Deanna Plested-Lesson Plan Portfolio

Paleontology Lesson Plan
Lesson Plan Portfolio

Teacher Deanna Plested
Subject Social Studies
Grade Grade Four
Lesson Focus Unit One: Alberta: A Sense of Land

QR Code Link to
Video Rationale

Level
Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited *
Insufficie
nt / Blank
*
ED 3501 Components
Outcome 4
Students will organize
lessons into a logical
sequence or series.

Lesson plan 1 demonstrates a
skillful approach to teaching
and facilitating learning
systematic approach to
teaching and facilitating
learning
simplistic approach to teaching
haphazard approach to
learning
No score is
awarded
because
there is
insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
learning
learning
learning
learning
Lesson plan series is skillfully
designed to ensure and engage
student learning
(x2)
Lesson plan series is effectively
designed to ensure and engage
student learning
(x2)
Lesson plan series is
appropriately designed to
ensure and engage student
learning
(x2)
Lesson plan series is
inappropriately designed to
ensure and engage student
learning
(x2)
Outcome 7
Students will describe
and analyze components
of a positive classroom,
articulating ways this
learning environment is
established and
maintained.
Rationale demonstrates
perceptive insights related to
planning and intended student
learning
focused insights related to
learning
reasonable insights related to
learning
irrelevant insights related to
learning
Overview of planning decisions
demonstrates a purposeful
focus on establishing and
maintaining a positive learning
environment
demonstrates a focus on
establishing and maintaining a
positive learning environment
demonstrates an appropriate
focus on establishing and
maintaining a positive learning
environment
demonstrates limited focus on
establishing and maintaining a
positive learning environment

ED 3504 Components
Embedded
Assessment
(Outcome 3,4)
Planning demonstrates a
skillful approach to embedding
formative assessment strategies
embedding formative
assessment strategies
simplistic approach to
embedding formative
embedding formative
No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.
Performance Task
(Outcome 3)
Performance Task design
demonstrates a skillful
approach to creating authentic
assessment tasks
demonstrates a systematic
assessment tasks
demonstrates a simplistic
assessment tasks
demonstrates a haphazard
assessment tasks
Demonstrates skillful rubric
design
Demonstrates effective rubric
design
Demonstrates appropriate
rubric design
Demonstrates inappropriate
rubric design
* Rubric component for the defense paper is included in the defense paper section of the portfolio

Dinosaurs In Alberta
Teacher
Deanna Plested
Subject
Social Studies
Topic/Focus
Paleontology

Performance
Task Overview
Students will create a poster outlining a Canadian dinosaur of their choice. This poster will
include information about that dinosaur such as diet, size, time period lived, climate, place in
the world lived, and interesting facts. The poster must have all of this information on it as well
as a picture of the dinosaur and all, but at least three, research sources used in the research
process.
Materials
Paper
Pencils
Coloured pencils/pens/markers/crayons
etc.
Glue
Scissors
Computer
Search Engine (ex. Instagrok, google etc.)
Printer
Any additional resources the students see
fit

Learner Outcomes
Assessment Criteria
Students provide evidence of their learning as they
General Outcomes Specific Outcomes
4.1 Students will
demonstrate an
understanding and
appreciation of how
elements of physical
geography, climate,
geology and paleontology
are integral to the
landscapes and
environment of Alberta.
4.1.1 value Albertas physical geography
and natural environment:
appreciate the diversity of elements
pertaining to geography, climate, geology
and paleontology in Alberta (LPP)
appreciate how Albertas fossil heritage
contributes to the provinces unique
character (LPP)

Students provide evidence of their learning
as they research their specific dinosaur.
This evidence will be provided through the
students presentation of their poster and
the following discussion. By researching
the climate, time period, diet etc. students
will learn about the diversity of Albertas
climate, geology, geography, and
paleontology. Students will also learn how
these things pertaining to their dinosaur
contribute to Albertas fossil heritage
through learning the information.
4.1 Students will
demonstrate an
understanding and
appreciation of how
geography, climate,
are integral to the
landscapes and
4.S.7 apply the research process
develop the skills of skimming and
scanning to gather relevant information
organize and synthesize information
gathered from a variety of sources
cite references as part of research

as they research their specific dinosaur and
present their posters. This evidence will be
provided on the students poster as their
references and as they have organized it on
their project. They will use and develop
these skills through the use of technology to
research their dinosaur and then in the
organization of their project.
4.1 Students will
demonstrate an
understanding and
appreciation of how
geography, climate,
are integral to the
landscapes and
4.S.8 demonstrate skills of oral, written
and visual literacy:
organize and present information, taking
particular audiences and purposes into
consideration
through the presentation of their posters.
Students will organize visual and written
information on their posters and will give
an oral presentation of their dinosaurs to
the class.

