UNIT 1 BRIDGES TO SCIENCE DIFFERENTIATED INSTRUCTION RESEARCH QUESTION • Conduct short research projects to answer a question Prepare a list of fossils ahead of time for students to choose from or to assign to pairs in order to focus their research. • Gather relevant information from multiple print and digital sources Provide students with a list of reliable websites or print materials to gather information from. B Acquire and use academic vocabulary After students complete the activity, have them add these words to their vocabulary journals. Encourage them to use the words in a different context from the text; for example: Preserved peaches taste delicious in winter. In gym, we jog for three-minute intervals. Students take pretests to determine what they already know. ANSWERS 1. preserved 2. determine 3. intervals C Use reasoned judgment to draw conclusions Have students work individually to study the diagram and answer the questions. Then have them compare their answers in pairs. If their answers are different, ask them to defend and explain how they came to their conclusions. ANSWERS 1. Layer A is younger than layer B because layers of rock get older as you go farther down. 2. The area was probably covered with water when the fish was alive. 3. Over time the area has dried up. It’s not covered by water anymore. D Determine the meaning of multiple-meaning words Elicit other contexts in which period is used to talk about time; for example, a segment of a hockey game. ANSWERS Sample answers: 1. Our school periods are 45 minutes each. 2. The Renaissance period of history is famous for art and music. MEET A GEOLOGIST Apply knowledge of morphology Write geologist on the board and begin a word web, asking students to connect the word parts to cognates or related terms, such as biologist and geography. Ask students to identify the word parts geo- (Earth) and -ology (the study of). Then have them find additional related words in the text. (geology, geologic) Supersite See the Bridges SuperSite: Teacher Resources for a Science Project. Practice Book p. 13 Assessment Program Quiz: Bridges to Science PRACTICE Scaffold If students need more support with understanding rock layers as a clue to Earth’s history, complete Activity C as a class. First, ask students to describe what they see in the diagram. Ask them to make guesses about what they would see if they dug in the ground in their area. Ask critical thinking questions, such as: How deep in the earth do you think these layers are? Have students ask and answer the questions, supporting their answers with references to both the text and the diagram. Amplify Have students present the information they discover about fossils to the class or within groups. Ask classmates to listen closely and take notes on each fossil. Their notes should include a drawing, an explanation of what the fossil is, where it was found, and how old it is. COMMUNICATE FORMATIVE ASSESSMENT Match the terms with their definitions. 1. determine a. (v) to make something last 2. interval b. (v) to make a conclusion after reasoning and observation 3. preserve c. (n) a period of time between things B Find the green words in the text “Understanding Earth’s History.” Then complete the sentences with the correct form of the words. 1. Fossils are living things that have been in rock. 2. Geologists study rocks and fossils to how Earth has changed over time. 3. The geologic time scale divides Earth’s history into different . C Look at the diagram. It shows four rock layers. 1. Is layer A older or younger than layer B? Explain. 2. A fossil of a fish is found in layer D. What was the area like when the animal was alive? 3. No fish fossils are found in layers A–C. How do you think the area has changed over time? D Making connections In science, a period is a specific length of time. The word period can be used in other ways to talk about time. 1. How long are your school periods? 2. What is one period in history that you know? What do you know about it? RESEARCH QUESTION Find out more about different fossils discovered by geologists. Research one fossil that you want to know more about. You can: ✔ describe the fossil ✔ tell a story ✔ show pictures ✔ give your opinion preserve to protect or keep safe determine to make a decision or conclusion about something after studying it interval a block or chunk of time MEET A GEOLOGIST Dr. Maria Eugenia Gold was born in Buenos Aires, Argentina, and grew up in Maryland. Dr. Gold studied biology and geology in school, and she teaches biology in college. Dr. Gold describes herself as a “dinosaur nerd” and studies how some dinosaurs gained the ability to fly. fossil facts Y UNIT 1 31 BLC23_SE_LB_U01_030-031_BS.indd 31 8/30/21 12:13 PM Teacher’s Edition • UNIT 1 | 31
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