Home Learning: Fossils

Subject: Science | Year: 6

Estimated Time: 30–40 Minutes

Name: _________________________ Class/Set: ____________ Due Date: ____________

The Purpose

Why are we doing this? To consolidate your understanding of how fossils are formed over millions of years and to apply your knowledge of 'working scientifically' to interpret evidence from the past.

Instructions

1. Sequence: Below are the five stages of fossilisation, but they are in the wrong order. In your home learning book, write them out in the correct chronological order (1 to 5).

   • The sediment around the skeleton thickens and begins to turn into rock.
   • An animal dies and sinks to the bottom of a sea or river bed.
   • Minerals in the water replace the bone, creating a rock-like copy of the skeleton.
   • Over millions of years, the rock rises to the surface and is worn away by erosion, exposing the fossil.
   • Layers of sediment (sand and mud) quickly cover the carcass, protecting it from scavengers.

2. Analyse: Look at the following three "Fossil Finds". For each one, write one sentence explaining what a palaeontologist could learn about the animal from this specific piece of evidence.

   • Find A: A fossilised footprint of a large dinosaur.
   • Find B: A fossilised jawbone with very sharp, pointed teeth.
   • Find C: A fossilised nest containing several unhatched eggs.

3. Apply: Explain the difference between a mould fossil and a cast fossil. Use the words 'impression', 'sediment', and 'minerals' in your explanation.

Success Criteria (Checklist)

☐ I have sequenced the five stages of fossilisation correctly from 1 to 5.

☐ I have provided a scientific deduction for all three "Fossil Finds".

☐ I have used the key vocabulary (impression, sediment, minerals) to explain mould and cast fossils.

Challenge / Extension (Optional)

• Research: Use the internet or a book to find out what a 'Coprolite' is. Why is this specific type of trace fossil so useful to scientists trying to understand an animal's diet?

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⚠ TEACHER’S GUIDANCE & MARK SCHEME (DO NOT PRINT FOR STUDENTS)

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💡 Pedagogical Landing

• The 'Bones to Stone' Misconception: 🧠 Many Year 6 students believe that fossils are the original bones of the animal. Use the feedback session to reinforce that the organic material has been replaced by minerals (petrification).
• Delivery Tip: 🗣️ This task is designed to be completed independently. However, for SEND students, suggest they draw a storyboard for Task 1 instead of writing out the full sentences.
• Oracy Link: 🎤 In the next lesson, use a 'Think-Pair-Share' activity where students compare their deductions for Task 2. This encourages the use of 'Tier 2' academic verbs like 'infer' and 'conclude'.

Teacher’s Post-Task Briefing

1. Model Answers / Expected Outcomes

Task 1 Answer: The Correct Sequence

1. An animal dies and sinks to the bottom of a sea or river bed.
2. Layers of sediment (sand and mud) quickly cover the carcass, protecting it from scavengers.
3. The sediment around the skeleton thickens and begins to turn into rock.
4. Minerals in the water replace the bone, creating a rock-like copy of the skeleton.
5. Over millions of years, the rock rises to the surface and is worn away by erosion, exposing the fossil.

Task 2 Answer: Evidence Analysis

• Find A (Footprint): Tells us about the animal’s size, weight, speed, or whether it walked on two or four legs.
• Find B (Teeth): Suggests the animal was a carnivore (meat-eater) due to the sharp, pointed shape for tearing.
• Find C (Nest): Provides evidence of reproductive behaviour, such as whether they looked after their young or laid eggs in groups.

Task 3 Answer: Mould vs. Cast

• Mould Fossil: Formed when an organism is buried in sediment and decays, leaving a hollow impression (a 'negative' image) in the rock.
• Cast Fossil: Formed when that hollow mould is later filled with minerals or sediment, creating a 3D physical replica (a 'positive' image) of the original organism.

2. Common Misconceptions to Flag

• Speed of Formation: ⏳ Students often forget the 'millions of years' aspect. Remind them that fossilisation is an incredibly rare and slow process.
• Soft Tissue: 🦴 Clarify that soft parts (skin, muscles, organs) almost never fossilise because they rot away before minerals can replace them.

3. Classroom Discussion Starters (The 'Journey')

• "If only a tiny fraction of animals become fossils, what does that tell us about our gaps in knowledge regarding the history of life on Earth?"
• "Why are most fossils found in sedimentary rock rather than igneous or metamorphic rock?"