C1 Students will access,
use and communicate
information from a variety
of technologies
1.1 access and retrieve appropriate
information from electronic sources for a
specific inquiry
1.2 process information from more than
one source to retell what has been
discovered
2.1 access and retrieve appropriate
information from the Internet by using a
specific search path or from given
uniform resource locations
3.4 access and retrieve information
through the electronic network
4.2 select information from appropriate
sources, including primary and
secondary sources
through the researching of the information
pertaining to their dinosaurs for their
posters. Students will employ a variety of
research techniques to discover the
information such as instagrok and google.
Students will have to select at least three
resources to collect their information which
will be displayed on their posters.
C3 Students will critically
assess information
accessed through the use
of a variety of
technologies
3.2 evaluate the relevance of
electronically accessed information to a
particular topic
4.2 demonstrate discriminatory selection
of electronically accessed information
that is relevant to a particular topic
through the research of their specific
dinosaurs. Students will have to select at
least three sources to collect their
information which will be displayed on
their posters. Students will choose the
information they deem most relevant.

Student Task Description

Students will create a poster 11inch by 17inch that will be presented in groups, upon completion,
about a Canadian dinosaur of their choice.

1. Prior to the introduction of the project, a book will be read where the class will discover
some Canadian dinosaurs. Students will choose their focus from this class-made list of
Canadian dinosaurs or they will come up with their own teacher-approved dinosaur.

2. Once students have chosen a dinosaur, they will begin research based on the six subjects
provided: Diet, Size, Time Period, Climate, Place, Interesting Facts. Students must have at
least two facts from each subject. Students will research using the internet in a variety of
search engines such as instagrok and google. Students must use at least three research
sources in their poster. Students will input the information that they find into the chart
provided prior to putting the information on their posters.

3. Students will create their posters once they have acquired all of their information. The
poster should include: at least two facts for each subject, picture of chosen dinosaur, at least
three research sources.

4. Students will complete the checklist handout that is provided to ensure that they have
everything that is needed as well as reminding them to check for spelling, grammar,
punctuation, and organization.

5. Students will present their posters in groups of 4-5 ensuring that they clearly articulate all of
the required information in an engaging and clear way. Each student within that group will
have to fill out a two starts and a wish form based on the presentation of each individual
student. Each student will then hand in their poster for marking along with the feedback.

Assessment Criteria

Level
Categories

Excellent (4)

Good (3)

Fair (2)

Limited (1)

Facts and
Sources
(4.1.1, C3)
The student has 8
or more relevant
facts. 3 or more
relevant sources
have been
provided.

The student has 6-
8 relevant facts. 1-
2 relevant sources
have been
provided.

The student has
4-6 relevant facts.
1-2 relevant
sources have been
provided.

The student has
less than 4
relevant facts. No
sources have been
provided.

Research and
Understanding
(4.S.7, C1, C3)

The students
resources are
relevant and
informative Their
information is in
their own words.
They have a deep
understanding of
their content.
The students
resources are
mostly relevant
and somewhat
informative They
put the
information in
their own words.
They clearly
understand their
content.

The students
research was
somewhat
relevant and
informative. They
have not put it in
their own words.
The student
understands their
content a little.

The students
resources are not
informative or
relevant. The
student does not
understand their
content.

Presentation
of
Poster
(4.1.1, 4.S.8)
The student
clearly thought
about what they
were going to say
and discussed
everything of
importance to the
audience. The
presentation was
engaging and
clear.
The student may
or may not have
thought about
what they were
going to say. They
may have missed
one thing of
importance but
the presentation
was still engaging
and clear.
The student
clearly did not
think about what
they were going
to say. They may
have missed one
or more things of
importance in
their presentation
and was
somewhat
engaging.

The student did
not know what
they were going to
say. They missed
many things of
importance and
the presentation
was not engaging.

Organization
(4.S.8)

The poster is
organized, neat,
and clean.
Nothing is out of
place.

The poster is
mostly organized,
neat, and clean.
Something may be
out of place.

The poster is
somewhat
organized, neat,
and clean.
Something may be
out of place.

The poster is not
organized, neat, or
clean. Things are
out of place.

Teacher
Feedback

*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.


Paleontology Lesson Plan 1/3 w/ 1 handout & 2 samples
Lesson
Title/Focus
Dinosaurs and Paleontology (Part 1/3) Date
Subject/Grade
Level
Grade Four: Social Studies
Time
Duration
45 minutes
Unit Unit One: Alberta: A Sense of Land Teacher Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
4.1 Students will demonstrate an understanding and appreciation of how elements of physical
geography, climate, geology and paleontology are integral to the landscapes and environment of
Alberta.

Specific
Learning
Outcomes:
4.1.1 value Albertas physical geography and natural environment:
appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in
Alberta (LPP)
appreciate how Albertas fossil heritage contributes to the provinces unique character (LPP)
4.S.8 demonstrate skills of oral, written and visual literacy:
organize and present information, taking particular audiences and purposes into consideration

