Earth Science SOL ES.9 states that students should interpret the history of the Earth from fossils. In theory this is easy, but may take years to be proficient at identifying index fossils and getting their geologic age. I have created an app that allows students to measure fossils,  get their identity down to the genus level and their geologic age, in under 5 minutes! The app also can calculate the surface are of the shells. 

In the engage section of the 5Elesson, students are introduced to the role of fossils as evidence of evolution and evolutionary relationships by watching a videos about the discovery of Lucy and Ardi and consider what type of information that they can gain from skull fossils. Students will then explore features of skulls from human ancestors and the modern day Homo sapien. After measuring skull to cheekbone ratios, students will create a graph to compare various species. Several interactives are provided to explain fossils, skeletal evidence for human evolution, and phylogenetic trees. Then, students will apply their skills of analyzing data about anatomical similarities and genetic information to depict evolutionary relationships between organisms using cladograms. To evaluate student understanding, students will complete an evolutionary relationships CER.

In this science/history-based unit, students learn about the history of the earth by studying fossils and dinosaurs. In the first part of the unit, students learn about how fossils are formed and how paleontologists study fossils in order to learn about ancient history. In the second part of the unit, students study what makes dinosaurs unique and fascinating creatures by learning about various species of dinosaurs and how they adapted in order to meet their basic needs for survival. Students will also be challenged to think about what earth was like at the time of the dinosaurs and how learning about dinosaurs helps them better understand the earth's history. In the last part of the unit, students read a collection of fiction texts, each with a unique perspective on what happened to the dinosaurs and if dinosaurs really are extinct. In this part of the unit, students should be pushed to use what they have learned from the informational texts in order to confirm or deny the statements the author makes in the fiction texts.

In reading, this unit exposes students to both informational and fiction texts. When reading informational texts, students will focus on explaining the connection between two or more pieces of information in a text, particularly in regard to retelling how fossils are formed or how scientists uncover fossils. Students will also be pushed to describe the relationship between the illustrations and the text in which they appear, specifically describing what new or additional information they learn from reading the illustrations. Additionally, students will continue to practice determining the main topic of a text and asking and answering questions about unknown words. When reading fiction texts, students will focus on retelling the story and making connections between the story and the facts they've learned from the informational texts.

In writing, students will continue to write daily in response to the text. Written responses should focus on including an inference or critical thinking that shows understanding of the text and/or question and on using more words than pictures to communicate the answer to a question. This unit also includes two longer writing assignments: one research writing assignment and one narrative writing assignment.

The videos in Virtual Virginia provide a general overview of Relative and Absolute Geologic Time. this lesson plan is intended to give students data to analyze and interpret to reconstruct the geologic history or rocks in Virginia for the Early to Middle Paleozoic. For more information contact: Dr. William Schmachtenberg, email: william.schmachtenberg@frco.k12.va.us

In this activity students will use methods of collecting data, other than visual, to determine the contents of a small sealed box. They will make connections between this procedure and the procedures scientists use to study evolutionary theory. This activity has been specifically adapted to align with the high school biology standards to explore the limitations of studying the fossil record in a hands-on way.

Today's science standards encourage inquiry based activities and the best inquiry based activities result when an scientist and teacher collaborate. This activity was created by Dr. Alex Hastings, one of the scientists who helped discover Titanoboa, a large snake that existed 60 million years ago in South America. In this activity students will use the measurement of a Titanoboa vertebrae to estimate the size of the snake and the temperature that must have existed back then to allow the snake to get to such a large size.

During the Coronovirus, many museums were shut down. I have been given permission by the Virginia Museum of Natural History to use their pictures of their fossils and exhibits in this virtual museum. Student can access this on their chromebook or pc. The displays are inquiry based and students are encouraged to fill in the attached worksheet as they tour the museum. 

The Virginia Museum of Natural History has given permission for pictures of fossils and their exhibits to be used in this virtual museum. Students can examine the latest exhibits on the Cretaceous Seaway and ask why was it there over the United States 87 million years ago. What are the oldest fossils in Virginia. They can examine evidence from Catawba Mountain just West of Roanoke to formulate hypotheses as to way so many marine species perished 450 million years ago.