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Performance Task:
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Mrs. Straub's class is planning a trip to a museum
where dinosaurs and fossils are displayed. To prepare for the trip and to
develop an understanding of fossils formation, she asked each student to
conduct the class activity described below. Pretend you are a member of Mrs.
Straub's class and do the given activity.
For tomorrow's class, you are each to bring to class
a seashell or a small leaf from home. In addition, we will collect some
small leaves from the school grounds. Take some potters clay and flatten the clay into an oval shape. Select a
leaf, evergreen sprig, or shell and use it to make an impression in the
clay. Scratch your name into the underside of the clay so we can identify
your fossil later. When you are all finished making your impression, we will
place all the impressions in the oven to dry. While they are in the oven,
you will do research about what fossils are and how they are formed.
After your fossils have formed, form small groups
and compare your fossils to real fossils displayed in the classroom. Each
group will give a verbal report of the difference between the fossils you
made and the real ones displayed in the classroom. Each of you is to then
write a brief entry in your science journal about this activity. Be sure to
include each of the following:
- how fossils are formed;
- how you made your fossil;
- why you used clay to make the impression of your leaf, twig, or shell;
and
- what you learned from the activity.
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Knowledge / Skills:
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Plan and apply real or hypothetical models and
constructions to facilitate investigation and learning and the solution to
practical problems. (s115)
Examine the fossil record to understand ancient
life forms and evolutionary development.
(s67)
Use writing as a tool for learning in formats
such as learning logs, laboratory reports, note-taking, and journals. (ela40)
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Rubric:
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4 Points =
The student carries out all parts of the task by himself/herself.
He/she makes a good model of a fossil. The student writes a clear and
concise report including a good explanation of the four points requested.
3 Points = The student needs coaching to carry out
all parts of the task. The model of the fossil that he/she makes is not
carefully done. The resulting fossil is not as well formed as it might be.
The report is not clearly written and does not address all four points
requested.
2 Points = The student has difficulty carrying out
all parts of the task even with coaching. He/she relies heavily on others
for support. The student did not bring a seashell or small leaf to class
from home. The written report was incomplete and inaccurate, indicating
that the student did not have much of an understanding of how fossils were
formed.
1 Point = The student does not complete the task. He/she did not bring
a seashell or small leaf to class from home and had to be encouraged to get one from the school grounds. The written
report is disorganized and incomplete, indicating that the student had little, if any, understanding
of the ideas concerning fossils and how they are formed.
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