Tiny Paleontologists: Designing Tools for the Great Cookie Dig
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we work together as junior paleontologists to design and use the best tools to safely uncover cookie fossils and share the story of what we found?Essential Questions
Supporting questions that break down major concepts.- How do paleontologists use special tools to study things from long ago?
- How can we use pushes and pulls to carefully uncover 'fossils' without breaking them?
- How can we use numbers and measurement to show what we found in our excavation site?
- How do we use pictures and words to tell the story of the fossils we discovered?
- Why is it important to be careful and patient when we are working together to solve a problem?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Design, test, and refine a specialized tool to safely excavate 'fossils' (chocolate chips) using the concept of pushes and pulls.
- Count, compare, and record the number and size of fossils discovered during the excavation process.
- Use a combination of drawing, dictating, and writing to document the excavation process and tell the story of the discovery.
- Collaborate with peers to solve problems and practice patience and precision during a simulated archaeological dig.
- Identify the role of a paleontologist and explain how they use specific tools and technology to learn about the past.
Oklahoma Academic Standards for Science (OAS-S)
Oklahoma Academic Standards for Mathematics (OAS-M)
Oklahoma Academic Standards for English Language Arts (OAS-ELA)
Oklahoma Academic Standards for Social Studies (OAS-SS)
Entry Events
Events that will be used to introduce the project to studentsThe Great Tool Fail
Students enter a classroom transformed into a 'Dig Site' with caution tape and find the teacher unsuccessfully trying to remove chocolate chips using a giant hammer and a shovel. After seeing the 'fossil' crumble, students are challenged to brainstorm and sketch tools that are 'gentle but strong' to save the remaining artifacts.The Museum’s SOS Delivery
A mysterious, dirt-covered crate arrives from the Oklahoma Museum of Natural History addressed to 'The Junior Paleontologists.' Inside, students find a 'fossilized' cookie and a letter explaining that the museum’s tools are too clunky for such a delicate find, requesting the students' help to design something better.The Time Traveler’s Toolkit
A 'Time Traveler' (guest or teacher) leaves behind a dusty kit of ancient sticks and stones, claiming these were the first tools used to find treasures in Oklahoma. Students must compare these old tools to modern items and then invent their own 'Future Tool' to excavate the delicate 'Chocolate-O-Saurus' fossils.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.The Junior Paleontologist’s Field Journal
To start their journey, students must assume the identity of a 'Junior Paleontologist.' In this activity, they will create their own Field Journal, which will serve as their primary portfolio for the entire project. They will record their initial observations of the 'Great Tool Fail' and describe what they think a paleontologist does to keep fossils safe.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA personalized 'Junior Paleontologist' Field Journal with an initial entry containing a drawing of the 'failed' tool and a dictated sentence about their mission.Alignment
How this activity aligns with the learning objectives & standardsAligns with Oklahoma Academic Standard for English Language Arts OAS-ELA K.W.1 (Using drawing and dictating to narrate a story) and OAS-SS K.1.1 (Defining the role of a paleontologist as a community worker).Gentle Hands: The Push and Pull Test
Before building their own tools, students must understand the physics of excavation. In this activity, students use a 'Force Testing Station' (a tray of sand with buried clay shapes) to experiment with different amounts of pressure. They will compare a 'Strong Push' (using a heavy block) to a 'Gentle Pull' (using a soft brush or toothpick) to see which one uncovers the 'fossil' without moving it too much or damaging it.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Force Comparison Chart' in their journal where they circle tools that use 'Gentle Force' vs. 'Strong Force.'Alignment
How this activity aligns with the learning objectives & standardsAligns with Oklahoma Academic Standard for Science OAS-S K-PS2-1 (Investigating different strengths of pushes and pulls).The 'Gentle-But-Strong' Tool Blueprint
Using their knowledge of 'Gentle Force,' students will now design their specialized tool. They will choose from a variety of materials (popsicle sticks, pipe cleaners, cotton swabs, or toothpicks). Before building, they must measure their materials using 'Unifix cubes' or 'Paperclips' to ensure their tool isn't too big or too small for a cookie excavation.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Tool Blueprint' page in the journal featuring a drawing of the tool and a measurement recording (e.g., 'My tool is 4 cubes long').Alignment
How this activity aligns with the learning objectives & standardsAligns with Oklahoma Academic Standard for Mathematics OAS-M K.M.1.1 (Using nonstandard units to identify and compare size).The Great Cookie Excavation Dig
The big day! Students work in pairs to excavate chocolate chip 'fossils' from a large cookie using their custom tools. One student acts as the 'Excavator' (using the tool) while the other acts as the 'Recorder' (counting the chips and holding the cookie steady). They will then switch roles. They must use 'Gentle Pulls' to remove the chips and then count their total 'finds.'Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Discovery Data Sheet' showing the total number of fossils found and a comparison of small vs. large chips.Alignment
How this activity aligns with the learning objectives & standardsAligns with Oklahoma Academic Standards for Mathematics OAS-M K.N.1.1 (Counting fossils found) and Social Studies OAS-SS K.1.1 (Working with others and taking turns).The Museum Showcase: A Paleontologist’s Story
To conclude the project, students will transform their desks into a 'Cookie Fossil Museum.' They will display their excavated chips, their custom-made tools, and their Field Journals. Each student will prepare a short 'Museum Talk' to explain how they used pushes and pulls to save the fossils and what they learned about being a paleontologist.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA Museum Exhibit display and a short oral presentation recorded or given live to a 'Visiting Curator' (another teacher or parent).Alignment
How this activity aligns with the learning objectives & standardsAligns with Oklahoma Academic Standard for English Language Arts OAS-ELA K.S.1.1 (Sharing information through speaking and media).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioJunior Paleontologist: Tools of the Trade Rubric
Scientific Inquiry & Engineering Design
Focuses on the application of physical science concepts and engineering design within the context of paleontology.Understanding Pushes and Pulls (K-PS2-1)
Evaluates the student's ability to plan and conduct an investigation using different strengths of pushes and pulls to excavate fossils safely.
