or more of the fossils from UNM, OR draw an extinct animal from the past. Make sure you label the NAME of the creature AND when it lived, so we can add it to our class timeline wall!
Friday, February 21
Friday, February 21
DO NOW (Agenda page 26): Check your science grade (or all of them), and write it in "week 7" in your agenda for Quarter 3. Is there anything you need to revise, retake or redo today?! If so, list it in today's agenda. If not, write that you're working on some fossil art in class today!
1. UNIT REFLECTION: This is assigned in Google Classroom and is INSTEAD of the weekly reflection.
In your unit reflection (in your Science Portfolio Website), please write at least 5 sentences that tell the story of what you learned during this unit.
Make sure you add a PHOTO or VIDEO (you can find a good video on YouTube that teaches some of what you learned!) to your post!
Some questions you could answer are:
How do fossils form?
How do we use fossil evidence to tell the story of Earth's past?
How do we know when species went extinct?
How do we know how old Earth is?
How did fossils get to the top of the Sandia Mountains (or the top of Mt. Everest)?
Which type of rock do fossils form in? Why?
How can we tell what caused mass extinctions? What type of evidence might we see?
2. Revise/Retake: Use the list you made during the Do Now to work on your missing/retake work. MAKE SURE I CAN SEE THE EVIDENCE of what you did (a screenshot for Learning Reflections, the paper turned in for Error Analyses).
3. GRADE your Independent Project with me (if you did it)!
4. Geologic Time Scale Art Installation: DRAW and LABEL (NAME and WHEN IT LIVED) one or more of the fossils from UNM, OR draw an extinct animal from the past. Make sure you label the NAME of the creature AND when it lived, so we can add it to our class timeline wall!
TO COMPLETE UNIT REFLECTION:
Insert a photo/text block!
Type the TITLE, then start writing at least 250 words about this unit (1). You can copy and paste the questions from the assignment so they're easy to see, but then you should delete them before you publish your site (2). Add a PHOTO of your best work, something cool in class (fossils?!, models?!, art?!) AND/OR add a video from YouTube that explains something we learned (3).
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