UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Science - 4th Grade
Standard 4 Objective 1
Science - 4th Grade
Standard 4 Objective 2
Students will learn about prehistoric life in Utah.
The land now called Utah has been in and out of water for billions of years. The sandy soil deposits in the Uintah Mountains are from one billion year old flood plain sediments. The rock of Mount Timpanogos contains layers from five hundred million-year old ocean coral reefs. The colors of Bryce Canyon come from mineral deposits of ancient lakes. The red sandstones of Arches and Zion National Parks are fossilized sand dunes from an ancient desert. Indeed, the past environments have been varied. The lands of present-day Utah have been host to every type of animal life known to man. Fossils lay out the story of the ever-changing varieties of plant and animal life. Indications of swamps with massive conifers that are now petrified, ancient seas inhabited by trilobites, and marine corals now fossilized and found high in the Wasatch Mountains tell us much has changed throughout the eons of time.
1. Use Science Process and Thinking Skills
2. Manifest Scientific Attitudes and Interests
4. Communicate Effectively Using Science Language and Reasoning
Invitation to Learn
Ask several students to bring you one of their shoes before the lesson begins. Mix the shoes up and set them at the front where the other students can see them. Tell the rest of the class that they are going to be detectives and determine who the shoes belong to. Ask students to guess who the owner is as you hold up the shoes. Explain that they are going to be Dinosaur Detectives today as they search for clues about what prehistoric life was like in Utah.
Protheroe, N. (2004). Effective Teaching, Principal, pp. 58-60.
Nonlinguistic representations include graphic organizers, pictures and pictographs, mental pictures, concrete representations, and kinesthetic activities. “Generating mental pictures of information enhances recall and understanding.”
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, Chapter 6.
Explicitly engaging students in the creation of nonlinguistic representations has been shown to stimulate and increase activity in the brain. This is accomplished by creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, and engaging students in kinesthetic activity.