LEARNING OBJECTIVES
Students will:
1. Students will investigate dinosaurs within Alberta. (1.1)
2. Students will demonstrate an understanding about the geography, climate, and paleontology of a specific
Canadian dinosaur. (1.1)
3. Students will document their understanding of Albertas fossil heritage. (1.1)
4. Students will organize information through oral, written, and visual literacy. (S.8)
ASSESSMENTS
Observations: Ensure that the students understand how they are being assessed.
Ensure that the students understand what the project entails.
Assess the body language and questions that the students present during the
discussions
Key Questions: Have students demonstrated an understanding of dinosaurs within Alberta? (1.1)
Have students examined the geography, climate, and paleontology of a specific
Canadian dinosaur? (1.1)
Have students organized and demonstrated skills of literacy? (S.8)
Products/Performances Brainstorm discussion about Canadian dinosaurs (S.8)
Completed Dinosaur origin chart (1.1)
Brainstorm discussion about evaluation (S.8)
Completed evaluation brainstorm chart (S.8)
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Dinosaurs On My Street-David West
Alberta Program of Studies
50 Instructional Routines to Develop Content Literacy
www.instagrok.com
Dinosaur origin chart
Markers for teacher
Project evaluation brainstorm chart
Dinosaur cards (slips of paper with each dinosaur
from the book written on)
Tape
PROCEDURE
Prior to lesson Create lesson plan, prepare and gather all required materials and resources, ensure the
lesson is firmly understood and remembered.
Introduction Time
Attention Grabber Read the title of the book and brainstorm ideas about what the book is
about
1-2 minutes
Assessment of Prior
Knowledge
Students will provide any prior knowledge through the brainstorming of
ideas about what the book is about.
N/A

Expectations for
Learning and Behaviour
Students will raise their hand when they have an answer or question.
Students will sit quietly in the reading area of the classroom while the
brainstorming occurs, and while the book is being read. Please allow at
least ten-fifteen seconds after the question is asked for students to
formulate an answer.
N/A
Advance
Organizer/Agenda
1. The title of the book will be read and the class will brainstorm ideas of
what it is about.
2. The teacher will read the book to the students.
3. After the book is read, the students will discuss what dinosaurs may be
Canadian. A chart will be created to differentiate the Canadian from
non-Canadian. (see sample)
4. Introduce the project and go over the handout with the students. (see
handout provided)
5. Students will work collaboratively with the teacher to determine the
evaluation process. (see sample)
45-50
minutes
Transition to Body Begin brainstorming ideas of the content of the book 1-2 minutes
Body Time
Learning Activity #1 Brainstorm ideas about what the book may be about 1-2 minutes
Teacher Notes: Assessments/
Differentiation
What is the students prior knowledge about dinosaurs?
How interested are the students in learning about dinosaurs?
What is the students prior knowledge about paleontology?
Ask the students What is happening on the cover?, What clues does the
picture give us about the book?, What things might help us on the covers
to figure out what the book is about?
Does there need to be more instruction in the subject directly after this
book?
Assess the level of depth of the students knowledge about the subject.

Learning Activity #2 Read the book 5-10 minutes
Differentiation
Assess the room to make sure that the students are paying attention, but
that they also comprehend what is being read.
Ask questions about the dinosaurs, such as Would this dinosaur be a
Carnivore, or Herbivore? After reading the book, ask the students: what
kinds of animals do you think came from dinosaurs? Do you ever see
strange things in your neighbourhood? How would the people in your
neighbourhood have reacted to the dinosaurs?

Learning Activity #3 Help students decide which Dinosaurs are Canadian by locating the chart at
the back of the book and placing the dinosaur cards on the appropriate
side..
10-15
minutes
Differentiation
Create a T-chart where Canadian dinosaurs are on one side, and non-
Canadian dinosaurs are on the other side. Have slips of paper with each
dinosaurs name written on it, large enough that it is easily accessible to all
students. Go through the dinosaurs one by one learning which ones are
Canadian and which are not, and place them on their corresponding sides.
Help the students read the words they are unfamiliar with. (sample chart
provided) Ask the students: how do you think dinosaurs would like living
in the cold of Canada? Do you think it was cold when they were alive?

Learning Activity #4 Distribute the research project handout and discuss its contents. 3-5 minutes
Differentiation
Once the class has determined which dinosaurs are Canadian, introduce the
research project. Explain all components of the project and have the
students go through the handout with you as you explain it:
Poster 11x17
Students must choose a Canadian dinosaur and complete a poster based
on that dinosaur
The poster must include: Diet, Size, Time Period, Climate, Place,
Interesting facts: two points for each, and three research sources and the
students name
Poster must include picture of dinosaur
Poster should have correct grammar, spelling and punctuation and be


organized in a way as to be accessible (readable, understandable etc) to
everyone.
Poster will be presented to a group of 4-5 students where students will
provide feedback to each presenter in the group with a two wish and a
star form
Ask students: Is there anything that you dont understand? Is there
anything that isnt clear, or that we havent talked about? What is a
fossil?
Handout provided.
Learning Activity #5
Brainstorm the evaluation process and format with the students
10-12
minutes
Differentiation
Brainstorm what should be evaluated within this research project. Scale 1-
5. Have the students describe what a 5 project looks like, and what a one
project looks like. Ask the class, What is important about our project?
Why are we doing this project? What kinds of categories should we have
on our rubric? (organization, resources etc.) Take those notes and create a
rubric for marking the research project that you will then give to the
students next class. (sample chart provided)

Closure Time
Consolidation of
Learning:
Ask the students: what kinds of animals do you think came from
dinosaurs? Do you ever see strange things in your neighbourhood? How
would the people in this neighbourhood have reacted to the dinosaurs?
(activity 2) Ask the students: how do you think dinosaurs would like
living in the cold of Canada? Do you think it was cold when they were
alive? (activity 3) Ask the students: What is important about our project?
Why are we doing this project? (activity 5)

Feedback From Students:
Feedback To Students
Transition To Next
Lesson
Ask the students: Please think about a dinosaur that you would like to do
your research project on. Also, think about how you would like to organize
your presentation. Bring those ideas to class tomorrow.
1-2 minutes
Sponge
Activity/Activities

Reflections from the
lesson

Insert any related student materials, assessment tools, etc. for this lesson. Ensure the next lesson plan starts on a new page.

