Standards Addressed:
- L.K.1
- L.K.1.a
- L.K.1.b
- L.K.1.c
- L.K.1.d
- L.K.1.e
- L.K.1.f
- L.K.2
- L.K.2.a
- L.K.2.b
- L.K.2.c
- L.K.2.d
- L.K.4
- L.K.4.a
- L.K.4.b
- L.K.5
- L.K.5.a
- L.K.5.b
- L.K.5.c
- L.K.5.d
- L.K.6
- RF.K.1
- RF.K.1.a
- RF.K.1.b
- RF.K.1.c
- RF.K.1.d
- RF.K.2
- RF.K.2.a
- RF.K.2.b
- RF.K.2.c
- RF.K.2.d
- RF.K.2.e
- RF.K.3
- RI.K.1
- RI.K.2
- RI.K.3
- RI.K.4
- RI.K.7
- RI.K.9
- RI.K.10
- SL.K.1
- SL.K.1.a
- SL.K.1.b
- SL.K.2
- SL.K.5
- SL.K.6
- W.K.2
- W.K.3
- W.K.5
- W.K.7
- W.K.8
- Level 1
- 1 days
- N/A
- Unit 9
Lesson Materials/Resources
No Materials/Resources attachedObjectives
- Develop foundational reading and writing skills found in Treasures TE guidelines
- Examine words and concepts of paleontologist, scientists, and fossils in light of how they provide facts, information, and theories about prehistoric dinosaurs
- Approximate basic behaviors of scientists to conduct observations, take notes, collaborate in focused peer discussions, and produce sentences about the topic
Teachers will refer to Treasures TE guidelines and materials to differentiate and/or extend instruction in Foundations of Reading and Writing. This includes re-teaching skills and concepts not mastered by small groups or whole class.
Phonemic Awareness
- Phonics:
- HFW: she, he, here, was, has, look
- Handwriting: X/x, V/v, G/g, W/w
- Oral Vocabulary: review
- Academic Vocabulary: proof, existed, paleontologist, fossil; review
- Oral Grammar: pronouns
Assessment/CFU
Ask the class to discuss:
“How do we know dinosaurs ever existed?” and “Do we see dinosaurs today?” Ask what they have learned to teach them or convince them that dinosaurs ever lived on Earth. Introduce the word, examples, and realia: fossil: from Latin word, fossilis, which means dug up or dug out: any hardened remains or traces of plant or animal life of some previous geological period, preserved in rock formations in the Earth’s crust.
Next ask, “What does a Paleontologist do?” Have students study the word and guess or predict what it might mean. Facilitate a discussion of “guesses” and predictions and project responses. Ask students what clues or sources they might find in the classroom to the answer to this question.
Share the definition, a resource, or activity that explains what a paleontologist does, e.g., fill tub of sand with bones, dinosaur models, or fossils and have a few students wear a hard hat to “dig and discover” or have students create plaster casts of bones or leaves.
“Let’s Go Dinosaur Tracking” (request purchase – one per teacher, see resource kit or American Lakes K Team)
After demonstrating, explaining, and/or experiencing what a paleontologist/scientist does, lead students in creating a pictorial or word web that builds knowledge, vocabulary, and understanding about the role of a paleontologist/scientist.
Opening/Warmup/Connecting Prior Knowledge
Alternate Activity:
Have class revisit their Collaborative Paragraph and see if they would like to add any words or sentences about what they have learned during today’s lesson. Modify the paragraph based on their responses and lead a choral read of the revised paragraph.
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