Fossil Types

Overview

Today students practise identifying common fossil types found in New Zealand by matching real or teacher-provided samples (or clear images) to descriptions. They will build understanding of how fossils provide evidence about past environments.

Learning intentions

• WALT identify fossil types using features from pictures and descriptions.
• WALT match fossils to their likely type (e.g., trace fossils, body fossils, plant fossils) accurately.
• WALT explain how evidence from fossils helps scientists understand the past.

Success criteria

• I can match each fossil image/sample to the correct description.
• I can use at least two observable features (shape, imprint/outline, structure) to justify my match.
• I can complete a set of fossil matches with at least 80% accuracy (or improve from my first attempt).

Curriculum links

• Science: investigating in science (asking questions, using evidence, building explanations).
• Science: communicating findings using simple scientific language and diagrams.
• Nature of science: understanding that scientific knowledge is based on evidence and can be used to make predictions/explanations.
• Key competencies: using language, symbols, and texts; participating and contributing; thinking critically about evidence.

Lesson structure (30 minutes)

1. 3 minutes – Hook and WALT

• Show 2–3 quick fossil images (or hold up items) and ask: “What evidence do you notice?”
• State WALT and share the success criteria using student-friendly language.

2. 6 minutes – Mini-teach: what fossils tell us

• Explain that fossils are preserved remains or traces from the past. Focus on three classroom-friendly categories:
• Body fossils: preserved parts of organisms.
• Trace fossils: footprints, burrows, feeding marks.
• Plant fossils (including leaf impressions).
• Model one example: point to one feature and link it to the matching description.

3. 10 minutes – Matching task: “Fossil Detective”

• In pairs, students rotate through a set of 8–10 fossil cards (images) and 8–10 description cards (short sentences).
• Students record matches on a simple recording sheet: fossil number → type → one feature they used.

4. 7 minutes – Share and justify

• Select 3–4 fossil cards and ask different pairs to justify their choices using evidence (“I matched this because…”).
• Quick teacher feedback: confirm correct matches, address common misconceptions (e.g., confusing trace marks with body impressions).

5. 4 minutes – Dyslexia-friendly check-in

• Provide a brief “exit ticket” with 3 fossils to match (smaller set than the main task).
• Allow students to choose: mark a lettered answer, or circle on a picture-only sheet (images first, text second).

Resources

• Sets of fossil cards (laminated if possible): images of body fossils, trace fossils, plant fossils.
• Description cards: short, age-appropriate statements (one per fossil type).
• Fossil Detective recording sheets (numbered boxes).
• Pencils/clipboards; glue sticks for quick matching if needed.
• Teacher model card for one worked example.
• Exit ticket sheets with image-first options.
• Dyslexia-friendly reading support: larger font option, teacher-read descriptions, and audio access if available.
• Optional: NZ-relevant fossil images or diagram prints (no hyperlinks required).

Assessment

• Formative: teacher monitors pair matching during “Fossil Detective” and notes which fossil types cause difficulty.
• Formative: student recording sheet checks evidence-based justifications (at least one feature).
• Summative-for-learning: exit ticket match accuracy and one-sentence feature link.

Differentiation

• Support (scaffold for a wide range of abilities):
• Provide sentence starters: “I matched it because I can see…”
• Reduce the number of cards for students who need it (e.g., 6 matches instead of 10).
• Offer a “hint” strip showing common features for each fossil type (e.g., “trace = lines/imprints of activity”).
• Teacher reads description cards aloud during initial rotation.
• Challenge (extension in-class):
• Ask students to add a second justification feature (e.g., “The edges look like…” plus “It appears layered/connected…”).
• Require students to predict the most likely environment (e.g., “water/land/near plants”) based on fossil type.
• EAL learners:
• Use picture-only first, then add simple vocabulary labels (body fossil, trace fossil, plant fossil).
• Pair with a student who can model oral explanations; allow oral responses to be recorded by teacher/scribe.
• Dyslexia/SEN-friendly:
• Use larger font cards, consistent layout, and fewer lines of text on descriptions.
• Offer the matching task in two steps: first match by image-to-type colour label, then confirm with descriptions.
• Allow verbal confirmation with the teacher instead of written explanations if needed.

Extension

• Students who are ready can begin the next task (fossil collection report) by choosing one fossil type and preparing a mini plan:
• What fossil type they will research
• 2–3 questions they want answered
• 3 facts they expect to find (prompts provided)
• One drawing idea for their report (simple labelled sketch).