Evolution: Evidence of Change
Interpreting Events from Fossil Evidence
Pre-Lab Discussion
A fossil is any evidence of life in the prehistoric past. Fossils can be actual remains of animals, impressions, carbon
residues, or tracks left by a living organism. By using fossil records, scientists are able to piece together the story that
fossils tell about the history of the Earth. In this investigation, you will use some present-day knowledge and common
sense to interpret fossil evidence.
Purpose/Objective: Describe the purpose in your own words.
Hypothesis: None
Variables: Interpretations of fossil evidence
Materials: (per student) Pencil
and paper
Procedure:
Part A.
1. Observe the diagram of
the fossil footprints in
Figure 1.
2. Use Figure 1 to answer
questions 1 through 5 in
data analysis section.
Note: Your interpretation
should be consistent with
the diagram.
Figure 1
Part B.
1. Observe the diagram of the fossil footprints in
Figure 2.
2. Use Figure 2 to answer questions 6 through 8 in
Data Analysis section.
3. Using the answers to these questions and some
common sense, interpret the events that may
have occurred in Figure 2. Note: Your
interpretation should be consistent with the
diagram.
Figure 2
Data Analysis: (Your answers must be in complete sentences)
Part A. Refer to Figure 1.
1. How can you tell which direction the animals are walking?
2. Did any of the animals change speed i.e. start running? When (give evidence from the figure)?
3. How many different animals are represented? Explain your answer.
4. What might the lines between the footprints of the animal at the top and the animal at the bottom of figure 1
represent?
5. Which footprints belong to the predator and which belong to the prey? How do you know?
6. How can carnivores track their prey or how do prey know if a carnivore is nearby? Hint: Think about the senses they
use.
7. If all the footprints were made within minutes of one another, which way was the wind blowing? Explain your
answer.
Part B. Refer to Figure 2.
6. Did any of the animals change speed? Explain your answer.
7. How many animals are represented? Explain.
8. Is it possible that the animals who made the footprints represented in the diagram never actually met each other at
the same time? Explain your answer.
Critical Thinking:
9. How are fossilized footprints formed and preserved? (This question may require you to do
additional research)
10. What could the depth of a footprint tell a scientist?
11. In what type of rock would you be most likely to find fossils?
12. Which species has a higher chance of being fossilized and why?
Trilobite
13. The exposed rock layers of the Grand Canyon are rich with fossil
specimens. What does the presence of fossilized coral, sponges,
shellfish, and trilobites indicate about the past climate of the
Grand Canyon area?
14. Scientists have found fossils of the same kind of organism on
different continents. What is a plausible explanation?
Conclusion:
 Write a short paragraph (3-4 sentences) interpreting the events in Figure 1. It should include information like
the types of animals, what happened, the type of environment and why. Support your interpretations with
evidence from the diagram.
 Write a short paragraph (3-4 sentences) interpreting the events in Figure 2. It should include information like
the types of animals, what happened, the type of environment and why. Support your interpretations with
evidence from the diagram.
 In your paragraphs, make sure to include vocabulary words from this unit. Highlight in yellow (or another light
color) the words you use.
 Don’t forget to put in error analysis (i.e. why doesn’t everyone get the same answers) and suggestions in your
writeup.