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Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Anastasia Koulopoulos

Lesson Title or Topic The Fossil Record
Grade Level 7th/8th Grade (Middle School Science)
Course Name or Content Area Biology

Central Focus
Describe the central focus for the content/skill you will teach. The central focus should provide a short
narrative summary of this lesson and/or learning segment.
In this lesson, students will be learning about the fossil record and how that plays a role in explaining and
providing evidence for evolution, as well as how it’s used to help determine earth’s history. This lesson
will lead into the next lesson on geologic time and platetectonics, allowing students to continue to master
skills from this lesson during the next. Students will be interacting with the processes of fossil
development and fossil interpretation. This could be used for a double period. For the first half of the
period students can work on their evidence charts and the written assignment for it. During the second
half, students can draw their fossil model and interact with the timeline.

HOT Questions/Essential Question(s):

1. How do we keep track of how organisms change over time?
2. Do you have fossils in your backyard?

Context
1. State the long-range learning goals for the learning segment to which this lesson contributes. The long-
range goals should deal with mastery of knowledge/skills that students will be able to transfer to real-life
situations.
2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall learning
segment/unit.
3. Describe the students for whom this lesson has been developed. Consider the personal, cultural, and
community assets of your students and how this lesson builds upon those assets.
1. Students should understand how organisms change over time and how fossils play a role in
supporting/proving that. Skills that students learn during this lesson would be research skills (for when
filling out their evidence charts) as well as being able to articulate their ideas and thoughts in writing as
well as verbally. Students will also be improving their observation and analytical skills through
interpreting fossils and beginning to work with fossil timelines/geologic timelines.
2. This builds on the lesson before since we would just have finished talking about different forms of
classification and the basic theory of evolution. In the overall unit this fits since it helps support the main
idea of evolution and natural selection, which is the main idea/concept of the unit. This also prepares for
the next lesson since it will give students the content background on what fossils are and how they are
formed. Students will be able to make connections between fossils and the geologic timeline, as well as
platetectonics and how the plates shift (and how that might affect the fossil record).
3. The students this lesson has been designed for are middle school students who might not have had a lot
of exposure to what fossils are, beyond that they show organisms from long ago. This should give them
more in-depth and specific information about how and why fossils form, and what materials can be
considered fossils. Depending on the community, students might have been exposed to natural forming
fossils in the surrounding area (for example, in Ithaca you can find some). If there are any science
museums (or libraries) in the local area, they could be a resource to bring or guide students to find more
information about fossils.
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Prior Knowledge
What knowledge, skills, and concepts must
students already know to be successful with this
lesson?
Students should already be exposed and
understand the concept of evolution and the idea
that organisms from the past can leave fossils
behind.
How will you know if your students have prior
knowledge, etc.? How/when will you teach/re-teach
if necessary?
Before the lesson begins students will be completing
a Do Now activity, on the Do Now Slip will be a few
questions to probe at fossils. Asking things like
“what evidence do we have that these game consoles
are from the past?” If students can connect the idea
of an older game system being like a fossil or not
will be a good indicator of if re-teaching about what
fossils are in general (before getting into specifics of
make-up/creation) is necessary. Before the lesson
begins I would be prepared to do a little mini lecture
about fossils, have some images on a power point
slide and maybe some manipulatives (either fossils
that are natural, or some I can make out of plaster of
paris (or some other casting type technique) so
students can interact directly with the material.
Students will be able to see, touch and use multiple
senses to explore the fossil.

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.
Remember to include content and literacy standards, as appropriate to the lesson.
NGSS Standards:
MS-LS4-1 - Analyze and interpret data for patterns in the fossil record that document the existence,
diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption
that natural laws operate today as in the past.

MS-LS4-2 - Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer evolutionary
relationships.

MS-LS4-3 - Analyze displays of pictorial data to compare patterns of similarities in the embryological
development across multiple species to identify relationships not evident in the fully formed anatomy.

Literacy Standards:
RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions

WHST.6-8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

SL.8.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well- chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.

SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led)

with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their
own clearly.
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Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives should
be items that are immediately observable and easily assessed.
--In addition, you will identify how you will know if the learning objectives for this lesson have been met.
List the types of assessments you will use to determine whether the objectives have been met. List the types
of formative assessments you will use to monitor student learning of your specific learning objectives for
this lesson. What assessments will determine proficiency, excellence, or failure to meet the learning
objectives of this lesson?
--As you consider your assessments, you should think about the kind(s) of feedback your students will
receive from you related to your assessments and how you will expect them to use this feedback.
- Formal assessments could include an exit ticket, a homework assignment, an in class writing assignment,
a project, or a quiz or a test you will give later, etc. Informal assessments could include structured
observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.
Learning Objectives Formative Assessments Summative Assessments
The students will be able to … What formal and informal What evidence, by the end of the
(Learning outcomes to be assessments will you use during learning segment/unit, will show
achieved by the end of this this lesson to monitor whether that students understand and
lesson) your students are developing the have met your learning
understanding/skills required to objectives?
Every objective should have an meet the learning objective you
assessment. have identified? If you are using
observation as a form of
Note: Use as many rows as you assessment, write the questions
have learning objectives. You you will use as a guide for your
must have at least one objective, observations of students during
but there is no maximum number. the lesson.

Students will be able to describe
the relationship between
sedimentary level and age, and
provide examples.
Check student evidence charts
throughout the period. Look for
progression of the chart, and if
there are any sections that are
being left blank/gaps in
knowledge.
Students will draw a model of a
fossil (of an organism of their
choice) and describe the different
parts of the fossil, the type of
rock/soil (sedimentary level), etc.
Each student’s model will be
placed along a timeline.

Students will be able to explain
how the fossil record can be used
as evidence to support evolution.
Check student’s evidence charts
throughout the period and do a
quick look over before they begin
their one page response. This will
be a check to make sure they
have all the information needed
to successfully write the
response. Students will be guided
to collect more data if
needed/continue analyzing the
evidence chart before writing (if
needed).
Students will write a one page
response (using their evidence
charts) including why fossils are
important, what information they
can tell us, and how they support
evolution. The papers can be
written as a group (the same as
the ones used to create the
evidence charts) but each student
must pass in their own individual
work.

Students will be able to list the Check student evidence charts Students will draw a model of a
different components that play a throughout the period. Look for fossil (of an organism of their
role in the fossil record. progression of the chart, and if choice) and describe the different
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there are any sections that are parts of the fossil, the type of
being left blank/gaps in rock/soil (sedimentary level), etc.
knowledge. Each student’s model will be
placed along a timeline.

Students will be able to write a Observing and facilitating Students will write a one page
one page response including students begin their one-page response (using their evidence
content vocabulary in the correct responses, and answering any charts) including why fossils are
context questions that come up. Students important, what information they
can be given a graphic organizer, can tell us, and how they support
or some sort of evolution. The papers can be
handout/worksheet they can use written as a group (the same as
to help organize their thoughts (if the ones used to create the
needed/wanted). evidence charts) but each student
must pass in their own individual
work.
Students will be able to define Observing/listening for the use of Students will use the vocabulary
and give examples of different lesson vocabulary during group in the correct context and explain
content vocabulary work. If vocabulary isn’t being why they placed their fossil
utilized, I can guide the students where they did on the timeline
to use the vocabulary or remind using the vocab. This will show
them about any language they know the definition and are
supports I have provided (like modeling (giving an example) of
sentence stems). the content vocab.
If, as a result of the assessments above, students have not met your learning objectives for this
lesson, what strategy/ies will you use to teach/re-teach?
I would have materials that students could explore regarding the fossil record, including books, magazines
and scientific articles. I would also make the videos I use in class available for them to view independently
outside of class if they are interested. If time allows, I would love to have a station where students could
create their own fossils out of plaster or paris, clay, or some other manipulative. They can create a
mold/cast fossil and be able to relate their actions/experience with the content they read/are learning in
class.

