Earth and Space Science (ESS): Rocks, Minerals, and Soil

• 6.ESS.1: Minerals have specific, quantifiable properties.

  • Activity Connection: Students will analyze different types of “fossilized” materials to determine their preservation potential.

• 6.ESS.2: Igneous, metamorphic, and sedimentary rocks have unique characteristics that can be used for identification and/or classification.

  • Activity Connection: Students will identify sedimentary layers as they excavate their fossils.

• 6.ESS.3: Igneous, metamorphic, and sedimentary rocks form in different ways.

  • Activity Connection: Students will explore how different types of rock affect fossil formation and preservation.

• 6.ESS.4: Soil is an unconsolidated material that contains nutrient matter and weathered rock.

  • Activity Connection: Students will investigate how different soil types impact fossil preservation.

Physical Science (PS): Matter and Motion

• 6.PS.1: Matter is made up of small particles called atoms.

  • Activity Connection: Students will explore how different materials decompose while their impressions remain in sediment.

Step 1: Creating a Fossil Site (5-10 minutes)

1. Choose a dig site (a schoolyard garden, dirt patch, sandbox, or other outdoor area).

2. Distribute the pre-made plaster fossils to student groups.

3. Have students decide where to "bury" their fossils in different layers of soil:

   • Some near the surface (recent fossils)

   • Some deeper (older fossils)

4. Mark fossil locations with flags or index cards so the teacher can track them.

Step 2: Predicting Fossilization (10 minutes)

1. Students make hypotheses:

   • Which fossils will be easiest to find?

   • Which will be the hardest?

   • How would real fossils be preserved differently?

2. Optional: Discuss how different environments (wetlands, deserts, oceans) impact fossil formation.

Step 1: Digging for Fossils (15 minutes)

1. Divide students into excavation teams.

2. Give them small tools (trowels, spoons, brushes) to gently dig.

3. Encourage them to dig slowly and carefully.

   • When they find a fossil, they must stop and document it before continuing.

   • Record the depth of the fossil and its location on their worksheet.

4. Mark each discovery site with a small flag or index card.

Step 2: Analyzing Fossil Discoveries (15 minutes)

1. Have students clean their fossils with brushes.

2. Each team records details about their fossils on their worksheet:

   • Depth found

   • Type of fossil (shell, leaf, bone imprint, etc.)

   • Condition (clear imprint, broken, eroded, etc.)

   • What this fossil might tell us about the past environment

3. Discussion:

   • What fossils were found closer to the surface?

   • What does that tell us about their age?

   • If this were a real fossil site, what might it reveal about the history of this area?

Step 1: Placing Fossils on a Timeline (10 minutes)

1. Students create a visual timeline by laying their fossils out in order from youngest to oldest based on depth found.

2. Discuss:

   • What patterns do they notice?

   • Are certain fossils always found deeper than others?

   • How does this compare to real fossil discoveries?

Step 2: Reflection & Wrap-Up (5 minutes)

1. What surprised you about the excavation?

2. How did this experience help you understand real paleontology work?

3. What questions do you still have about fossils?

"Today, you experienced what it’s like to be a real fossil hunter. Every fossil tells a story, and through excavation, you got to uncover part of that story. Keep looking for clues in the world around you—because history is always waiting to be discovered!"