Ancient I BL

Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Gail Ahrens, Lynn Ashcroft, Katie Middendorff

Title: Ancient Creatures and Landforms Grade Level: 2

CONTEXT Goals/Standards: (#S) CONTENT
State Goal 12: Understand the
fundamental concepts, principals and
interconnections of the life, physical and
earth/space sciences.
Standard A. Know and apply concepts that
explain how living things function, adapt
and change.
Standard B. Know and apply concepts that
describe how living things interact with
each other and their environment.
Explain how fossils are formed and
how the fossil record helps us
understand change over time
Recognize and state the similarities
and differences between various types
of ancient creatures
Analyze and describe the habitats
revealed by the fossil record
Explain the relationships between
ancient creatures and modern life
forms
State Goal 1: Reading with
understanding and fluency.
Standard A. Apply word analysis and
vocabulary skills to comprehend
selections.
Standard B. Apply reading strategies to
improve understanding and fluency.
Standard C. Comprehend a broad range of
reading materials.

Engaging the Learner

The teacher will read a letter from
a primary teacher whose students
want help identifying a fossil and
information about the creature from
which it came.

The students will create a Museum
Guide and displays to share with
kindergarten students to help them
understand about fossils and
ancient creatures.

Teaching and Learning Events*
Note: QAR strategy is introduced before unit begins
Encourage I Wonder statements and questions from students
after presenting the letter & fossil to complete KWL chart.
The teacher begins the unit by reading, Fossils Tell of Long
Ago, by Aliki. Students create a fossil by imprinting objects
in clay.
Inquiry Activities:
Teacher rereads: Fossils Tell of Long Ago by Aliki. Students
create a sequencing booklet explaining fossil formation, and
the following day reads Digging Up Dinosaurs by Aliki to
finish sequencing booklet information about fossil excavation,
scientific study & museum display. (1)
Closed word sort / dictionary to make connections to words
and content
Chocolate chip cookie fossil dig
QAR: using the strategy within the unit
Utilizing text features Information Search
Inferencing Digging Deep Into Fossil Facts
Research - Students begin inquiry by locating information
using trade books and Internet. Students record notes on data
sheet which will be used to create a Kid Pix presentation
slide for the Museum Guide. (3/4)
Individual Student Assessments
(1) Ordered events in a sequenced booklet
(2) Each student contributes information for classification
chart
(3) Data sheet shows information discovered during research
(4) Students will present map with shaded area representing
where fossils have been found
(5) Students display model with Museum Guide and Museum
Guide
Final Team Performance
Students will be divided into groups
by the periods of time during the
Mesozoic Era (Triassic, Jurassic, &
Cretaceous) that their creature lived.
Students will create a wall mural
showing their creatures living in a
correctly illustrated environment.

() = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Gail Ahrens, Lynn Ashcroft, Katie Middendorff
Title: Ancient Creatures and Landforms Grade Level: 2

CONTEXT Goals/Standards: (#S) CONTENT
State Goal 3: Write to communicate for
a variety of purposes

Teaching and Learning Events*

Create a chart to classify types of ancient creatures based on
the eating habitats of creatures found in research (2)
Synthesizing Use a T-chart to compare ancient and
modern creatures

Parent/child home project: Create a model showing the
researched dinosaur in its natural habitat for display in the
Dinosaur Museum (5)
Family and friends are invited to visit the Dinosaur Museum

() = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
*Numbers after Teaching and Learning Events refer to assessments
Final Team Performance

Engaging the Learner

Individual Student Assessments
(1) Ordered events in a sequenced booklet
(2) Each student contributes information for
classification chart
(3) Data sheet shows information discovered during
research
(4) Students will present map with shaded area
representing where fossils have been found
(5) Students display model in Dinosaur Museum with
Museum Guide

To: Second Grade Students
From: Ms. Jones

Dear Students,

A friend of mine recently found an interesting rock while on
vacation out west. It looks like it might contain an ancient fossil.
I understand that your class has been learning about landforms
of the earth. I would like your help to excavate the fossil and
identify which animal it came from.

Since you are becoming such good readers, I hope you will take
time to research the fossil and share the information you find
with our kindergarten students. Some of the questions my
students have asked are:

How is a fossil formed?
Which animal made this fossil?
Where did the animal live?
What did the animal eat?
Did the animal have enemies?
Are these animals still alive today?
How was the fossilized animal like other animals from long ago?

