Cocinando Fósiles
30-45 min
5-10
¿Que aprenderás?
Aprenderás sobre paleontólogos y tipos de fósiles, mientras crear tus propios fósiles de masa de sal, mezclamos, amasaras y experimentarás con figuras.
Comprometerse
Una gran idea, para hacer previa a nuestro proyecto, es preguntarte ¿cómo sabemos el aspecto de los dinosaurios solo con sus fósiles? o ¿qué son los paleontólogos?
Mezcla tu masa
Paso 1
Mezcla 2 tazas de harina con 1 taza de sal, en un tazón.
Paso 2
Agrega gradualmente 1 taza de agua, revolviendo a medida que avanzas, hasta que tenga una consistencia similar a una masa. También agrega el colorante que quieras, para crear tus fósiles.
Un consejo, es posible que no necesite una taza entera de agua.
Amasa tu masa
Paso 3
Amasa durante al menos 5 minutos tu masa. Recuerda agregar harina a tu manos y tu superficie de amasado.
Paso 4
Ahora estira la masa.
Crea tus Fósiles
Paso 5
Toma tu dinosaurio de plástico, presionalo en la masa, luego retíralo con cuidado y déjalo secar al aire libre durante unos 30 a 40 minutos.
Paso 6
¡Ya están listos tus fósiles!
Lo que acabas de crear, los paleontólogos lo llaman un molde fósil. Eso es porque el sedimento (la masa) formó un molde alrededor del cuerpo del dinosaurio, conservando una huella del mismo. Sin embargo, hay muchos otros tipos de fósiles. Los huesos de dinosaurios que ves dispuestos y construidos en esqueletos son fósiles permineralizados. Los fósiles de compresión convierten plantas como helechos en una fina película sobre una roca.
Los fósiles son la forma en que sabemos algo, sobre los seres vivos del mundo antiguo, como los dinosaurios, como eran y en donde vivían. Los fósiles sólo se forman en condiciones adecuadas, y tardan mucho tiempo en fabricarse, cientos de años
¿Qué sigue?
Puedes experimentar con otras figuras o objetos.
Puedes crear una pantalla de luz, para observar con más detalle tus fósiles, e investigar acerca de los esqueletos o anatomía de los dinosaurios, para ser como un paleontólogo.
Continuar avanzando
Puedes llevar esto más allá, agregando electrónica, creando un badge prehistórico. Usando materiales conductivos como hilo o cinta, pila, unos Leds y uno de los fósiles que acabamos de crear, podemos hacer un circuito increíble.
La reflexión
¿Cómo sabemos el aspecto de los dinosaurios si nadie los conoció?
¿Qué son los paleontólogos? ¿Ha visitado un museo de historia natural? ¿Han visto algún fósil? ¿Cual es tu dinosaurio favorito? ¿Qué características conoces de él?
Recursos
Más información
How do you find dinosaur fossils? – American Museum of Natural History
Why isn´t Pterodactyl a Dinosaur? – American Museum of Natural History
How scientists solved this dinosaur puzzle – VOX
A World of Dinosaurs – Time for Kids
Fossil Find – Time for Kids
Dinosaurio – Google Arts & Culture
The Natural History Museum – Google Arts & Culture
About MoonMakers
MoonMakers — led by Camila and Diego Luna — are a community of creators passionate about knowledge. A Makerspace, an open space with different digital manufacturing machines. And a YouTube channel where we promote science, technology and the maker movement.
MoonMakers have collaborated with companies such as: Sesame Street, Make Community and in Mexico with Educational Television and Fundación Televisa, creating educational content.
We have given workshops throughout the Mexican Republic with: Talent Land, Secretary of Education in Jalisco, Conacyt, Centro Cultural España.
Materiales:
- 2 tazas de harina
- 1 taza de sal
- Agua
- Dinosaurios de plástico
- Tazón para mezclar
- Colorante alimentario (opcional)
Vocabulario:
- Fósil - [sustancia orgánica muerta] Que se ha petrificado mediante procesos químicos y geológicos y se encuentra en los antiguos depósitos sedimentarios de la corteza terrestre.
- paleontólogos - ayudan a formar la historia de la vida, es decir, con sus estudios realizados en excavaciones realizan una investigación de los restos orgánicos que les muestra cómo era la vida, el clima, el medio ambiente, etc hace siglos.
- Masa de sal - es un material para modelar, hecho de harina, sal y agua. Se puede utilizar para realizar adornos y esculturas.
- Sedimento - es un material sólido acumulado sobre la superficie terrestre derivado de las acciones de fenómenos y procesos que actúan en la atmósfera, en la hidrosfera y en la biosfera. Los sedimentos pueden permanecer estables durante largos períodos, incluso millones de años, hasta consolidarse en rocas.
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).English Language Arts Standards » Science & Technical Subjects
- Middle School
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- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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- High School
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- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
NGSS K-2 Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
- K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
- K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
