1. Introduction (The Hook)

Talking Point: "If you invited a T-Rex to lunch, would you give him a salad or a hamburger? Today, we are going to be Dino Detectives to figure out what these giants ate just by looking at them!"

Learning Goal: "I can tell if a dinosaur ate plants or meat."

2. Content & Practice (I Do, We Do, You Do)

I Do (Modeling): Show a T-Rex and a Triceratops. Point to the T-Rex's sharp teeth. "Sharp teeth are like scissors for meat. This is a Carnivore." Point to the Triceratops’ flat beak. "Flat teeth are like grinders for leaves. This is a Herbivore."

We Do (Guided): Use the magnifying glass to look at the toys together. Ask, "Does this one have sharp claws or flat feet?" Sort three dinosaurs together into the "Leaf Plate" and the "Meat Plate."

You Do (Independent): The student sorts the remaining dinosaur toys into the correct bins. For the ASD learner, provide a visual checklist with pictures of sharp teeth vs. flat teeth to match.

3. Conclusion & Assessment

Recap: "What kind of teeth does a plant-eater have?" (Flat). "What do we call a meat-eater?" (Carnivore).

Success Criteria: Student correctly sorts at least 4 out of 5 dinosaurs.

1. Introduction (The Hook)

Talking Point: "Dinosaurs lived millions of years ago, but we’ve never seen a real one alive. How do we know they were here? They left us secret messages in the mud called fossils!"

Learning Goal: "I can explain how a dinosaur footprint or bone turns into a fossil."

2. Content & Practice

I Do: Demonstrate "Pressure." Place a dinosaur foot on a slice of bread and press down with a heavy book. "When a dino stepped in mud, it left a shape. Over a long, long time, that shape turned to stone."

We Do: Flatten out playdough pancakes. Together, press "dinosaur bones" (toy skeletons) or feet into the clay to make deep imprints.

You Do: Create a "Fossil Gallery." The student makes three different imprints. They can then fill the imprints with white glue or plaster to create a "cast" fossil to keep. Sensory Note: If the ASD learner dislikes the texture of clay, they can use a rolling pin or wear gloves.

3. Conclusion & Assessment

Recap: Ask the student to act out a dinosaur stepping in mud. Ask: "Does a fossil happen fast or slow?" (Very slow!).

Success Criteria: Student creates a clear imprint and explains that fossils are made from shapes left in mud/dirt.

1. Introduction (The Hook)

Talking Point: "Put on your hats! Today we are Paleontologists. That’s a big word for a scientist who digs up history. We have to be very gentle so we don't break the bones!"

Learning Goal: "I can use tools to carefully find fossils in the ground."

2. Content & Practice

I Do: Show the "Dig Site" (the bin). Use a toothbrush to gently brush away sand from a hidden bone. "I don't grab it; I brush it. Why? Because fossils are fragile!"

We Do: The student and teacher sit at the bin. Use the "Think-Pair-Share" method: "Where do you think a bone is hiding? Let's brush here together."

You Do: The student works to uncover all the hidden items. Once found, they must use tweezers to move the "fossils" to a "Research Station" (a tray lined with paper towels).

3. Conclusion & Assessment

Recap: "What is a scientist who digs for dinosaurs called?" (Paleontologist). "Why do we use brushes instead of shovels?" (To stay gentle).

Success Criteria: Student successfully uncovers fossils without "breaking" them (being too rough) and demonstrates focus for 10 minutes.

1. Introduction (The Hook)

Talking Point: "Why don't we see a T-Rex at the grocery store today? Because they are extinct. That means they all went away a long time ago. But we can show people what they were like in our very own museum!"

Learning Goal: "I can create a display to show what I learned about dinosaurs."

2. Content & Practice

I Do: Show how to make a label. Write "T-REX" on a small piece of paper. "Every museum needs signs so people know what they are looking at."

We Do: Decorate the shoebox together. Create a "habitat" inside using green paper for herbivores or "volcanoes" for the extinction scene.

You Do: The twins set up their museum. One twin might focus on the Fossil Wing (Week 2/3 work), while the other focuses on the Diet Wing (Week 1 work). They "guide" the parent through the museum, explaining one fact for each item.

3. Conclusion & Assessment

Summative Assessment: The student gives a "Museum Tour." They must use the words: Fossil, Herbivore, Carnivore, and Extinct.

Differentiation: For the ASD student, provide "script cards" (e.g., "This is a ____. It ate ____.") to help with the presentation. For the neurotypical student, ask them to explain one theory of why dinosaurs became extinct (like the asteroid).