When you are finished researching, please invite us to share the
discoveries you have made. It would be helpful to us to see a
model, a map, and a report to better understand all you have
learned.

Sincerely,

Ms. Jones
Unit Title: Ancient Creatures and Landforms
Authors Names: Lynn Ashcroft, Gail Ahrens, Katie Middendorff
Teaching and Learning Events (Engaging Activities)

State Goal 3: Write to communicate for a variety of purposes

Standard: B. Compose well-organized and coherent writing for specific purposes
and audiences

Reading Strategy: Asking Questions

Activity Name: KWL

Note: page 1 of 2

Description and detailed sequence of activities:
1. After reading the letter from the kindergarten teacher about finding a fossil,
students and teacher will generate statements for the What I Know and What I
Want to Learn columns of the KWL. (Students can keep this sheet to refer back
to throughout the unit.)

Time Line: l class session

Technologies used and technical skills needed: NA

Equipment Name: Fossil KWL worksheet, letter from Kindergarten teacher

Supply/Materials Source and Ordering Info: NA

Resources Web Sites: NA

Resources Software, Source and Ordering Info: NA

Milestones
Authors Names: Lynn Ashcroft, Gail Ahrens & Katie Middendorff

State Goal 5: Use the languages arts to acquire, assess, and communicate information

Standard: Apply acquired information, concepts, and ideas to communicate in a
variety of formats

Benchmark: Students create fossil imprints and make inferences about them.

Reading Strategies: Drawing inferences

Note: page 2 of 2

Activity Name: Fossil imprints

Session 1:
1. Teacher reads aloud: Fossils Tell of Long Ago byAliki.
2. Students each get a small clump of modeling clay to flatten out.
3. Students take an object and press it into the clay to make an imprint.
4. Students share their fossils and other students attempt to identify the original
objects imprinted.
5. Students make inferences about their fossils and how information can be
gathered from fossils found in landforms around the world.

Time Line: 1 class session

Technologies used:

Equipment Name: miscellaneous objects (shells or other hard objects), clay

Supply/Materials Source and Ordering Info:
Fossils Tell of Long Ago, Alika, HarperCollins, NY

Resources Web Sites:

Resources Software, Source and Ordering Info:

Fossils
What I know

What I want to know What I learned

Authors Names: Lynn Ashcroft, Gail Ahrens & Katie Middendorff

State Goal 5: Use the languages arts to acquire, assess, and communicate information

Standard: Apply acquired information, concepts, and ideas to communicate in a
variety of formats

Benchmark: Students create a sequencing booklet

Reading Strategies: Identifying important information

Activity Name: Sequencing booklet

Session 1:
1. Teacher reads aloud: Fossils Tell of Long Ago, Aliki drawing students attention
to sequence of events
2. Open discussion with students recalling stages of fossil development
3. Brainstorm verbs to use in writing the processes of fossil formation
4. Write descriptive sentences for each of the first five pages of the fossil sequencing
booklet that explains fossil formation
Session 2:
1. Teacher reads aloud: Digging Up Dinosaurs, Aliki drawing students attention to
sequence of events
2. Class discussion with students recalling stages of fossil excavation, scientific
study and museum display
3. Brainstorm verbs to use in writing the processes of fossil excavation, scientific
study and museum display
4. Write descriptive sentences for each of the last six pages of the fossil sequencing
booklet that explains fossil excavation, scientific study and museum display

Time Line: 2 class sessions

Technologies used:

Equipment Name: Teacher-made Sequencing booklet (Note: copy pages 2-sided to
create booklet in page order)

Digging Up Dinosaurs, Aliki, HarperCollins Publishers, NY




State Goal 1: Read with understanding and fluency.

Standard A: Apply word analysis and vocabulary skills to comprehend selections.

Reading Strategy: Making connections

Activity Name: Closed Word Sorts (pre-reading activity)

1. Use 31 important words (on flashcards) found in selected books for research
2. Have students work in small groups (3-4)
3. Sort words by categories: NOUNS (person, place, thing); VERBS (action words)
ADJECTIVES (describe nouns) {color coded}
Fossil, herbivore, carnivore, prehistoric, era, period, evolve, reptile, amphibian,
skeleton, mammals, dinosaur, invertebrates, prey, trilobites, museum, model,
paleontologist, extinct, omnivore, ancient, Pangea, vertebrates, predator,
ferocious, preserve, disappear, rot, hardened, study, dig
4. In small groups, students will discuss the meanings words & place the flashcards
under the appropriate categories
5. Whole group evaluates correct placement of words in categories as students give
reasons for choices of categories.
6. Students record words in individual student dictionaries. These dictionaries can be
used to record word meanings as the unit progresses.

