State
Standard(s):
Species
evolve
over
time.
(S.912.LS.8)
Natural
selection
scientifically
explains
the
fossil
record.
(S.912.LS.9)
Natural
selection
explains
molecular
similarity
of
diverse
species.
(S.912.LS.9)
Natural
selection
is
a
mechanism
for
evolution
leading
to
organism
diversity.
(S.912.LS.9)
Learning
Objectives:
Students
will
investigate
the
fossil
record
and
describe
how
it
displays
evidence
of
evolution
over
a
long
period
of
time.
Students
will
be
able
to
discuss
the
use
of
radiocarbon
dating
to
verify
dating
of
the
fossil
record.
Student
Needs/Differentiation:
A
student
in
the
special
education
program
will
be
paired
with
a
student
he
enjoys
working
with
in
order
to
increase
his
motivation.
Other
students
may
receive
extra
support
as
I
circulate
around
the
room
during
individual
and
group
work
times.
If
they
are
struggling
to
understand
a
question
or
task,
I
can
reword
it
and
use
questioning
strategies
to
help
scaffold
the
lesson
better
for
them.
Some
students
will
receive
additional
assistance
from
a
resource
teacher.
Resources/Materials:
Envelopes
with
fossil
pictures
in
them
Radiocarbon
Pennies
Activity
worksheet
Small
boxes/tubs
(one
for
each
pair
of
students)
Baggies
with
100
pennies
in
them
(one
for
each
pair
of
students)
Lesson
Sequence:
Hook:
Ask
students:
Think
back
to
the
article
we
read
about
Darwin.
He
was
studying
the
way
species
diversify
over
time.
Naturally,
Darwin
would
have
wondered
if
he
could
extend
this
idea
backward
to
show
the
diversification
of
species
over
a
large
amount
of
time.
How
might
scientists
study
the
changes
in
species
over
long
amounts
of
time?
Students
can
make
any
suggestions
that
come
to
mind.
You
should
have
someone,
however,
that
suggests
looking
at
the
fossil
record.
If
students
dont
reach
this
idea
on
their
own,
you
can
add
the
question:
How
do
scientists
study
animals
that
existed
a
long
time
ago,
some
of
which
are
now
extinct?
Discussion/Predictions:
Once
they
suggest
the
fossil
record,
ask
the
question:
Pretend
youre
a
scientist
living
in
Darwins
time,
and
you
wanted
to
study
fossils
to
see
if
the
fossil
record
matches
your
ideas
about
how
species
change
and
diversify
over
time.
When
you
inspect
the
fossil
record,
what
would
you
expect
to
see?
If
this
question
is
confusing,
you
may
add:
What
evidence
would
you
look
for
in
the
fossil
record
to
support
your
ideas?
Students
may
think/pair/share
for
this.
Student
ideas
will
range,
but
get
students
to
some
sort
of
consensus.
You
can
create
a
bulleted
list
on
the
board
of
their
predictions,
but
make
sure
to
check
the
predictions
align
with
Darwins
ideas
about
evolution,
particularly
the
four
factors
that
contribute
to
evolution.
To
simplify,
this
list
should
illustrate
that
as
you
dig
deeper
in
the
fossil
record,
organisms
get
simpler.
(5
min)
Investigation:
Arrange
students
in
pairs,
hand
out
envelopes
to
each
pair,
and
tell
students:
You
are
paleontologists,
and
you
recently
went
on
a
dig.
In
these
envelopes,
you
will
see
photo
evidence
of
the
fossils
you
unearthed.
Arrange
them
from
organisms
that
look
most
complex
to
organisms
that
look
most
simple.
Then
check
the
numbers
on
the
back
of
the
photos
and
rearrange
as
needed
to
see
the
actual
order
of
the
fossils
(1
being
most
complex
to
10
being
least).
Discuss
with
your
partner
the
following
questions:
To
what
extent
does
the
order
of
fossils
confirm
your
predictions
that
organisms
would
go
from
the
most
complex
to
the
least?
o In
arranging
the
fossils
in
order,
which
one(s)
did
you
find
to
be
difficult
in
placing?
Which
one(s)
surprised
you
when
you
rearranged
them
into
the
real
order?
Why?
Discuss
student
answers
to
these
questions
as
a
whole
class.
Students
should
be
able
to
see
that
yes,
the
fossils
followed
a
pattern
similar
to
what
was
predicted,
even
if
they
had
trouble
placing
one
or
two
of
the
fossils.
o Ask:
In
what
way
does
the
order
in
the
fossil
record
provide
evidence
that
supports
the
idea
of
evolution?
Students
may
think/pair/share
during
this
question
as
needed.
They
should
be
able
to
conclude
that
the
fossil
record
provides
evidence
that
organisms
do
indeed
get
simpler
as
you
dig
deeper,
thus
affirming
the
idea
that
simpler
species
diversified,
and
also
affirming
that
evolution
takes
a
long
time.
To
further
develop
this
idea
that
evolution
can
take
a
long
time,
ask
students:
o If
you
were
a
scientist,
and
you
wanted
to
verify
how
long
ago
an
organism
lived
based
on
its
fossil,
how
could
you
do
that?
What
methods
do
scientists
use
today
to
test
the
age
of
a
fossil?
There
should
be
at
least
a
couple
students
that
are
familiar
with
carbon
dating
or
other
similar
methods
and
make
this
suggestion.
(10
min)
o