Dinosaur Project (17 x 11)


Name:___________________________________

Check the box of each step as you finish it.

[ ] Step One: What is your Dinosaur?

[ ] Step Two: Fill in the table
-Find at least two facts for all of the subjects listed. Use at least three research sources.
Diet
(What did it
eat?)
Size
(How big or small
was it?)
Time period
(When did it
live?)
Climate
(What was the
weather like?)
Place
(Where did it
live?)
Interesting
Facts

Research
Sources

[ ] Step Three: Create a poster with all of your facts on it. Put your name on your poster. You can
either print your facts or write them by hand. Make sure there is space for a picture. Remember to
make your poster look organized. Make sure others can read everything on it and it is clear and not
messy.

[ ] Step Four: Draw a picture of your dinosaur. Draw it any way you like - living, or in fossil form.
There can be a background, or it can be blank. It is your choice. Use your creativity and
imagination.

[ ] Step Five: Write all of your research sources at the bottom or on the back of your poster.

[ ] Step Six: Check your poster for grammar, spelling, and punctuation to make sure everything is
correct. Ensure that your poster is organized and easy to read. Use your rubric to help guide your
project and make sure you have all the pieces that are required.

[ ] Step Seven: Put together your presentation. Think about what you will say as you talk about
your dinosaur and each topic. Make sure that it will be engaging and that you will talk about at
least two facts for each subject. Know your stuff!
Dinosaur Origin Sample Chart
Canadian Dinosaurs Non-Canadian Dinosaurs

***Sample Table, would do on a large piece of paper for the whole class to see***
Project Rubric Brainstorm Sample Chart
Positive Project Qualities Negative Project Qualities

**Sample Table, would do on a large piece of paper for the whole class to see with dinosaur cards included**

Paleontology Lesson Plan 2/3 w/2 handouts
Lesson
Title/Focus

Subject/Grade
Level
Grade Four Social Studies
Time
Duration
60 minutes
Unit Alberta: A Sense of Land Teacher Deanna Plested

General
Learning
Outcomes:
Alberta.
Specific
Learning
Outcomes:
appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in
Alberta (LPP)
develop the skills of skimming and scanning to gather relevant information
organize and synthesize information gathered from a variety of sources
organize and present information, taking particular audiences and purposes into consideration
OUTCOMES FROM ALBERTA ICT PROGRAM OF STUDIES
General
Learning
Outcomes:
C1 Students will access, use and communicate information from a variety of technologies
C3 Students will critically assess information accessed through the use of a variety of technologies
Specific
Learning
Outcomes:
C1:
1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
1.2 process information from more than one source to retell what has been discovered
2.1 access and retrieve appropriate information from the Internet by using a specific search path or
from given uniform resource locations
3.4 access and retrieve information through the electronic network
4.2 select information from appropriate sources, including primary and secondary sources
C3:
3.2 evaluate the relevance of electronically accessed information to a particular topic
4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a
particular topic
LEARNING OBJECTIVES
Students will:
2. Students will demonstrate understanding about the geography, climate, and paleontology of a specific
3. Students will document their understanding of Albertas fossil heritage. (1.1)
4. Students will organize information through oral, written, and visual literacy. (S.8)
5. Students will demonstrate research knowledge and skills using technology. (S.7, C1, C3)
ASSESSMENTS
Observations: Ensure that students are succeeding in their research
Ensure that students are on task
Observe the depth of answers to any questions asked
Key Questions: Do the students ensure their research results are informative and on topic? (S.7, C1, C3)
Have students demonstrated an understanding of dinosaurs within Alberta? (1.1)
Canadian dinosaur? (1.1)
Have students demonstrated knowledge of organization and research skills? (S.7,S.8,
C1, C3)
Products/Performances Worksheet filled in as the students acquire information (1.1, S.8)
Observing research results (S.7, C1, C2)
One-on-one student consultations about what their projects will be about. (1.1, S.8)
Student driven research (C1, C2, S.7)