Academic Language Demands

Language function and objective Example: Students will compare and contrast, orally with a partner,
Choose a higher order language Native American boarding schools to their school.
verb (e.g. analyze, evaluate,
explain, interpret, describe, Describe - Students must be able to use vocabulary from this unit
predict, argue, or prove) that and/or lesson to describe what the fossil record is and how it is
students must know how to do in evidence to support evolution.
order to succeed in this lesson.
Write an objective with your
language function, the modality
(reading, writing, speaking,
listening), and content. See your
edTPA handbook for content
specific language function
suggestions.
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Vocabulary i.e. content language (bricks), functional language (mortar), and

What skill vocabulary (e.g., Venn basic vocab
diagram, graphic organizer, thesis
statement, symbols) and content Fossil (Fossilization)
vocabulary (e.g., imperialism, Sedimentary (Sediment)
mitosis, isosceles) do students need Mold Fossil
to know in order to succeed in this Cast Fossil
lesson? Trace Fossil
Embryology (Embryo)
Timeline
Geologic
Biodiversity
Paleoecology
Stage
Chronological/Chronologically

Students will need to use (and write) the language when completing
their evidence chart (to follow along with the Berkley website). The
language will also be used by the teacher and students throughout the
lesson. By the end of the lesson students are expected to be able to
use the vocabulary and convey the correct meaning in the right
context.

Discourse 1. Interpretation of Timeline

Discourse is a distinctive
communication structure and/or
style specific to your discipline
(e.g. lab reports, literary analysis
essays, document-based
arguments, proofs, critiques, etc.)
In what discipline specific ways do
students need to communicate in
order to succeed in this lesson?
2. Presentation of Fossil
3. Evidence Charts (Data Collection)
1. Students will be able to read and interpret a timeline,
showing when organisms were alive based on their fossil
characteristics.
2. Students will be able to present their fossil drawing and
describe the unique characteristics to their fossil that help
determine what it is a fossil of/how it fossilized.
3. Students will be able to collect data from an online resource
and organize it using the evidence chart provided. Then, be
able to analyze their findings through a written assignment.

Language supports
How will you help students understand the verbal and written language requirements to succeed in this
lesson? (These should also be included in your step-by-step procedures below.) How will you help them
use Academic Language during this lesson? (Include how you will use students’ prior knowledge and
your teaching in this lesson to facilitate and deepen student learning.)
Grammatical competence
(vocabulary & structure):

Students will need to produce a written/literacy based product by the end of the lesson. The goal is that
students should be able to write a one page response using information and data they collect from an
evidence chart. The evidence chart will give them the chance to interact and organize the vocabulary. It is
a main piece of scaffolding leading to the eventual written/literacy end product. For students that might not
be ready/able to write a full one page yet, the length can be modified. The goal is that they understand the
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structure of the writing (paragraph form, complete sentences, etc) and can begin to utilize and incorporate
content vocab/information in their writing.

Discourse competence
(cohesion & coherence):

Students will take the knowledge they learn about fossils and be challenged to place them on a timeline.
This will include course discourse since specific timeline “rules” that are found in science will need to be
followed and explained. Students will be able to discover and play around with the timeline, and try to
figure out how fossils are organized, based on teacher response to placement. (Make it a game? Have
students place all the fossils and then remove the ones in the wrong spot, or make it like wheel of fortune?)

Pragmatic competence
(appropriate use/application of communication strategies):

This will be evaluated through each student’s individual one page response. Specific feedback will be
given to students based on their response. Supports, one on one attention, etc can be determined and
provided for students. I would also want to be able to talk with the students to see if they are orally able to
express their thoughts/ideas and use the content specific vocabulary/language.

Metalinguistic competence
(language learning strategies):

There will be vocabulary words posted in the room for students to see during class. My hope is that these
can be used as a jumping off point/way to get vocabulary included in conversation they have about the
content. Sentence stems will also be available to students who might find them useful (these will be taped
to desks, or on a poster in the room).

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?
List here the resources you will use to engage your students and assess their learning in this lesson.
Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics, answer
keys, or anything else that requires advance preparation. Written materials should be attached to this
plan.
2. What else do you need to do before the lesson starts in order to be ready?
List here reminders to yourself so that you’re prepared when the students walk into the room.
1. Powerpoint Slides - include the images and videos needed for the do now/lecture portion. The
slides will also display the directions for the activity that students should be working on.
2. Do Now Paper/Slip
3. Evidence Charts
4. Graphic Organizers (if students want to use them to plan their one page response)
5. Large Timeline
6. Timeline Vocabulary (large printouts of words to hang up in classroom)
Lesson Procedures: Instructional Strategies/ Learning Tasks
Describe, in detail, the steps you will follow in this lesson, attending to both what you will be doing and
what the students will be doing.
Time Step-by-Step Procedures
Opening (Launch)
How will you begin your lesson in a way that motivates and engages students in learning this lesson’s
content? (Motivation for lessons should be interesting, age-level appropriate, brief, and directly related to
the learning objectives of the lesson.)
0-5 min 1. Do Now - Students will be entering the classroom and filling out a Do Now, which will
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include their reactions/thoughts on a phylogenetic tree of gaming consoles displayed over the
projector.

