UKS2 Topic: Dinosaurs and Fossils Block A: Fossils and Rocks
Session 3 How are fossils formed?
National
Science: Recognise that fossils provide information about living things that inhabited the Earth millions of
Curriculum years ago.
To become familiar with specific terms and concepts used to refer to fossils and fossilisation.
Teaching
Objectives
National
D&T: Use research and develop design criteria to inform the design of innovative, functional, appealing
Curriculum products that are fit for purpose.
To make fossils out of different resources.
Teaching
Objectives
Resources
Weblinks
How are fossils formed; Dino dictionary entries; Fossil
https://www.youtube.com/watch?v=3rkGu0BItKM - Animation
explanations; How to make a cast fossil; How to make a
about how fossils are formed;
mould fossil; How to make an amber fossil; Scissors;
https://www.youtube.com/watch?v=ClJ5lwl_wM0 - Fossil Rocks
Newspaper; Sticky tape; Modroc; Warm water; AirAnthem;
drying clay; Toy dinosaurs/plastic bones; Shells; Leaves;
http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm Lemon or orange jelly; Sweets in the shape of worms,
Oxford University Museum of Natural History fossil information;
animals, etc.; Cheap epoxy resin (one per fossil); Yellow
http://www.enchantedlearning.com/subjects/dinosaurs/dinofossil
food colouring; A small heat-proof mould; Something to s/Fossiltypes.html - Information about different sorts of fossils and
trap inside the fossil; Something to protect the table;
fossilization processes.
Warm, soapy water to hand.
Whole class: Print out How are fossils formed, the Dino dictionary entries, and Fossil explanations (session resources)
before the lesson. Before the session make enough little lots of yellow jelly with sweets inside for each child to have to eat
during the plenary. The activities here may stretch over two sessions.
Recap with the chn how fossils are formed by showing them the Natural History museum website and reading the information
for each image. Tell them that they need to listen carefully to the words and explanations because it will help them win the
next challenge. After reading through the website, split the children into small, mixed ability groups and give them the How
are fossils formed resource, Dino dictionary entries, and fossil explanations and set a limited time (e.g. 5 minutes) to look
through. At the end, discuss the right order with the class and ask each group to read out an explanation from one of their
pictures.
Say to the chn The words you have been using to describe the fossil process are brilliant, correct and accurate, but there are
some longer words that palaeontologists use. Let’s look at those words so we can be proper palaeontologists!
Ask the chn to turn to the working wall. Display the large pictures from How are fossils formed, on the working wall, and read
out each word from the Dino dictionary. Can you listen to the explanation and work out which picture we should stick this
word next to? Then spell the words out loud together (maybe you could give a prize or school incentive to anyone who can
spell all four words and give definitions at the end of the week, for example).
Show the images of different fossils from Fossil explanations. Explain the carousel of activities that will involve three different
fossil making tables. Give them How to make… resources, showing the step-by-step guides to making mould, cast and amber
fossils. Explain that everyone will get a go at making the different fossils because everyone will move around the different
tables.
Easy/ Medium/ Hard
The mould fossils are the easiest fossils to make and could be managed as an independent activity. Show the activity to the
more able of the class at lunch time or the day before, so they can become your experts for the session and supervise the
table. Similarly, the dino-poo can be supervised by experts in the classroom, or by a teaching assistant. It is best if this activity
happens over a sink area. The amber fossil needs to be supervised at all times by you or a teaching assistant because the resin
can be dangerous if handled incorrectly. Make sure each child understands the rules of resin handling before you proceed.
Read the instructions with them before setting off on the activity.
Plenary Ask the chn to join you in a Palaeontologists’ Parade. Walk around with the chn, looking at the fossils everyone
has created. In role, as Chief Palaeontologist, quiz them as you walk – How would this cast fossil have been made,
if it were real? In what era would you find this fossil? What method of preservation might have happened here?
(Allow them to look at the Dino-dictionary on the working wall for the answers).
Share the amber fossil jelly with the class.
Outcomes Children will
 Discuss, with understanding, terms such as permineralization, silicification, pyritization and
petrification, as well as cast and mould fossils
 Talk with familiarity about amber as fossilized tree resin
 Make fossils out of different resources: dino-poo fossil out of Modroc, ‘amber’ fossil out of resin and
food colouring, and mould fossil out of air drying clay
© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
We refer you to our warning, at the foot of the block overview, about links to other websites.