Grade Level: Kindergarten
Teacher of Lesson: Anne Regnier
Approximate Time: 45 minutes

Objectives:

1. Students will learn about the the professional field of paleontology.
2. Students will practice using digging techniques that are used by paleontologists.
3. Students will practice using observation techniques used by paleontologists.
4. Students will practice using recording techniques used by paleontologists.
5. Students will be given the opportunity to experiment with measurement techniques/ concepts.

Materials:

1. Fossils that the students made in previous lesson.
2. Real fossils
3. Sand box/ sand table
4. Plastic shovels, sieves/sifters, paint brushes, toothpicks, magnifying glasses
5. Paper/ Fossil Journals (see example in Appendix #2)
6. Pencils, markers, crayons
7. Measuring tools (tape measures, rulers, scales)
8. Clay (for teacher use))
9. Reference books on fossils and paleontology
10. "Living things that make fossils" chart made in class from lesson #1 of unit.

Procedures:

Statement of purpose: Today we are going to talk about paleontologists. We are going to first talk about who paleontologists are, then we are going to talk about what they do. After we get a good idea about these things we are going to be pretend paleontologists. I have already buried some of the fossils that you have made as well as some of the real fossils that we looked at before. Some are even hidden in clay within the sand Then we are going to dig them up, clean them using the careful techniques that a paleontologist would use, and then we are going to record some of the things we found.

1. Ask students: "Can someone tell me what a paleontologist is?" (allow time for responses and elaborations)
2. Begin a series of questions in order to guide discussion and discovery regarding what it is that paleontologists actually do. Make sure to show tools that children will be using and pictures from books as reference during discussion. "What is the first thing a paleontologist needs to do to find the fossils in the sand?" (dig) How is he or she going to do that - what will he/she use? (shovels and sieves). How is the paleontologist going to treat the fossil? (very carefully) What are they going to do once they find the fossil - it will be dirty and maybe hard to see the fossil? (clean it) What kinds of tools should we be using? " (show pictures from books if students have a hard time naming tools - books such as Aliki's Digging Up Dinosaurs, Scientists Who Study Fossils by Mel Higgenson, and Dinosaur Hunt by Rolf E. Johnson, Carol Ann Piggins, Eyewitness Books: Fossils, and Rocks & Fossils by Ray Oliver).
3. Discuss the procedure for recording information in fossil journals. "Once we dig the fossil up and carefully clean it, we are going to do something important. I have a fossil journal for each of you. Paleontologists keep journals of the fossils they find so that they can remember what they found keep track of their ideas about the mysterious fossils. In order to record information in your journal you have to make very careful observations of your fossil. First of all, draw your fossil in your journal. Be very specific - use your magnifying lenses to get a close up picture. Next, you want to measure your fossil. I have a tape measure here, but you can also use these unifix cubes to measure length. You also want to weigh your fossil. Write down these measurements in your journal as well (I can help you). Finally either draw a picture or write about what you think this fossil was before it became a fossil. You can use the chart we made the first day we studied fossils, these books, or your imagination for ideas. Finally you want to name your fossil, once again, you can use real names if you know them , or make up your own. I would like for you to record at least two fossils that you find on your dig."
4. Give a demonstration - show digging techniques, measuring techniques, and recording techniques, summarizing the procedures.
5. Students will then be giving the opportunity to be paleontologists. Allow them to explore and have fun. My job will then be to interact with the students, keeping them directed, helping them record information, and asking lots of questions to keep them thinking.

Evaluation:

1. Were children able to talk about paleontologists based on understanding of fossils?
2. Did children follow steps in a chronological, organized manner.?
3. Did students spend their time playing in the sand, or were they actually role playing the part of a paleontologist?
4. How well did students handle measuring tools? (Note: I do not expect a lot from this assessment because I did not teach it nor has it been taught. I mainly want to see how the children manipulate and interpret measurement tools and number concepts to gain insight on capacity for problem solving and math concepts.)
5. Were students able to apply concepts from previous lessons to this one (specifically: naming fossil strategies, fossil identification)?

Reflection

Did my lesson need more factual structure (reading of a book, showing of a movie, etc.)? Did the students enjoy themselves but still remain on task? Were the fossil journals age appropriate? Was this a valuable lesson to teach?