Follow up reading: silent reading time where students read selected books: Fossils,
Claire Llewellyn; Dinosaur Bones, Aliki; Prehistoric Animals, David Eastman


Technologies used and technical skills needed: none

Equipment Name: word cards, chart paper and/or word wall, teacher-made dictionaries,
books

Fossils, Claire Llewellyn; Rigby Literacy, 500 Coventry Lane, Crystal Lake, IL
Dinosaur Bones, Aliki; Harper Trophy, Lets Read and Find Out series
Prehistoric Animals, David Eastman; Troll Communications


Milestones


State Goal 10: Collect, organize and analyze data using statistical methods; predict
results and interpret uncertainty using concepts of probability.

Standard: B. Formulate questions, design data collection methods, gather and
analyze data and communicate findings.

Reading Strategy: Visualizing

Activity Name: Chocolate chip fossil excavation

1. Students will predict the number of whole chips they think they will remove from
their cookie.
2. Students will brainstorm strategies for removing the chips without breaking them.
3. Wearing their PALEONTOLOGIST badges, students will use a straightened
paper clip & a new, clean paintbrush, to remove as many whole chips from the
cookie as possible.
4. Students will record their results (# of whole chips removed) on a class graph
created in Graph Club. *If software is unavailable another method of graphing
will suffice.


Technologies used and technical skills needed: Computer, software

Equipment Name: Enough paper towels/plates, paper clips, paintbrushes and chocolate
chip cookies (large chips) for each student

Supply/Materials Source and Ordering Info: NA


Graph Club, Tom Snyder, Inc

Milestones

State Goal 1: Reading with understanding and fluency

Standard: B. Apply reading strategies to improve understanding and fluency.

Reading Strategy: Asking Questions

Activity Name: QAR

1. Read together: Fossils, Claire Llewellyn
2. Groups of students will be given two questions (1 thin, 1 thick) on sentence strips.
When the teacher reads the story aloud for a second time, the group that has the
question for the information read will raise their hands.
3. Students will then determine if the question is thin or thick and place that
question strip on the 2-column chart.
4. Thin Questions:
What is a fossil?
Where did the first earth creatures live?
What were the first living things on land?
How long was the biggest dinosaur footprint?
When did the first forests begin to grow on earth?
5. Thick questions:
What things can become fossils?
How are fossils formed?
How do scientists make a model of a dinosaur?
What information can a dinosaur footprint fossil tell you?
Which living thing appeared first: birds, insects or dinosaurs?


Technologies used and technical skills needed: NA

Equipment Name: sentence strips, chart paper divided into 2 columns (thin & thick)



Resources Software, Source and Ordering Info: NA

Milestones

State Goal 12: Understand the fundamental concepts, principles and interconnections of
the life, physical and earth/space sciences.
State Goal 1: Reading with understanding and fluency.

Standard B: Apply reading strategies to improve understanding and fluency.

Reading Strategy: Determining Importance

Activity Name: Utilizing text features in non-fiction text

1. While looking at the big book, Fossils, by Claire Llewellyn, teacher and students
identify: title, contents page, glossary/index, bold-faced print, pictures, diagrams
and captions
2. Teacher models how to use text features to locate big ideas and details:
3. Students will get into small groups to apply text features skills with other related
books.
4. Students will evaluate the text features using a check-off list.
5. Students will find answers to questions (worksheet) by using text features.


Technologies used and technical skills needed:

Equipment Name: Information Search worksheet

The Dinosaur Connection, Buck Wilde; Rigby
I Dig Dinosaurs; The Wright Group
Long, Long Ago, Judith McKinnon; Rigby
Prehistoric Record Breakers, Rod Theodorou; Rigby



Milestones
:

Names_________________________________________________
Information Search

Questions/Answers Features

Contents Heading Glossary/
Index
Graphics
How many theories do scientists have about the end of the dinosaurs?

What did some plant eater have inside them to help digest food?

