Teacher Page
Teacher Page
Before you begin to
dig. Please read this. Group discussion and dialog is crucial. If a
team is off task, the group discussion may help the group get
refocused. In addition, it will build community and rapport.
Prior to the dig, the sandbox or dig site should be roped off. The
sandbox should represent the areas that the students have been
researching. Bury fossils and/or toy dinosaurs in the site. It is
recommended that you keep a map of where you bury the items. Burried
items should be placed in appropriate areas where items would likely
be found.
If a group is unsuccessful with their dig, ask the students where
else might you search? Why would you choose that location? If the
group is still off focus, perhaps a peer team can assist.
Standards
Many standards are
addressed here. Click on the Arizona
State Standards
to review the standards.
Some of the standards that are addressed in this lesson are:
Language Arts Standards (Reading)
R-F3.Use reading comprehension strategies such as drawing conclusions, summarizing, making predictions, identifying cause and effect, and differentiating fiction from nonfiction.
PO 1. Draw conclusions based on the text.
PO 2. Restate information from a reading selection.
PO 3. Predict events, actions and behaviors using prior knowledge and/or details to comprehend a reading selection.
PO 4. Identify cause-and-effect relationships.
PO 5. Differentiate fiction and nonfiction texts.
R-F7.Follow a list of directions and evaluate those directions for clarity.
PO 1. Follow a set of written directions.
PO 2. Evaluate written directions for sequence and completeness.
Language Arts (Writing)
W-F1.Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks.
PO 1. Generate topics through prewriting activities (e.g., brainstorming, webbing, mapping, drawing, writer's notebook, K-W-L charts, scaffolds, group discussion).
PO 2. Align purpose (e.g., to entertain, to inform, to communicate) with audience.
PO 3. Write a first draft with the necessary components for a specific genre.
PO 4. Revise draft content (e.g., organization, relevant details, clarity).
PO 5. Edit revised draft using resources (e.g.,dictionary, word lists and banks, thesaurus, spellchecker, glossary, style manual, grammar and usage reference).
PO 6. Proofread revised draft.
PO 7. Present final copy according to purpose (e.g., read aloud, display, publish, mail, send, perform).
W-F2.Use correct spelling, punctuation, capitalization, grammar and word usage, and good penmanship to complete effectively a variety of writing tasks.
In final copy of student's own writing tasks:
PO 1. Spell high frequency words correctly.
PO 2. Punctuate endings of sentences.
PO 3. Capitalize sentence beginnings and proper nouns.
PO 4. Use standard, age-appropriate grammar and word usage (e.g., basic subject-verb agreement,complete simple sentences, appropriate verb tense, regular plurals).
PO 5. Write legibly.
Science Standards
2SC-F1. Recognize that scientific contributions have been made by all kinds of people everywhere in the world.
PO 1. Describe how people and cultures, past and present, have made important contributions to scientific knowledge.
2SC-F2. Understand that scientific inquiry has produced much knowledge about the world, that much is still unknown, and that some things will always be unknown.
2SC-F3. Understand that science involves asking and answering questions and comparing the results to what is already known.
PO 1. Explain how asking and answering questions are part of the process of a scientific investigation.
PO 2. Compare prior knowledge to the results of a scientific investigation.
4SC-F4. Identify characteristics of plants and animals (including extinct organisms) that allow them to live in specific environments.
PO 1. Identify adaptations of plants that allow them to live in specific environments.
PO 2. Identify adaptations of animals that allow them to live in specific environments.