Identifying Fossils: Exploring the Mississippi River Bluffs

Chad Sykora, American Indian Magnet School, St. Paul, Mn
based on information from the Minnesota Geological Survey: Minnesota at a Glance "Fossil Collecting in the Twin Cities Area"
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Summary

In this geology lab, students investigate fossils found in the Decorah Shale found in the Mississippi River bluffs. They will determine the name and description of the most common fossils. They will also determine how old the fossils are and what the environment was like when the fossils were living. Students will present their findings by writing a narrative nonfiction paper from the perspective of one of the fossils they discovered.

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Learning Goals

This activity is designed for students to analyze data to determine the type of fossil. The students will also use observation skills when searching for fossils. The activity will also improve their narrative writing skills.
Key concepts: Fossil identification, geological setting.
Vocabulary: Fossil, sediment, shale, observation

Context for Use

This lesson would follow an introduction to rocks and minerals. The students should be able to identify the different types of rocks and have an understanding of the rock cycle. It is appropriate for a whole class but may take some time to complete the writing portion. Students should have experience writing in the narrative genre.

Description and Teaching Materials

This lesson can be a follow-up to a study of sedimentary rocks. I would introduce it by talking about the different types of sedimentary rocks and showing some examples. I would collect samples of sedimentary rocks from the bluffs around the Mississippi River, focusing on the Decorah Shale. There are many fossils in this layer of rock. As a class, read through the handout "Minnesota at a Glance: Fossil Collecting in the Twin Cities Area." Split the students into groups of 2-3. Cover tables with newspaper and dump some of the shale on the table. Have the students explore the samples, looking for the fossils that were discussed in the handout. As the students discover fossils, have them identify them using the identification sheets given to them. To wrap up the activity, have the students choose one fossil and enter it in their science journals using one of the following techniques: a written description, an artistic drawing, a scale drawing, a list of observations. The students will then be assessed for their understanding by writing a narrative from the perspective of one of the fossils. They will answer the following questions in their paper: What is your name? How did you get here? What do you look like? How old are you? Who were some of you "friends"? What do you think of Minnesota now?

Teaching Notes and Tips

Adaptations - Motivated students may choose several types of fossils to describe in their story and use as characters. They may also add illustrations to go with and highlight the story.
-Students with special needs may need to answer the questions individually without writing a narrative. They may make a book with one question per page. They should also illustrate the pages.
The hardest part may be collecting the samples for the students to explore. Lilydale Regional Park in St. Paul is a good place to start, or you may order samples from the internet. I have used literary nonfiction narrative writing in the past to reinforce science concepts; it is a good way to integrate science into literacy learning.

Assessment

The students should have descriptions in their science journal of at least one fossil they discovered. Also the students will be turning in a paper that displays their understanding of the history of the fossils and describes them in scientific terms. I have created rubrics that outline the key science and writing points I want my students to show in their writing project.

Standards

5.III.A.1. Students will recognize the natural processes that cause rocks to break down into smaller pieces.
5.IV.E.3 Students will know that biological populations change over time.

References and Resources