Classification of Living Things

Things to DO:	Links/Resources:
United Streaming: Video	Video:
Science Fusion Book: Read pages 58-59 and pages 60-61	Answer questions: #12,13,14, 15 and 16.
Quia	Click here for the quiz

FOSSILS

1.  Watch the video on United Streaming: Earth Science: Fossils (Get with your teacher for username and password)  Try this link: https://app.discoveryeducation.com/learn/player/fdccd32e-d697-408b-8ea3-28f781244276

2. Answer the following questions: 

• What are fossils, and what is the name for a scientist who studies them?
• What is amber, and why is it important to paleontologists?
• What is important about the wooly mammoth body discovered in Siberia in 1997?
• Why are there so many fossils in the Ashfall beds?
• What are some of the discoveries scientists have made in studying them?
• From what geologic period do the fossilized tubes in Mammoth Cave National Park date?

2.  PowerPoint: Watch the following PowerPoint on Fossils.  Take notes in your Science Journals.  Label it Page 50: Fossils

3.  Watch the video on United Streaming: The Biological Classification of Living Things. (Use your username and password given to you by the teacher)  Try this link: https://app.discoveryeducation.com/learn/player/cb386d05-77f0-4732-a044-a4b510e1f9ad

FOSSILS

1. Students are to comb through science news stories for articles about newly discovered fossils. Each student is to choose one of the fossils to research and make the subject of a trading card. Each finished card should contain the following: 

• The scientific name (and popular one, if known) and a brief description of the ancient plant or animal 
• Where the fossil was found and the scientist(s) who found it
• When the plant or animal lived, and what its environment was like at the time 
• Fun or interesting facts about the fossil 
• A picture of the fossil or of the plant or animal it represents. If students can’t find one to print and use (be sure they are mindful of copyrights), they can draw their own representations. 

Remind students that they need to keep their information brief, as it must all fit on the index card. They can print out their copy and images and glue or tape them to the index cards.

      2. These Web sites will take students to sites well worth the digging:

• Science News for Kids: click on the “Dinosaurs and Fossils” link for a good list of recent news stories http://www.sciencenewsforkids.org/
• At ScienceDaily, a search for “fossils” in the archives brings up numerous finds by date http://www.sciencedaily.com/
• Dinosaur Illustrations Published by Discovery Education.  https://www.newdinosaurs.com

      3.  When students have finished their cards, allow them to present to the class if time allows. 

RUBRIC:

• 3 points: Students were highly engaged in class discussions; made a creative card including all of the requested information.
• 2 points: Students participated in class discussions; make a good card including most of the requested information.
• 1 point: Student participated minimally in class discussion; made an incomplete card.  

Hypotheticus Storyboard Project

Powerpoint on Hypotheticus Storyboard

• You need to create a story book about your own type of unique Hypotheticus. 
• Please include the mechanism for change.  (The parts of Natural Selection from your notes.) 
• Create pictures, have fun with names.
• Provide text above or below the pictures
• Your Hypotheticus should change into a new animal or many animals over many thousands to millions of years. 
• Use technology if you want, or use paper, staples, and your creative abilities.