Exemplary
4 PointsIndependently explains and demonstrates how a 'gentle pull' protects the fossil while a 'strong push' causes damage. Applies this knowledge to successfully excavate fossils with zero breakage.
Proficient
3 PointsCorrectly identifies and uses 'gentle force' to uncover fossils. Successfully differentiates between a push and a pull during the investigation.
Developing
2 PointsAttempts to use gentle force but occasionally uses too much pressure, resulting in some damage to the 'fossil.' Can identify a push vs. a pull with teacher prompting.
Beginning
1 PointsStruggles to control the strength of force used. Does not yet distinguish between the effects of a push and a pull on the cookie fossil.
Tool Design and Measurement (K.M.1.1)
Evaluates the student's ability to select materials, measure, and assemble a functional tool for a specific purpose.
Exemplary
4 PointsCreates a highly effective tool and explains why specific materials were chosen for their 'gentle' properties. Measurement of the tool is precise and recorded independently.
Proficient
3 PointsSelects appropriate materials and builds a functional tool. Uses non-standard units (cubes) to measure the tool and records the length in the journal.
Developing
2 PointsBuilds a tool with assistance. Measurement is attempted but may be off by several units or requires significant teacher guidance to record.
Beginning
1 PointsTool is incomplete or not functional for excavation. Measurement of the tool is not attempted or not understood.
Mathematical Thinking
Assesses the student's ability to use mathematical operations and data sorting to represent their scientific findings.Counting and Data Collection (K.N.1.1)
Evaluates the student's ability to count the number of objects found and categorize them by size.
Exemplary
4 PointsCounts fossils accurately beyond 20, identifies groups of 10, and provides a sophisticated comparison of sizes (e.g., 'I found twice as many small ones').
Proficient
3 PointsCounts the total number of fossils accurately and correctly sorts them into 'large' and 'small' categories. Records the numbers in the journal.
Developing
2 PointsCounts fossils with minor errors (skipping numbers). Sorts fossils but may struggle to record the final count without help.
Beginning
1 PointsRequires physical guidance to count objects one-by-one. Struggles to sort fossils by size without direct intervention.
Communication & Literacy
Focuses on the student's ability to document their process and communicate their findings to an audience.Narrative Documentation (K.W.1)
Evaluates the use of drawing, dictating, and writing to narrate the sequence of the excavation project.
Exemplary
4 PointsJournal entries show a clear sequence of events with detailed drawings and multiple dictated sentences that reflect a deep understanding of a paleontologist's role.
Proficient
3 PointsUses a combination of drawing and dictating to tell the story of the dig. Includes a beginning (tool fail) and an end (discovery) in the journal.
Developing
2 PointsJournal includes drawings, but the narrative connection to the excavation process is loose or requires verbal explanation to understand the sequence.
Beginning
1 PointsJournal is incomplete; drawings lack detail or do not relate to the assigned prompts. Dictation is minimal or absent.
Information Sharing & Speaking (K.S.1.1)
Evaluates the student's ability to share information and ideas through speaking during the Museum Showcase.
Exemplary
4 PointsSpeaks clearly and confidently to the audience, using specific vocabulary (fossil, excavation, force) to explain the process and the results.
Proficient
3 PointsShares information about their tool and findings using clear speech. Answers questions about their project during the showcase.
Developing
2 PointsShares some information but may be difficult to hear or require heavy prompting from the teacher to describe what they did.
Beginning
1 PointsReluctant to speak or unable to describe the project components during the showcase, even with support.
Citizenship & Collaboration
Assesses the student's growth in social-emotional skills and citizenship within a collaborative professional simulation.Collaboration and Patience (K.1.1)
Evaluates the student's ability to work with a partner, share tools, and practice the patience required for a delicate task.
Exemplary
4 PointsDemonstrates leadership by encouraging their partner, perfectly balancing roles (Excavator/Recorder), and showing exceptional patience during the delicate dig.
Proficient
3 PointsWorks well with a partner, takes turns as directed, and shares materials without conflict. Shows the patience needed to not rush the excavation.
Developing
2 PointsParticipates in the group but struggles with taking turns or sharing materials. May rush the excavation process, showing limited patience.
Beginning
1 PointsStruggles to work in a team; requires constant teacher intervention to share or stay on task. Shows frustration with the delicate nature of the work.