UKS2 Topic: Dinosaurs and Fossils Block A: Fossils and Rocks
Session 2 Fossils and the Timeline
National
Science: Recognise that fossils provide information about living things that inhabited the Earth millions of
Curriculum years ago.
To understand different categories of fossils and understand some key palaeontological terms.
Teaching
Objectives
Resources
Weblinks
Timeline (each of the three
http://www.prehistoricplanet.com/news/index.php?id=48 - Timeline of fossils and
sections of the timeline
useful information; http://www.ucmp.berkeley.edu/paleozoic/paleozoic.php photocopied to at least A3); Paper; Information about the different fossil eras;
Crayons; Scissors; Access to the
https://www.youtube.com/watch?v=3rkGu0BItKM - Animation about how fossils are
internet; Printer; Research books;
formed; https://www.youtube.com/watch?v=ClJ5lwl_wM0 - Fossil Rocks Anthem.
Dino dictionary entries.
Whole class: Play the chn this clip, explaining how fossils are formed. There are thousands upon thousands of layers in the
earth’s crust. However, palaeontologists have grouped the layers into major groups. These three groups are the Palaeozoic,
Mesozoic and Cenozoic. These layers represent the last 500 million years of life on earth. They make up a sort of 3-layer cake.
Just like a cake, the bottom layer went down first, followed by the middle and the top. Since fossils progress from fish at the
bottom to humans at the top, we have clear evidence that life evolved through time.
Show the chn the prepared timeline (session resources). Explain that they are to become research teams and are to find out
about the different layers of the fossil layer ‘cake’. Split the class into different teams and give them each a section of the
timeline. This means you will end up with several sets of timelines to display in the classroom. Give each team the appropriate
sheet with the clipboard image and encourage them to research what each of their given layers contains, and then populate
with drawings of appropriate fossils, information about the layers in ‘lift the flap’ interactive labels and so on. You might want
to read out the information on each of the three clipboards to the whole class, so they get the context of their layer.
Easy/ Medium/ Hard
Give the less able of the chn the Mesozoic era to research. This era is the layer that should be populated mainly by dinosaur
fossils. It may be easier to research, since information about its contents is more prolific online and in books. The Mesozoic
era also has fewer epochs within it and therefore contains less to distract or confuse. Ask the more able to use technical
vocabulary in their labels and explanations. Also ask them to write an accurate definition of these technical words to put on
the working wall during the plenary.
Plenary Bring the learning together by asking each team to present their research information on their timelines. When
each group has presented their information, ask the class to point out the body fossils (those showing bonestructure) and trace fossils (those showing just an imprint from a decayed living thing). Explain that fossils fall into
one of these two categories.
Explain to the chn that there isn’t just one place in the world to go and see every fossilised animal from all time,
stacked one on top of the other. In fact, it’s rare to find all three major layers on top of one another. Ask the chn
Why not? Explain that this is because sediments (layers) get eroded at different rates around the world and also
because, although the layers are usually originally laid down in a clear order, those layers are often disturbed later
on by volcanoes, rivers, mountains and shifting continents.
This session has introduced many new words. Show them the Dino-dictionary (session resources). Together with
the chn, add these to the working wall:
 Era – a period of time marked by an event or change on earth
 Epoch – a period of time within an era
 Sediment – a layer
 Palaeozoic era – the first major layer of fossils
 Mesozoic era – the second major layer of fossils (the dinosaur layer)
 Cenozoic era – the third, and most recent major layer of fossils
 Body fossils – fossils made up on bones and body parts
 Trace fossils – fossils created by imprints or decayed fossils
Play this Fossil Rocks Anthem to finish the session.
Outcomes Children will
 Understand where different fossils appear on the timeline
 Understand the difference between body fossils and trace fossils
 Discuss, with understanding, terms such as era, epoch, Palaeozoic, Mesozoic and Cenozoic
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