Fossil Dig Inquiry

Overview

Today students run a mini inquiry: they create “fossils” (model bones) in sand, record the layout, and then use those records to discuss what counts as evidence of dinosaurs in Aotearoa and how this compares with known fossil evidence worldwide.

Learning intentions

• Students will investigate how evidence can be used to tell a story about the past.
• Students will record and interpret the positions of “fossils” from a simulated dig.
• Students will compare their observations with real dinosaur fossil evidence in New Zealand and around the world.
• Students will use simple science and history ideas to explain why some evidence is stronger than others.

Success criteria

• I can make careful observations of fossil locations and record them clearly.
• I can describe what I think the fossil layout might suggest.
• I can compare my simulation evidence with real dinosaur fossil evidence (NZ and worldwide).
• I can give a reason for my explanation using evidence from the dig.

Curriculum links

• Te Mātaiaho Social Sciences: History — students reconstruct narratives using sources such as evidence/artefacts from the past.
• Te Mātaiaho Science: Biological Science / Evolution and inheritance — using fossil evidence to infer how organisms have changed over time.
• Key competencies: thinking (gathering and using evidence), participating and contributing (group inquiry), and communicating (explaining findings clearly).

Lesson structure (10 minutes total)

1. 0–1 min · Hook (question). Teacher holds up a simple “fossil” example (one bone model in sand) and asks: “What evidence do we need to say something lived long ago?” Students give quick oral responses.
2. 1–3 min · Set up simulation. Teacher explains the task: each pair makes a fossil layout in a tray of sand by placing 4–6 model bones, then covers them. Students choose a tray, place bones, and cover them (keeping the original layout intact until digging).
3. 3–6 min · Fossil dig + observation records. Teacher says: “Dig slowly; stop when you see a bone. Mark what you find.” Students carefully uncover each bone and record its position using a simple template grid (e.g., Row/Column or numbered spots) and a quick sketch. Teacher circulates for accurate recording.
4. 6–8 min · Compare findings (within class). Teacher groups students into pairs to compare two different layouts. Students discuss: “What is similar? What is different?” and add one sentence to their record sheet using an evidence sentence starter: “I can see…, so I think…”.
5. 8–10 min · Evidence discussion (NZ and worldwide). Teacher leads a short whole-class comparison: “In many places worldwide, dinosaur fossils have been found. In Aotearoa, dinosaur evidence is much more limited, so we must rely on the strength of fossil records.” Students share one claim about whether evidence is strong or weak and why, using the words: evidence, fossil, and compare.

Resources

• Sand trays (enough for pairs), one per group/pair
• Small model bones (toy bones or 3D-printed pieces), 4–6 per tray
• Simple fossil recording template with a grid (print for each student or pair)
• Pencil/whiteboard markers
• Small rulers or measuring sticks (optional)
• Spoons/hand tools for gentle digging
• Paper towels and a bin for clean-up
• Short teacher note cards with prompts for the evidence discussion

Assessment

• Teacher checks during digging: students record positions clearly (grid marks/sketch).
• Teacher listens for reasoning: students use evidence from their dig to explain a suggestion.
• Optional quick check (verbal): each pair states one similarity/difference and one “because” statement.

Differentiation

• Support: Provide sentence starters for recording and discussion:
• “I found a bone at…”
• “This is evidence because…”
• “My layout might suggest…”
• Support: Offer a pre-labelled grid (Row 1–4, Column A–D) so students can record without drawing skills.
• Extension: Ask students to evaluate evidence strength: “What information is missing from our simulation that a real fossil dig might have?”
• EAL/SEN: Allow students to point to their grid marks while speaking; accept non-written recording (teacher can scribe if needed).

How to run the simulation (teacher script you can use)

• “When we dig, we are scientists/historians using evidence. Our job is to record carefully, not guess.”
• “Stop digging when you find a bone. Record where it is before moving it.”
• “Later, we will compare our simulation evidence with real fossil evidence from Aotearoa and from around the world.”