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Lesson Plan - Should Fossils Be for Sale?
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Learning Objective
Students will evaluate reasons and evidence supporting each side of a debate about fossil ownership.
Text Structure
Argument
Content-Area Connections
Debate, Earth Science
Standards Correlations
CCSS: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.6, RI.4.7, RI.4.8, RI.4.9, RI.4.10, L.4.4, SL.4.1
NCSS: Science, Technology, and Society
TEKS: Science 4.9, ELAR 4.10
1. Preparing to Read
Watch a Video: Dino Scientist
Discuss: How do fossils form? What kinds of things can we learn from them?
Preview Words to Know
Project the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for Reading
Note the “As You Read” question. Have students think about why someone might want to own a dinosaur fossil.
2. Close-Reading Questions
1. How does a fossil auction work? At an auction, people bid money to buy a fossil. Whoever bids the most money wins the auction and gets the fossil.(RI.4.3 EXPLAINING IDEAS)
2. Why do some people say the U.S. should follow the example of Alberta, Canada? Alberta has strict fossil protection laws. Only professional paleontologists are permitted to excavate fossils there, and some people wish the U.S. had similar rules.(RI.4.1 TEXT EVIDENCE)
3. Summarize the arguments made by those who say collectors should be allowed to buy fossils. These people argue that letting collectors buy fossils leads to more excavation and that many collectors donate fossils to museums. They also say that landowners have the right to let companies dig on their property, and that the companies should be able to sell the fossils to make money for themselves and the landowners.(RI.4.2 SUMMARIZING)
3. Skill Building
FEATURED SKILL: Collaborative Discussions
Use the Skill Builder “Ready, Set, Debate!” to have students prepare for a classroom debate.
(SL.4.1 COLLABORATIVE DISCUSSIONS)
Multilingual Learners
Use the Skill Builder “What I Learned” to assess comprehension. Sentence stems and other question formats help scaffold understanding.
Striving Readers
Have students read or listen to the lower-level version of the article, underlining important details and arguments on both sides.
Math Extension
Have students vote in the online poll, then click “See Results” to learn how students across the country have voted. Challenge them to create a bar graph or pie chart illustrating the data.