Fossil Hunter (4 Types of Fossils)

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E is for Explore

E is for Explore

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Students become paleontologists, searching for fossils (cut out and placed) around the classroom. There are 20 fossils, including: true-form (body), trace, mold and cast. Children walk around with a clipboard and investigate each fossil (labeled A-T). They circle whether it is a body or trace, as well as if it is a mold or cast fossil. Then, they infer what the fossil is!

Fossils included in this pack are:
True-Form / Body - skull, claw, skin, femur, whole form (dinosaurs, trilobites, crinoids, ammonites, insects and ferns)
Trace - eggs, footprints, nest, feces, burrows
There are Mold and Cast examples and comparisons.
The name of each fossil is posted by each image.

After the students inspect each fossil and record their answers, they tally and graph their fossils because scientists collect data! The categories of the graph are not given to the students; there are only definitions! The students must think about what they learned about each fossil and write the name of the fossil type under each definition. Then, they can tally and fill in their graph!

Next, the students do fossil fractions! Using their tally marks and graph, they write the fraction for each type of fossil (true-form, trace, mold and cast). Then, they reduce each fraction (if necessary) and draw a picture representation of each fraction.

Click here to see this lesson in action!
to see state-specific standards (only available in the US).
Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Total Pages
22 pages
Answer Key
N/A
Teaching Duration
N/A
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