Space: Pathways and Levels
Students explore how to use personal and general space, creating different pathways and moving at various levels (low, medium, high).
Key Questions
- Differentiate between personal space and general space in dance.
- Design a movement phrase that utilizes all three levels of space.
- Explain how changing levels can add interest and meaning to a dance.
Ontario Curriculum Expectations
About This Topic
Fossils provide a window into the ancient past, allowing students to reconstruct ecosystems that existed millions of years ago. In the Ontario curriculum, this topic helps students understand that the Earth is constantly changing and that life has evolved in response to those changes. Students will learn how fossils form and what they can tell us about the climate and geography of prehistoric Canada, such as the fact that much of Ontario was once covered by a warm, shallow sea.
This unit also touches on the work of paleontologists and the importance of protecting fossil sites. It is a great opportunity to discuss the Burgess Shale in British Columbia as a world-renowned Canadian fossil site. This topic comes alive when students can physically model the patterns of fossilization through hands-on 'excavations' and collaborative reconstructions.
Active Learning Ideas
Inquiry Circle: Making Trace Fossils
Students use clay and various objects (shells, leaves, plastic dinosaurs) to create 'molds' and 'casts.' They swap their molds with another group who must try to identify the 'organism' and what it was doing based on the print.
Simulation Game: Layers of Time
Using different colors of sand or soil in a clear container, students 'bury' objects at different levels. They then 'excavate' them and discuss why the objects at the bottom are usually the oldest, simulating the law of superposition.
Think-Pair-Share: The Mystery Fossil
Show a picture of a strange fossil (like an Anomalocaris). Pairs must brainstorm three things they can tell about its environment (e.g., did it live in water or on land?) based only on its physical features.
Watch Out for These Misconceptions
Common MisconceptionFossils are actually pieces of bone or wood.
What to Teach Instead
Fossils are usually rock; the original organic material has been replaced by minerals. Having students handle a real fossil versus a modern bone helps them feel the difference in weight and texture.
Common MisconceptionAll living things eventually become fossils.
What to Teach Instead
Fossilization is extremely rare and requires very specific conditions (like quick burial). A 'fossilization game' where students see how many 'organisms' are eaten or rot away before they can be buried helps illustrate this.
Suggested Methodologies
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Frequently Asked Questions
How can active learning help students understand fossils?
Where can you find fossils in Ontario?
What is the difference between a body fossil and a trace fossil?
How do fossils prove that Canada's climate has changed?
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