http://www.learnalberta.ca/Home.aspx
http://www.instagrok.com/
Dinosaur origin chart (should now be on wall)
Research project handout
Assessment handout
http://www.learnalberta.ca/content/ssvs/movie
Launcher.html?smil=joseph_tyrrell.smil
Computer, Search Engine, Printer
Paper, Pencils, Colour
Pencils/pens/markers/crayon etc.
Glue
Scissors
A piece of 11x17 paper for each student + 10
PROCEDURE
Introduction Time
Attention Grabber Paleontology Joseph Tyrell Video (link provided below) 1.5 minutes
Assessment of Prior
Knowledge
http://www.learnalberta.ca/content/ssvs/movieLauncher.html?smil=jose
ph_tyrrell.smil
Prior to playing the video, ask the students: How do we find dinosaurs?
What are the people who find dinosaurs called?
1-2 minutes
Expectations for
Students will sit quietly at their desks and will raise their hands when
answering a question or commenting. Please allow at least ten-fifteen
seconds after the question is asked for students to formulate an
answer.
N/A
Advance
Organizer/Agenda
1. Ask questions prior to playing video, then watch the video
2. Briefly refresh the research assignment for students
3. Briefly go over the evaluation criteria
4. Have students work independently on computers to research their
dinosaur and input any information into their research project handouts
5. Briefly meet with each student individually, as they are working, to
discuss their project idea and where they are in development
60-65
minutes
Transition to Body Have the students get out their research project handouts and refresh their
memories by going over it.
3-5 minutes
Body Time
Learning Activity #1 Paleontology Joseph Tyrell Video (link provided below) 1-5 minutes
Differentiation
Prior to playing the video, ask the students: how do we find dinosaurs?
What are the people who find dinosaurs called?
http://www.learnalberta.ca/content/ssvs/movieLauncher.html?smil=jose
ph_tyrrell.smil
Watch the video and then ask the students questions. What did Joseph
Tyrell find? Who is Joseph Tyrell? Why are dinosaurs found in the ground?
What would you do if you found a dinosaur? Have any of you ever seen a
dinosaur bone up close? What would you do if you found a dinosaur?
2-3 minutes
Learning Activity #2 Quickly go over the research project handout again to ensure students still
understand it.
3-5 minutes
Differentiation
Go over the handout again quickly with the students:
The poster has to be 11x17 in size
Students must choose a Canadian dinosaur and complete a poster based
on that dinosaur
The poster must include: Diet, Size, Time Period, Climate, Place,
Interesting facts: two points for each, and three research sources and the
students name
Poster must include picture of dinosaur
Poster should have correct grammar, spelling and punctuation and be
organized in a way as to be accessible (readable, understandable etc.) to
everyone.
Poster will be presented to a group of 4-5 students where students will
provide feedback to each presenter in the group with a two wish and a
N/A

star form
Ask the students: Do you each have a dinosaur and presentation idea?
What has to go in your presentation? Do you understand what you have to
put in your presentation? Have the students give you a thumbs
up/side/down for whether or not they understand the project. If there are
any students who dont, ask them what their question is and open it to the
class to answer. Help out as needed.
Learning Activity #3 Quickly go over the evaluation handout to ensure that students know what
they will be evaluated on. Answer any questions as they arise.
3-5 minutes
Differentiation
Go over the rubric with the students: (example rubric used for info below)
Students have to have a minimum of two facts for each subject and three
overall sources.
Students need to put all of the information in their own words. They
must understand all of the information on their poster. Amount of
research corresponds to amount of sources.
Students need to clearly think about what they are going to say when
they present. They must present a minimum of two facts for each
subject and three overall sources and their presentation should be
engaging.
Students need to ensure that the poster is organized and neat.
Again, have the students give you a thumbs up/side/down for whether or
not they understand the project. If there are students who dont
understand, ask them what they dont understand and open it to the class
to answer. Help out as needed.
N/A
Learning Activity #4 Allow the students to use technology to search for their specific dinosaurs.
Use www.instagrok.com as your search tool. Prior to letting the students
off on their own, do a search on time period of t-rex and show the
students the results. Explain that they need to use key words in order to
search and remind them of a previous lesson about research. Ask the
students: If you are looking for the eating habits of the t-rex, what would
you search? in order to get them to think about it.
30-40
minutes
Differentiation
Depending on computer resources, students will either finish their
research during this lesson, or may complete it during the next one.
Meet quickly with each student individually, while they are researching,
throughout the lesson to ensure that they have a project idea and specific
dinosaur to research. Ensure that they know each component. Help
students that are struggling and give ideas to students that need it. Keep
the students on task. Ask questions such as what dinosaur are you
researching? What information have you found? How are you searching? If
someone was researching you, what would you want them to know about
you? Would you want the information to be real, or fake?
Ensure that the students log off of their computers when they are
finished.
30-40
minutes
Closure Time
Consolidation of
Learning:
Ask the students: Why are dinosaurs found in the ground? What would
you do if you found a dinosaur? Have any of you ever seen a dinosaur bone
up close? (activity one)
Ask the students: If someone was researching you, what would you want
them to know about you? Would you want the information to be real, or
fake? (activity 4)

Transition To Next
Lesson
Ask the students: By now, you should know what dinosaur you are doing,
and how you will present your information. Please come to class with any
materials that are needed for your presentation such as paper, markers,
glue, crafty things etc. and be prepared to work on your presentations. If
there are any questions, now would be the time to ask them.
1-2 minutes
Sponge

Activity/Activities
lesson



Name:___________________________________




Diet
(What did it
eat?)
Size
(How big or small
was it?)
Time period
(When did it
live?)
Climate
(What was the
weather like?)
Place
(Where did it
live?)
Interesting
Facts

Research
Sources

[ ] Step Three: Create a poster with all of your facts on it. Put your name on your poster. You
can either print your facts or write them by hand. Make sure there is space for a picture.
Remember to make your poster look organized. Make sure others can read everything on it and it is
clear and not messy.

imagination.



