Fossil Project
                         
​                             by:  Rebecca Sandee
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​OVERVIEW:

Students take a deep dive into Michigan’s history through the lens of a paleontologist.  They are encouraged to take on the role of paleontologist throughout the project using the same tools and resources as the professionals.  To culminate their learning, students polish a Petoskey stone, learn about its significance in Michigan’s history, and present it along with an accompanying museum label at a Celebration of Learning at the local museum.     

• CCSS W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
• 2.ESS1.1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

What can we learn about the past using fossils?

• Students did not use a specific tool for critique and revision.  They gave peer feedback directly on paper copies of each other’s informational writing.  Peer feedback can be difficult for very young students.  The teacher provided feedback once the document went into Google docs.

• Students were introduced to the project with an opportunity in nature to feel the simple joy of finding an object while digging.  Upon further inspection, students learn how humans learn about the past using rocks and fossils.  Petoskey stones are only found in Michigan and lead us down an intellectual rabbit hole about the French fur trade in Michigan.  Chief Petoskey brought people who were very different, together!  It is an important message to consider during the divisive times we are currently in.  ​

• Students presented their Petoskey stones to their families and museum staff in the fossil room of the Lakeshore Museum Center. 

• Student voice and choice can be strong in this project.  It starts when students get to choose what comes home from the initial dig at the beach.  Students choose how to organize their Museum of Curiosities within the classroom.  Students choose a fossil to polish- not all of them ended up being Petoskey stones, some were other types of coral.  
• Students held complete design control over their museum labels and studied various layouts.  The exhibition of learning was planned and executed by students who chose their roles for the evening.​​

• Lakeshore Museum Center - Patrick Horn, Education Outreach.  The Lakeshore Museum Center provided a fossil kit to guide classroom learning and welcomed students for their celebration of learning at the end of the project.​​

        ​STUDENT REFLECTIONS

​     “The fossils project was my favorite one all year.  I loved getting dirty and making something that first looked grubby, shine!”   ~ Landon
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     “Every time I see a Petoskey stone, I’ll remember the native folktale about Chief Petoskey.”  ~ Ivey

• Students reflected through Google Slides that were shared with the teacher throughout the project.  We carved out several minutes of time after meaningful activities and experiments to free write about the experience and process the many multi-sensory opportunities.    
• In early elementary, discussion is a meaningful way to reflect as well, since getting words down on paper can be difficult, so students did have a work buddy to converse with as well.  The work buddy also provided feedback periodically.

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• Project Planner
• ​Project Planning Template​    ​                                           

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Meet the Educator:
Rebecca Sandee teaches a 1st/2nd grade split at Reeths Puffer's Central Elementary. 

     “Many Michiganders consider the Petoskey stone a symbol of our State.  But most don’t know much about the history and science behind the amazing stone.  I feel confident that my students now do, and will pass on that knowledge to future generations.”