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Part 1: Logistics

Title (lesson, sequence of lessons, mini-unit, unit): Instructional Designers:

A Journey Back in Time Kierra Short and Heather Moraal

Problem/Issue/Theme: Driving Question/Inquiry Question:

There is a mission that needs to be completed. This mission is What if rocks could talk? What would they tell us about our history?
dangerous, we need to go back to the jurassic period when the
dinosaurs roamed the planet. On this mission we need to find out
“​What if rocks could talk? What would they tell us about our history”.
Subject Area(s): Grade(s): 7
Language Art
Social Studies
First Nations, ​Metis​, Inuit
Curriculum Topics/Strands: Duration:​ (​ days, class periods or weeks)
Science: Fossils Calendar
Language Arts: Create Journals
Social Studies: Indigenous Society
Art: Consider primary sources
Physical Education: Choreograph a dance

Outdoor Recreation - hike in drumheller

Travel Club - plan a trip to the Jurassic Era
Film Studies -
Indigenous Connections- Feather knowledge
Introduction: Evidence of Learning​ (product or performance?)
Take a look at the ​lesson plan 1 Product
Integration Model: Key Vocabulary:
Web Model​ ** Insert link to mind map
fossils creatures planet earth indigenous

era journal strata minerals

igneous rock metamorphism sedimentary folding


faulting crustal plate tectonics geological


weathering erosion incremental observation


Rationale: ​How does this project fit into your subject curriculum? Why have you chosen this set of learning outcomes? How does your plan take into
account the interests, abilities and diversities of students? At what time of year would you complete this work and why? How will you build in “student
voice and choice” into this work? What model of integration is used for this integrated unit?

This project fits well right after students learn about rocks and minerals in the planet earth unit. In the planet earth unit there is a subunit that focuses
on fossils. It can be said that students learn better with hands-on activities and when they are able to make their own choices in their learning. We
decided to have students go on a mission back in time to “interact” with some of the creatures that paleontologist are finding in fossils. The Language
Art outcomes worked extremely well with our mission as the students will be creating a journal with guided posts that help meet the outcomes of both
Language Arts and Science. This unit is designed to be taught in March and the beginning of April because this allows for class activities to be outside
and it is the perfect time for students to go on a hike at places like Drumheller and Buffalo Jump. We are using the webbed model for this unit because
we started with an idea/topic and we branched out different subjects and outcomes from our theme.
Resources: ​What resources will be helpful in preparing this plan? (websites, videos, materials, community resources, guest speakers, books, etc.)

Websites Videos and Music Books Materials / Community Assessment


EDUKITS Was Not Was: Walk the Indigenous Book List The Mini Page 56 Different Ways to
Dinosaur Gather Evidence of Student

Deepening Knowledge Jurassic World Dinosaur Book and Resource Guide Ties to Grade 7 Science: Alberta Assessment
Song: Life Finds a Way Traditional Indigenous Consortium
Relationship with the Land
& Spirituality

Indigenous Resources Dinosaur Stomp Science First Peoples (Gr


Teaching Topics Fossil Rock Anthem

Government of Canada Prey

Feather Fossil Lesson Plans Myth Busters

Bloom’s Taxonomy

Dinosaur information



Digging Game

Royal Tyrrell Museum