Dinosaur Project Rubric
Level
Categories

Excellent (4)

Good (3)

Fair (2)

Limited (1)

Facts and
Sources
(4.1.1, C3)

The student has 8
or more facts. 3
or more sources
have been
provided.

The student has 6-
8 facts. 1-2
sources have been
provided.

The student has
4-6 facts. 1-2
sources have been
provided.

The student has
less than 4 facts.
No sources have
been provided.

Research and
Understanding
(4.S.7, C1, C3
The student did
more research
than required and
has put all of their
information in
their own words.
They have a deep
understanding of
their poster.
The student did a
lot of research and
information in
their own words.
They clearly
understand their
poster.
The student did
some research
but has not put it
in their own
words. The
student
understands their
poster a little.

The student did
little research and
does not
understand their
poster.

Presentation
of
Poster
(4.1.1, 4.S.8)
The student
clearly thought
about what they
were going to say
and discussed
everything of
importance to the
audience. The
presentation was
engaging and
clear.
The student may
or may not have
thought about
what they were
going to say. They
may have missed
one thing of
importance but
the presentation
was still engaging
and clear.
The student
clearly did not
think about what
they were going
to say. They may
have missed one
or more things of
importance in
their presentation
and was
somewhat
engaging.

The student did
not know what
they were going to
say. They missed
many things of
importance and
the presentation
was not engaging.

Organization
(4.S.8)

The poster is
organized, neat,
and clean.
Nothing is out of
place.

The poster is
mostly organized,
neat, and clean.
Something may be
out of place.

The poster is
somewhat
organized, neat,
and clean.
Something may
be out of place.

The poster is not
organized, neat, or
clean. Things are
out of place.

Teacher
Feedback

Paleontology Lesson Plan 3/3 w/ 2 handouts
Lesson
Title/Focus
Subject/Grade
Level
Grade Four Social Studies
Time
Duration
60 minutes
Unit Alberta: A Sense of Land Teacher Deanna Plested

General
Learning
Outcomes:
Alberta.

Specific
Learning
Outcomes:
appreciate the diversity of elements pertaining to geography, climate, geology and
paleontology in Alberta (LPP)
develop the skills of skimming and scanning to gather relevant information
organize and synthesize information gathered from a variety of sources
organize and present information, taking particular audiences and purposes into
consideration
OUTCOMES FROM ALBERTA ICT PROGRAM OF STUDIES
General
Learning
Outcomes:
C1 Students will access, use and communicate information from a variety of technologies
C3 Students will critically assess information accessed through the use of a variety of technologies
Specific
Learning
Outcomes:
C1:
1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
1.2 process information from more than one source to retell what has been discovered
2.1 access and retrieve appropriate information from the Internet by using a specific search path or
from given uniform resource locations
3.4 access and retrieve information through the electronic network
4.2 select information from appropriate sources, including primary and secondary sources
C3:
3.2 evaluate the relevance of electronically accessed information to a particular topic
4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a
particular topic
LEARNING OBJECTIVES
Students will:
7. Students will demonstrate understanding about the geography, climate, and paleontology of a specific
8. Students will create a project based on their understanding about the geography, climate, and paleontology of a
specific dinosaur. (1.1, S.7)
9. Students will demonstrate research knowledge and skills using technology. (S.8, C1, C3)
ASSESSMENTS
Observations: Ensure that the students are succeeding in their creation of poster and completion of
the project
Ensure that students are on task
Observe any questions that are asked and the frequency of the specific questions to
gauge a general classroom understanding.
Key Questions: How do the students ensure that their posters are organized and neat?
Have students demonstrated an understanding of dinosaurs within Alberta?
Have students demonstrated knowledge of organization and research skills?
Canadian dinosaur?
What do the students need to know in order to complete the project?
Products/Performances Worksheet filled in as the students acquire information (1.1)
Observing organization results (S.8)
Answer student questions as they arise
http://www.learnalberta.ca/Home.aspx
http://www.instagrok.com/
http://www.youtube.com/watch?v=VIGqad64wcs
Dinosaur origin chart (should now be on wall)
Research project handout
Assessment handout
Computer, Search Engine, Printer
Paper, Pencils, Colour
Pencils/pens/markers/crayon etc.
Glue

Scissors
PROCEDURE
Introduction Time
Attention Grabber Play Amazing Dinosaurs for Kids Video from beginning until 2:30 mark
2.5 minutes
Assessment of Prior
Knowledge
Prior to playing the video, ask the class Did dinosaurs have babies?
Expectations for
Students will sit quietly in their desks while the video is playing. During
the rest of the class, students should be working independently and
cooperatively to finish their posters. Please allow at least ten-fifteen
seconds after the question is asked for students to formulate an
answer.

Advance
Organizer/Agenda
1. Watch Amazing Dinosaurs for Kids for until 2:30 mark
2. Begin/continue work on posters.
3. Clean up the poster supplies.

