- Unit 9
- Level 1
- 1 days
- N/A
- Download Lesson
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
- RF.K.3.a
- RF.K.3.b
- RF.K.3.c
- RF.K.3.d
- RF.K.4
- 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.3
- SL.K.5
- SL.K.6
- W.K.1
- W.K.5
- W.K.7
- W.K.8
Lesson Materials/Resources
No Materials/Resources attachedObjectives
- Develop foundational reading and writing skills found in Treasures TE guidelines
- Analyze the word/concept of vocabulary word: extinction and its application to the end of dinosaurs on Earth,
- Explore multiple theories of dinosaur extinction and predict and support their opinion about the most realistic or likely theory
- Individually research a “personal” dinosaur and propose an opinion about how each student believes dinosaurs became extinct
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.
Assessment/CFU
EXTINCTION: Post or project this one word in large letters for the class to see. Ask students to “guess” or predict what they think this word means and chart their responses using a web diagram or thinking map. (If some students know the meaning, record their responses in uppercase letters; other responses in lowercase letters.)
Revisit KWL Chart:
Ask students to complete Column 3 of the KWL Chart as a review and summary to Part 3 of this Amazing Animals Unit.
Extension Activity:
Ask students to vote on their favorite Amazing Animal unit: Insects/Beetles, Undersea Creatures or Animals and graph results using sticky notes with names on a 3-column chart. Students cannot post their vote without providing at least one reason for their preference.
Optional Culminating Writing Project:
Students will revisit the activity and theories on Extinction of Dinosaurs and write a paper supporting their opinion about how dinosaurs disappeared from Earth. Must be taught and modeled first by teacher and sufficient time and support must be offered. An exemplar and rubric will help students.
Opening/Warmup/Connecting Prior Knowledge
Before reading, What Happened to the Dinosaurs? (Request purchase; need to one per teacher/classroom from ___________ or seek a source on the Internet with information including theories about what killed the dinosaurs.) Ask students what their “guesses” or predictions might be and introduce the formal word scientists use for guesses and predictions: theories. Explain that scientists then conduct research, experiments, and investigations to prove their theories correct or incorrect based on scientific evidence.
List different theories about extinction, both the student’s first predictions and those shared during the lesson. Complete columns 1 and 2 at this point.
Role Play Extinction Scenario:
Students can play roles as the sun, a volcano or dust storm, particles/dust/ash, plants and herbivores, carnivores. In stages guide the “players” to act and impact the others until the dinosaurs reach EXTINCTION. Students add words to their roles after the first performance explaining extinction to the class or others during the second performance.
Research your own dinosaur:
Small groups research their own dinosaur accessing www.Enchanted Learning.com and Zoom Dinosaurs link (subscription service, $20/year) or prepare materials for each group ahead of time. Each group creates their habitat and diorama or pictorial including habitat features (plants, prey, trees, etc.) Students should label and present their dioramas or pictorials to the class.
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