Fossil Finders: Acting Like Scientists
Created byBetsy Roxburgh
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Fossil Finders: Acting Like Scientists

Grade 3Science2 days
In this project, third-grade students become junior paleontologists and explore fossils to understand how life on Earth has changed over time. They participate in a simulated fossil dig, use paleontological tools to examine fossils, and analyze fossil data to arrange them chronologically. Students create observation logs and written explanations to demonstrate their understanding of fossil identification, classification, and the changes in plant and animal life revealed by fossils. This hands-on project fosters scientific inquiry and critical thinking skills.
FossilsPaleontologyGeological Time ScaleFossil IdentificationScientific ToolsObservation Logs
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as junior paleontologists, use the study of fossils and the tools of scientists to understand and explain how life on Earth has changed over time?

Essential Questions

Supporting questions that break down major concepts.
  • How do scientists use fossils to learn about the past?
  • What tools do scientists use when studying fossils?
  • How can we tell the difference between different types of fossils?
  • How do fossils help us understand how animals and plants have changed over time?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to identify and classify different types of fossils.
  • Students will be able to describe how fossils are formed.
  • Students will be able to explain how fossils provide evidence of changes in life on Earth over time.
  • Students will be able to use scientific tools to study fossils.
  • Students will be able to communicate their findings about fossils to others, acting as junior paleontologists

Entry Events

Events that will be used to introduce the project to students

Fossil Dig Adventure

The classroom is transformed into a 'fossil dig site' using sandboxes or designated areas. Students, equipped with brushes and small tools, excavate hidden 'fossils' (plaster casts or 3D printed models). This hands-on experience sparks curiosity about what they've found and the process of fossil discovery.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Time Traveler: Fossils as Evidence

Students will analyze a set of fossil data (pictures and descriptions) to infer how organisms and environments have changed over millions of years.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of geological time scale and how fossils are used to understand the history of life on Earth.
2. Provide students with a set of fossil cards, each containing a picture and description of a specific fossil.
3. In small groups, have students analyze the fossil cards and arrange them in chronological order based on their estimated age.
4. Students write a paragraph explaining how the fossils demonstrate changes in plant and animal life over time. They should include specific examples from the fossil cards.

Final Product

What students will submit as the final product of the activityA written explanation of how the provided fossils demonstrate change over time, including specific examples.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to explain how fossils provide evidence of changes in life on Earth over time.
Activity 2

Paleontologist's Toolkit

Students will learn about and use common tools that paleontologists use, such as magnifying glasses, brushes, and measuring tools, to examine and document 'fossil' specimens.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the different tools used by paleontologists (magnifying glass, brush, ruler, notebook, pencil).
2. Provide students with a set of 'fossils' (plaster casts, 3D prints, or even shells/rocks).
3. Have students use the tools to carefully examine each fossil, noting its size, shape, color, and any other interesting features.
4. Students create an observation log for each fossil, including a sketch and written description of their findings.

Final Product

What students will submit as the final product of the activityA detailed observation log for each 'fossil,' including measurements, descriptions, and sketches.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to use scientific tools to study fossils.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Fossil Analysis and Paleontological Skills Rubric

Category 1

Fossil Analysis

Assessment of the student's ability to identify, classify, and explain how fossils provide evidence of changes in life on Earth.
Criterion 1

Fossil Identification

Accuracy of fossil identification and classification.

Exemplary
4 Points

Accurately identifies and classifies all fossils with detailed and precise explanations, demonstrating a comprehensive understanding of fossil types.

Proficient
3 Points

Correctly identifies and classifies most fossils with clear explanations, showing a solid understanding of fossil types.

Developing
2 Points

Identifies and classifies some fossils correctly, but explanations are basic and may contain minor inaccuracies, indicating a developing understanding of fossil types.

Beginning
1 Points

Struggles to identify and classify fossils, with limited or inaccurate explanations, showing a beginning understanding of fossil types.

Criterion 2

Fossil Evidence Explanation

Quality and depth of explanation of how fossils provide evidence of changes in life on Earth over time.

Exemplary
4 Points

Provides an insightful and comprehensive explanation of how fossils demonstrate changes in plant and animal life over time, including specific examples and advanced connections to environmental changes.

Proficient
3 Points

Gives a thorough explanation of how fossils show changes in plant and animal life over time, including relevant examples and clear connections to environmental factors.

Developing
2 Points

Offers a basic explanation of how fossils indicate changes in plant and animal life over time, with some examples and limited connections to environmental changes.

Beginning
1 Points

Provides a minimal explanation of how fossils relate to changes in life on Earth, with few or no examples, and lacks connection to environmental factors.

Category 2

Paleontological Skills

Assessment of the student's ability to use paleontological tools to study fossils and create detailed observation logs.
Criterion 1

Tool Application

Accuracy and detail of observations and measurements using paleontological tools.

Exemplary
4 Points

Uses paleontological tools with precision and captures detailed, accurate observations and measurements, demonstrating exceptional skill in scientific data collection.

Proficient
3 Points

Uses paleontological tools effectively and records accurate observations and measurements, showing competence in scientific data collection.

Developing
2 Points

Uses paleontological tools with some accuracy, but observations and measurements may lack detail or contain minor errors, indicating a developing skill in data collection.

Beginning
1 Points

Struggles to use paleontological tools effectively, resulting in inaccurate or incomplete observations and measurements, showing a beginning skill in data collection.

Criterion 2

Observation Log Quality

Completeness and clarity of the observation log, including sketches and written descriptions.

Exemplary
4 Points

Creates a comprehensive and exceptionally clear observation log, featuring detailed sketches and insightful written descriptions that demonstrate a deep understanding of the fossil specimens.

Proficient
3 Points

Develops a complete and clear observation log with detailed sketches and thorough written descriptions that accurately capture the features of the fossil specimens.

Developing
2 Points

Produces a partially complete observation log with basic sketches and descriptions that capture some features of the fossil specimens, but may lack detail.

Beginning
1 Points

Creates an incomplete observation log with minimal sketches and descriptions that provide limited information about the fossil specimens.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did using the paleontologist's tools help you understand the fossils better?

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Question 2

On a scale of 1 to 5, how confident do you feel in your ability to arrange fossils in chronological order to show how life has changed?

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Question 3

What was the most surprising thing you learned about fossils and how they show changes in life on Earth?

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