Transition to Body Have students get out their projects and begin work.
Body Time
Learning Activity #1 Play Amazing Dinosaurs for Kids video until 2:30 mark in Video. (Link
provided below)
3 minutes
Differentiation
Prior to playing the video, ask the class did dinosaurs have babies?
After the video has played, ask the students what did you think of this? Do
you think that paleontologists find dinosaurs that are still babies? How do
you think that paleontologists know how dinosaurs are born? Do dinosaurs
have families like you and I?

Learning Activity #2 Have the students begin/continue work on the posters. Wander around
the room to ensure that students are on task and that any questions are
addressed.
50 minutes
Differentiation
Depending on computer resources, students may continue research work
during this lesson. Students who still need to research should do so under
the supervision of a teacher/adult helper. Students who are done research
but need to print something are allowed to depending on computer
resources. Students who have all of their information and materials should
begin work on their posters. Ensure that you wander around the room to
check for understanding and make sure that any questions are addressed.
Check the students work to see completion amount.

Learning Activity #3 Clean up and organize all supplies used to create the posters. Posters
should be placed in a pre-determined area of the classroom to dry and sit
until the next lesson.
5-10 minutes
Differentiation
Ensure that the students clean up their areas and any messes that they
made in the process of creating their projects. All supplies should be put in
the proper areas, or taken home depending on if they were brought by the
students or not. Posters will be laid in a certain spot in the classroom to
dry and sit until the next lesson.

Closure Time
Consolidation of
Learning:
Ask the students: Do dinosaurs have babies? How do paleontologists
know that there were dinosaur babies? Do dinosaurs have families like
you and I? (activity one)
Ask the students: How do you organize things at home so that people can
understand them? (activity two)

Transition To Next
Lesson
Ok students, tomorrow we will be presenting your posters. I will allow
for 15 minutes at the very beginning of class to do any last minute finishes
but then after that you will have to present in groups. Come ready for
presenting!
30 seconds

Sponge
Activity/Activities

lesson



Name:___________________________________



Diet
(What did it
eat?)
Size
(How big or small
was it?)
Time period
(When did it
live?)
Climate
(What was the
weather like?)
Place
(Where did it
live?)
Interesting
Facts

Research
Sources

[ ] Step Three: Create a poster with all of your facts on it. Put your name on your poster. You can
either print your facts or write them by hand. Make sure there is space for a picture. Remember to
make your poster look organized. Make sure others can read everything on it and it is clear and not
messy.

imagination.



Dinosaur Project Rubric
Level
Categories

Excellent (4)

Good (3)

Fair (2)

Limited (1)

Facts and
Sources
(4.1.1, C3

The student has 8
or more facts. 3
or more sources
have been
provided.

The student has 6-
8 facts. 1-2
sources have been
provided.

The student has
4-6 facts. 1-2
sources have been
provided.

The student has
less than 4 facts.
No sources have
been provided.

Research and
Understanding
(4.S.7, C1, C3)
The student did
more research
than required and
information in
their own words.
They have a deep
understanding of
their poster.
The student did a
lot of research and
information in
their own words.
They clearly
understand their
poster.
The student did
some research
but has not put it
in their own
words. The
student
understands their
poster a little.

The student did
little research and
does not
understand their
poster.

Presentation
of
Poster
(4.11, 4.S.8)
The student
clearly thought
about what they
were going to say
and discussed
everything of
importance to the
audience. The
presentation was
engaging and
clear.
The student may
or may not have
thought about
what they were
going to say. They
may have missed
one thing of
importance but
the presentation
was still engaging
and clear.
The student
clearly did not
think about what
they were going
to say. They may
have missed one
or more things of
importance in
their presentation
and was
somewhat
engaging.

The student did
not know what
they were going to
say. They missed
many things of
importance and
the presentation
was not engaging.

Organization
(4.S.8)

The poster is
organized, neat,
and clean.
Nothing is out of
place.

The poster is
mostly organized,
neat, and clean.
Something may be
out of place.

The poster is
somewhat
organized, neat,
and clean.
Something may
be out of place.

The poster is not
organized, neat, or
clean. Things are
out of place.

Teacher
Feedback

Defense
Paper
The defense paper (no longer than 1000 words) is to explain what information your
assessment strategies are designed to collect, how you would use that information to modify
your teaching, and how your assessment designs reflect what you have learned in the course
and through the readings. Students will be expected to cite explicit references to the texts, as
well as any other assessment literature that supports their lesson designs

Throughout my lessons and performance task, I have created various assessments to use so that I, or
any other teacher, can know at what level students are receiving and retaining the information that I am
trying to teach. I have created an example rubric which includes four categories of assessment as well as a
spot for teacher feedback, but ultimately that rubric will be created with the students. I have created a
check-list on the performance task handout for students as well as myself. I have tried to implement a
strategy of thumbs up/down/sideways for students to use when I ask specific questions. I have set up a
specific time to talk with each student individually to ensure that they understand the task and what goes

with it. I continually ask questions to test their knowledge and understanding. These things all contribute to
my assessment of the students and collecting information about my teaching and lesson.