How do we know that giant dragonflies existed during the dinosaur age?

What was the largest flying reptile as big as?

What do alligators help scientists learn about dinosaurs?

Who helps us know about the past?


State Goal 12: Understand the fundamental concepts, principles and interconnections of
the life, physical and earth/space sciences.
State Goal 1: Reading with understanding and fluency.

Standard: C. Comprehend a broad range of reading materials.

Reading Strategy: Inferencing

Activity Name: Fact/Inference T-Chart

1. Students will work in small groups to read and share selected books.
2. Students will generate facts.
3. Students will complete a T-chart listing inferences for fossil facts.

Time Line: 1 class session


Equipment Name: Fact/Inference T-Chart worksheet

The Dinosaur Connection, Buck Wilde; Rigby



Milestones:
Digging Deep Into Fossil Facts!

FACTS INFERENCES (Draw a conclusion)
Some marine animal fossils are found in rock
on a mountain.

Many fossils are discovered with only small
parts showing above the ground.

Ancient dragonflies were very big compared
to modern day dragonflies.

Dinosaurs are reptiles.

Sometimes fossils of animals are found in
another animals stomach.

Most fossil remains found are incomplete.

Some fossils are animal footprints left in
mud.

Coal is a fossil fuel.

Early fossil hunters, Mr. Mantell, Mr.
Buckland, and Mary Anning lived in England.

Fossils have been found all over the world.


State Goal 3: Write to communicate for a variety of purposes

Standard: B. Compose well-organized and coherent writing for specific purposes
and audiences

Reading Strategy: Identifying important information

Activity Name: Research

1. Students will select a dinosaur from a list of dinosaur names to research further.
(note: if using the Internet as a main source, use the list from the Enchanted
Learning website to ensure that students will be able to locate needed
information).
2. Students will record specific data about their dinosaur from books and Internet
sources on the Student note-taking data sheet. This data will be rewritten or
typed into a final report. Categories include: Dinosaur description, habitat, eating
habits and other important information.
3. In Kid Pix, students use data sheets to create Museum Guide pages on slides for
presentation: description, habitat, eating habits, connection to modern creatures.
After writing/typing sentences, students can illustrate each page. Students may
record narration.
4. On the last page of the Museum Guide, students will locate where their dinosaur
fossils have been found on a world map. Students will create a map key to
accompany the map using a color code for fossil location.

Time Line: Independent research time (approx. range 2-5 days depending on students)

Technologies used and technical skills needed: Internet and word processing

Equipment Name: See Bibliography


Resources Web Sites: www.Enchantedlearning.com

Kid Pix, Broderbund

Milestones
Description Description of habitat
Eating habits Other interesting information-fossil location


State Goal 1: Read with understanding and fluency

Standard: Recognize and state the similarities and differences between various types
of ancient creatures

Reading Strategy: Synthesizing

Activity Name: Chart

1. Predict which category will have the most creatures listed.
2. Students are invited to write the name of their dinosaurs under the appropriate
heading to classify them by eating habits.
3. Discuss probability of types of eating habits of other dinosaurs that were not
included in the research.

Example:

Carnivores Herbivores Omnivores

Time Line: 1 session


Equipment Name: Chart paper, markers

See Bibliography



Milestones

State Goal 1: Read with understanding and fluency

Standard: Explain relationships between ancient creatures and modern life forms

Reading Strategy: Synthesizing

Activity Name: T-chart

1. Discuss discoveries showing relationships between ancient creatures to their
cousins living in modern day.
2. Brainstorm list of animals living today that remind students of ancient animals.
3. Create a T-chart comparing ancient creatures to creatures that might be their
modern relatives.

Example:

Ancient creature Modern cousin

Ceratops

Rhino

Time Line: 1 session


Equipment Name: Chart paper, markers

See Bibliography



Milestones
Ancient Creatures and Landforms
Bibliography

Digging Up Dinosaurs, Aliki, HarperCollins Publishers, NY


Dinosaur Connection, The, Buck Wilde; Rigby

Dinosaurs Are Different, Aliki, HarperCollins Publishers, NY





Mary Anning: Fossil Hunter, Sally M. Walker, Scholastic, Inc., NY

My Visit to the Dinosaurs, Aliki, HarperCollins Publishers, NY



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Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Authors: Gail Ahrens, Lynn Ashcroft, Katie Middendorff

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