Procedures
List the next steps of your lesson. Provide a detailed description of what teacher and students will be
doing. Your planned formative assessments and language supports from above should show up in this
section as part of your lesson procedures. Add rows below as needed.
Write lesson plan procedures so that another teacher could pick up your plans and actually accomplish
your objectives for the lesson. The following procedural terms are too vague: introduce, discuss,
review. How will you introduce something new? How will you organize discussion? How will you
conduct a review? Include specific questions you will use.
5-10 2. (Students): Students will listen as the assignment is explained, then break into groups and
min gathering the materials they need to complete the evidence charts.

(Teacher): Explaining the assignment to students. Facilitating students as they break into
groups, and helping them get required materials. Answering any questions about the assignment.

10-15 3. (Students): Students will be working in their groups to do research and fill out their evidence
min charts. When they complete their evidence charts they should begin to work on their individual
one page response.

(Teacher): Assisting students if they need help using the technology, or finding resources. I will
also be making sure students are staying on task and answering any questions they might have
and guiding them in the right direction.

15-20 4. (Students): Students will be working in their groups to do research and fill out their evidence
min charts. When they complete their evidence charts they should begin to work on their individual
one page response.

(Teacher): Assisting students if they need help using the technology, or finding resources. I will
also be making sure students are staying on task and answering any questions they might have
and guiding them in the right direction.

20-25 5. (Students): Students will be working in their groups to do research and fill out their evidence
min charts. When they complete their evidence charts they should begin to work on their individual
one page response.

(Teacher): Assisting students if they need help using the technology, or finding resources. I will
also be making sure students are staying on task and answering any questions they might have
and guiding them in the right direction.

25-30 6. (Students): Students will create their fossil drawings/models and short written response
min explaining why they placed their fossil there (2-3 sentences max).

(Teacher): Guiding students to the materials or resources they might need to complete this
drawing/model. Answer any questions the students might have.

30-35 7. (Students): Students will create their fossil drawings/models and short written response
min explaining why they placed their fossil there (2-3 sentences max).

(Teacher): Guiding students to the materials or resources they might need to complete this
drawing/model. Answer any questions the students might have.
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35-40 8. (Students): Students will place their fossil drawings on a timeline, with their written response.
min
(Teacher): Facilitate the posting of fossils, making sure every student gets their fossil up on the
timeline. Start getting students to think about the placement of the fossils and why that might be
important.

Closure
How will you bring this lesson to closure? How will students reflect on what they learned today, and how
will you prepare them for what’s ahead?
40 min X. Pose questions to students about the timeline - why did students place the fossils where they
- end did? Can the fossils placement on the timeline tell us anything about earth’s history? Can we
infer anything? Students will write their thoughts on an Exit Slip, which will be used as a
starting point for the next lesson.

Inclusiveness
Universal Design
What general features of your procedures and/or assessments support the learning of all students by
making this lesson accessible for every student in the class? Make sure to address each of the 3 major
principles of Universal Design (i.e. providing multiple means of (1) representation, (2) action and
expression, (3) engagement).
1. Students will be interacting and seeing information about fossils and the fossil record from many
different resources. They will also be able to visualize some of the information on the timeline that
will be created.
2. Students will be working in groups as well as individually, and will have the artistic license and
ability to express their thoughts through the fossil drawing and the different writing they will do
(evidence chart response and fossil explanation)
3. The students will be involved in multiple activities that hopefully interest them and engage them
in different ways.