My rubric is the main summative assessment method. Based on Making Classroom Assessment Work
by Anne Davis, by involving students in setting and using criteria, teachers help create a classroom where the
learning is the number one focus (55). Because of this, I have decided to involve my students in the rubric
making process so that they can understand exactly where the criteria is coming from and how to use it to
their advantage. By asking my students to help me create the rubric, I am setting them up for success.
Normally students wonder why they are being marked on something so specific, or at all. When teachers
involve them in the process, we help students to understand why it is important to mark on specific things
and not others. Involving students in the rubric creation also allows them to self-assess themselves
throughout the process of researching and creating their posters. Davis also mentions that engaging
students in self-assessment creates classrooms where learning is the focus and I think that this is important
as well (55). When students clearly understand what they are being marked on, and are the ones who come
up with what they should be marked on, they will better remember these things when they are actually
creating their projects. By remembering these assessments, students will self-assess themselves through the
whole process instead of just at the end to ensure that their projects are as awesome as they can be. This
will inevitably lead to better projects and better understandings.

I felt it was important to create a check-list that the students can follow when creating their projects.
Throughout the course, when I have been provided with a task but no route to finishing it, the task has been
harder to complete than anticipated. As well, I know that grade four students are easily led off task. My
orientation day at my placement has certainly taught me that! By giving students the steps to succeed, I am
ensuring that there is a greater chance that they will succeed. As well, it allows students a visual aid when
they maybe cant remember or just didnt listen to the instructions. I also included helpful hints such as
looking at the rubric and making sure spelling and grammar were correct. Most of these hints wont be
summatively assessed, but they are there to help students make their projects better and give them ideas.
This also has to do with the self-assessment aspect as students can see where they are in their project and
what they have to do to improve and complete the project. It also helps students to set goals, another
important key learning aspect according to Davis (55). As students check off each section of the list, they can
create goals to help them check the rest of the items off.

I see the research process as a dynamic assessment. According to the article The Role of Assessment
in a Learning Culture by Lorrie Shepard, dynamic assessment is finding out what a student is able to do
independently as well as what can be done with adult guidance. (10) So, when I allow students to go on
their own, with the teacher supervising, I am allowing them to see what they can do independently and
assess that themselves before I even do anything. Of course the learning is guided, the student must
research the topic that I have provided using the parameters that I have provided, but I am not telling the
students where they should find their information or what is more important than something else. This
allows students to explore on their own and find their way. Shepard also discusses that teachers provide
assistance as part of assessment, and that is exactly what I had intended my one-on-one conferences with the
students to be (11). I just wanted to see if they have any questions and to make sure that they are on the
right track in order to assess how they are understanding the project and the process.

Throughout the lesson, I am continually asking questions. The reason that I do this is to that my
classroom dialogue can be conducted in ways that students will learn. The article Working Inside the Black
Box showed that although questioning can be a little painful when no one answers right away, it can be a
very effective tool for facilitating learning. Currently, the average time a teacher waits after asking a
question is 1-3 seconds. This does not allow any time for students to formulate an answer. The article
explains that in order to give students a chance to answer we must wait at least 10 seconds, even if it is
painful (11). This is why in each of my lessons I have written Please allow at least ten-fifteen seconds after
the question is asked for students to formulate an answer. so that teachers know to wait those extra
seconds to give students time. As well, I can ask questions that require more thought than just a quick

answer. By requiring more thought from students, I am making the level of learning deeper and more
meaningful. This in turn makes the learning the number one priority.

All of these things contribute to my assessment during these lessons. They ensure that students are
learning and retaining the information that I am providing. They ensure that no student is left behind. If I
were to actually teach these lessons, I am hopeful that everything would be positive, but I know that there is
always room for learning and improvement.

Level

Criteria
4
Excellent
3
Proficient
2
Adequate
1
Limited *
Insufficient /
Blank *
Defense Paper
(Outcome 1, 2)
Demonstrates an
extensive understanding
of how ongoing
assessment guides
instruction
Demonstrates an
substantial
understanding of how
ongoing assessment
guides instruction
Demonstrates an partial
understanding of how
ongoing assessment
guides instruction
Demonstrates an
sketchy understanding
of how ongoing
assessment guides
instruction
No score is
awarded because
there is insufficient
evidence of student
performance based
on the
requirements of
the assessment
task.

Demonstrates an
extensive understanding
of how to determine
student learning
Demonstrates an
substantial
understanding of how to
determine student
learning
Demonstrates an partial
understanding of how to
determine student
learning
Demonstrates an
sketchy understanding
of how to determine
student learning
Demonstrates a
comprehensive
understanding of the
assessment theory and
best practices
Demonstrates a
thorough understanding
of the assessment theory
and best practices
Demonstrates a cursory
best practices
Demonstrates a
superficial
best practices

References:

Anne Davies, Making Classroom Assessment Work 3
rd
ed. Courtenay: Connections Publishing, 2011.

Lorrie Shepard, The Role of Assessment in a Learning Culture (2000). Accessed October 27, 2014.
http://www.ied.edu.hk/obl/files/The%20role%20of%20assessment%20in%20a%20learning%20
culture.pdf

Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan William, Working Inside the
Black Box: Assessment for Learning in the Classroom (2004). Accessed October 27, 2014.
http://datause.cse.ucla.edu/DOCS/pb_wor_2004.pdf

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