What is a fossil? 
When most people think of fossils they think of dinosaurs. It is true that we would not know about the past existence of dinosaurs if it were not for fossils. A fossil is ANY remnant of a plant or animal that has been preserved in the earth’s crust from a past geologic or prehistoric time. This includes any trace of past life. This evidence of past life is most commonly found as bones or teeth, but can also be imprints such as footprints. There are all kinds of fossils of many different plants and animals. Any living thing could potentially one day become a fossil.

Third Grade Georgia Performance Standard S3E2:

 Students will investigate fossils as evidence of organisms that lived long ago.

 S3E2a: Investigate fossils by viewing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago.

 S3E2: Describe how a fossil is formed.

Learning About Fossils

In this activity we are going to learn some basics about fossils. We are going to find out when and how they formed. We are going to also learn about Paleontology and Paleontologists.

PLO: Students will learn the meaning of “Paleontology” and what a Paleontologist does. They will investigate fossils.

Materials needed:
Computer with internet access
Web sites: http://library.thinkquest.org/J002507/index.html
http://ology.amnh.org/ologist/norell/more_list.html
Paper and pencil
Microsoft Word program (optional)

Paleontology is the study of ancient or past life. A paleontologist is a scientist who studies paleontology, mostly by studying fossils. "Onto-" means existence, "-logy" is the study of something; therefore "Ontology" is the study of existence. "-ist" at the end means a person who is involved in the field.

First you are going to visit a website and read some information about different kinds of fossils. When you get to the site I want you to click on each link on the left side of the page EXCEPT “time line”. Start with “Fun Facts” and look at them in order until you get to “quiz” Remember to skip “time line”. After reading the information on each page you can click “home” at the bottom and it will take you back so you can click on the next information page. After you have read all the information here I would like you to take the quiz. Write your answers on a piece of paper. DO NOT answer questions 4, 5 and 6. These relate to the time line page that you did not read. When you have written your answers click on “answers at the bottom of the quiz page to check your answers. Start by clicking here.

Next, we are going to “chat” with a real Paleontologist named Mark Norell. When you go to the website you will see a list of questions. Read through all of the questions and click on 5 of the most interesting ones to find the answers. Click here to begin.

Finally, we are gong to write a letter to Mark. In the first part of the letter I want you to tell him what you have learned so far about fossils and paleontology. In the second part of the letter I want you to ask him questions about things you still want to know. You can use the Microsoft Word program or paper and pencil.

(Letters will not be mailed to Mark. After all activities are completed students will look at the questions they asked and see if they have learned the answers. If they were not answered they will use to internet to find the answers.)

Finding Fossils

In this activity students will learn how fossils are formed and where they are found.

PLO: Students will draw a picture of a fossil underground using the paint program.

Materials Needed:
Computer with internet access
Web sites:
http://www.discoveringfossils.co.uk/Whatisafossil.htm
http://www.bbc.co.uk/sn/prehistoric_life/dinosaurs/making_fossils/
http://www.bbc.co.uk/sn/prehistoric_life/dinosaurs/burying_bodies/
http://library.thinkquest.org/J002743/5kcmgames.html
Microsoft paint program

Procedures: 

First, click here to read about how a fossil is formed.

Then click here and do the activity. Click on the word “open” on the picture to see how and where fossils are formed.
Next click here to find out where a dead animal must be buried in order for it to be turned into a fossil.

Next, click here to find out some places where you might find fossils.  Click on “Fun and Games” then just for fun try the dinosaur jokes. Next, click on fossil hunter—you are going to see where fossils are found. Use your knowledge about where fossils are found and the tools that are used to get to them.

Finally, using the paint program, draw a picture of a fossil underground. Be sure to think about how a fossil is formed. Also think about the type of clay, rock, etc. your fossil is in. Use the text box in the paint program to write what living thing your fossil once was, what type of rock, soil, etc. it is in and where I might find this fossil (near the ocean, a mountain, etc.)

The product is the picture that the student creates.

PLO – Students will simulate a fossil dig and then reflect on the dig by answering questions.

The following materials are needed for each pair of students:

• 2 empty containers that can be thrown away after you are done
• 1 small box of plaster of Paris (available at hardware stores)
• about 4-6 chicken bones, all meat removed (can also use small sticks or small plastic toys)
• measuring cup (1 cup)
• 2 disposable plastic spoons
• 2 disposable bowls for mixing (made of thick paper or plastic)
  
• old newspaper (to protect the surface you'll be working on)  
• 2 metal spoons  
  
• lotion or petroleum jelly
  
• paper and pencil
  
• web page with directions
  

 Procedures  

1. Click here and read about what kind of rocks fossils are usually found in. Then click your “back” button.

2. Click here and read about the do's and don'ts of fossil hunting. Then click the "back" button.

3. Click here to see what kinds of fossils you might find on your fossil hunt. Then click the "back" button.

4. Next, choose a partner to work with. (Teacher may assign partners or have students work individually)

Link to directions   Read all directions before beginning.  It may be better to work over several days in 15-20 minute increments.

When finished with the “excavation” answer these questions about your fossil dig.

What was surprising about excavating the bones?

What strategies did you find worked well for removing the plaster?

How would you have worked differently if you had no idea what was buried inside?

What did you learn about finding "fossils"?

Product:  Students experienced what it might be like to hunt for real fossils. They also will write answers to the refelctive questions and then discuss them with the class.