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will you do to
intentionally support students’ learning specific to this lesson?
IEP/ 504 Plans Supports, Accommodations, Modifications,
Examples: Auditory processing, attention related Pertinent IEP Goals (Do not copy and paste from
issues other lesson plans. These supports should be
specific to this lesson and these students. List
specific supports for students using initials to
designate each student.)
S - Visual Processing Disorder S – Since letters individually is tough, teach using
lots of pictures and sounds. Instead of just showing
one letter and giving one sound, give sounds that
multiple letters give (Ex: SH--, CH--) and connect
them to the visuals. Once visual and sound are
connected, start connecting the letters.
Specific Language Needs Supports, Accommodations, Modifications
Examples: English Language Learners, regional
varieties of English
D, L, Y – All three of these students home language
is Spanish. Be sure that there are supports/classroom
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materials that are in their home language. Making

flashcards of important vocab with an image, the
word/definition in Spanish and the word/definition
in English.

S – Have resources that are in home language,

Other Learning Needs
Examples: Struggling readers, students with gaps
in academic knowledge, students learning at an
advanced level, etc.
maybe the reason she is slow to speak English is for
lack of support or inclusion of home language?
Supports, Accommodations, Modifications
L – Above grade level in math, maybe use these
skills as an advantage. Give him math he knows
how to do with directions in English, he can
decode/solve what English words are/mean based
off of how he solves the math. If he enjoys math
maybe giving him challenging math in Spanish, but
he has to explain his process in English.

Y, D – Both are struggling readers, maybe come up

with a system for them to work together in
strengthening skills. Create a book club/book review
activity that allows them to interact and read with
another person around the same reading level.
Building this peer relationship will help them be
able to work together and help each other with
literacy/reading skills as the year progresses.

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this lesson.
Concept Attainment – this is something that is utilized a lot in the timeline activity. Students will place
things on the timeline and discover and create the rules for the timeline on their own (by having the
freedom to place the fossil wherever). Next, the “proper” definition will be revealed and students will have
the opportunity to adjust their fossil placement on the timeline.
References
Include here any professional resources from which one or more parts of this lesson plan have been
borrowed/adapted. (If a mentor teacher shared plans, please credit them.)
Echevarria, J., Vogt, M., & Short, D. (2012). Making content comprehensible for English learners: The
SIOP model. Boston: Pearson Education, Inc.

Gibbons, P. (2014). Scaffolding language, scaffolding learning: Teaching English language learners in the
mainstream (2nd ed.). Portsmouth, NH: Heinemann.

Peregoy, S.F. & Boyle, O.F. (2013). Reading, Writing and Learning in ESL: A Resource Book for
Teaching K-12 English Learners (6th ed.), (pp. 46-68). Boston, MA: Allyn & Bacon.

The following questions should be answered after you teach your lesson. Some instructors or supervisors
may ask you to submit these responses separately from your extended-format plan, so please ask your
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instructor/supervisor for more detail about expectations for the completion and submission of lesson
reflections.

Lesson Reflection
After the lesson has been taught, write your reflection.

How effectively did I promote a positive learning environment? How do I know?

I think I promoted a positive learning environment. The students work collaboratively together to
complete all of the different pieces of information before writing their summary. The summary can even
be scaffolded so that students can work with and help each other to be successful with the summary. In
the classroom I could tell by how the students are interacting with each other and the noise within the
classroom. If it is good noise or if it isn’t.
How well did I engage students in learning? How do I know?

I started off the lesson with an engaging piece where students can relate game consoles to fossils. I think
this worked really well since it brings the content into a context and physical item that students can relate
and connect to easily. Students would be very interested and engaged with the activity and prime them for
the rest of the lesson.
How did I elicit and build on student responses to deepen their learning?

Students would be writing a summary about the evidence chart that they created. Each activity they do
throughout the lesson relates to and builds onto the next. They are continuing to learn and incorporate the
knowledge they are learning.
What changes would I make to my instruction to improve student learning? Why?
I would extend this lesson to cover multiple days of class. This way the students won’t be rushed to finish
their activities and be able to keep rich conversation going.

What did I learn about my students’ learning from my assessments? If I didn’t learn what I hoped to learn
from the assessment(s) I used, how would I modify the assessment(s) for next time?

From the individual assessments (summary) I would be able to tell what information they retained as an
individual. I also would be able to see where their writing and explanation skills would be. I would make a
more specific rubric for the summary assessment for the students to follow. This would give me better
products (hopefully) and help me to gauge where they started and see where they ended.

Rev. 05/15/2017