# Presentation: 561981

## FOSSILS

## Start with Living Organism

- The organism can be either a plant or an animal.

**Notes:**
(read from slide)

## The Organism Dies

- The soft parts that are exposed to air decompose quickly.
- Hard parts like bones, shells, or wood, don’t decompose as quickly.  They have the greatest chance of becoming a fossil.

**Notes:**
(read from slide)

Ask children what it means to decompose. (to breakdown, to rot, to disintegrate)

You might have your students feel their own hand for soft parts (skin, tendons, muscles) and hard parts (bones and joints)

Some fossil beds contain soft-bodied fossils.  To find out more, do a web search for “Burgess Shale”. 

## The organism may be buried with layers from the earth.  These layers might be mud, lava or water.

**Notes:**
(read from slide)

When an organism is covered, it is protected from weather damage, rotting or decay and from scavengers who might eat the dead organism.

Layers shown from the top

Top two layers are sediment
Basalt 
Fossil layer
Sandstone
Basalt
Sedimentary
Basalt
Basalt

## How are Fossils Found?

- http://faculty.etsu.edu/wallaces/mosa.html

**Notes:**

Sometimes fossils are found on the surface of the earth.  They become exposed by:
Weathering
Erosion
Earthquakes
The activity of humans

Once fossils are found, scientists often dig in the same area to find other fossils.

## How do fossils help us to learn more?

**Notes:**
Point out that the scientist in the picture is making observations of an animal skull.  From observations,  the scientist makes inferences about the environment and life of long ago.

Observation: The skill of recognizing and noting facts or occurrence in the natural world.

Inference: The skill of arriving at a decision or conclusion (best guess) after examining all of the known facts and information.

## Thinking like a paleontologist 

- Thinking like a paleontologist

**Notes:**
A paleontologist is a scientist who studies fossils.  Paleontologists and many other scientists use inference – this is not what they actually observe but what they think about their observations.

This picture shows a scientist working in a lab.  What tools is the scientist is using?  (microscopes, lights, magnifying glasses, small hand tools.

What fossil evidence do they see?  (skull on shelf, bones on table, specimens on shelves)

## How do you know?

- ....Or, would the bear on the left live in this colder environment?

- First... Look at the bear in this picture.  What environment do you predict it lives in?

- How did you decide which environment the bear lives in?

- http://www.arctic.noaa.gov/gallery.html

**Notes:**
(read from slide)

BACKGROUND FOR THE TEACHER:  Students need to make observations about this polar bear, then ask them to make an inference about the environment in which the polar bear lives. 

Possible Observations of why they chose a certain environment
Thick white fur
Standing on snow

## Let’s Try Again

- Would the tree live in this environment?

- ... or, would the tree live in this environment?

- This is more difficult isn’t it? Why?  What would help you decide on the correct environment?

- http://www.nps.gov/olym/wic/gallery.htm

- http://www.nps.gov/yell/slidefile/index.htm

**Notes:**
(read from slide)
Students are not expected to know or learn the answers to these questions.  The emphasis is on that to answer the questions, you need more information about the plants and the environment where the plants are found.  Scientists who study fossils use their knowledge about current and extinct plants and animals to make predictions about new discoveries.  

Questions a scientist might ask?

What do I already know about similar plants or animals?
Where can I go to find out information?
What else has been discovered in this area?

## Now you are the paleontologist

- Here in an example of the kinds of fossil your team has found.  What do you think the environment might have been like in the past?

- This is the environment where you are looking for fossils.

**Notes:**
(read from slide)

BACKGROUND FOR THE TEACHER:  The fossil, that of a fish, lived in a lake or ocean certainly not the sand dunes where it was found by scientists.  This should tell the students that the area must have been covered by water in the past.

## Now you are the paleontologist

- You just found the plant fossils, on the left, in an area where it is now hot and dry like the picture on the right.  What predictions can you make about what the environment might have been like in the past?

**Notes:**
(read from slide)

BACKGROUND FOR THE TEACHER:  The plant (fern) fossils would indicate a moist, shady environment, certainly not the desert where it was found.

## “Small animal fossils are one of the best indicators of prehistoric ecosystems and environments. For example, a fossilized frog tells scientists that the habitat within which it lived must have been wetter because the frog was dependent on permanent water to breed. In other words, it was a captive within its environment.” 

- A quote from a Scientist from the Page Museum's Laboratory
- http://www.tarpits.org/education/guide/index.html

**Notes:**
(read from slide)

This is a page from a paleontologist’s notebook.

## Once Upon a Time

- Wooly Mammoth

- Asian Elephant

- http://www.bbc.co.uk/radio4/science/frontiers_20020515.shtml

- How are these two animals the same?
- How are they different?

**Notes:**
(read from slide)
Have students compare the wooly mammoth and the Asian elephant.  How are they alike and how do they differ.  As a group you might want to create a Box  & T-chart on the overhead, flipchart or whiteboard.  Remind your students that the Box  & T-chart is based upon observations only not inferences.

EXAMPLE Of BOX & T-CHART

Compare and Contrast with a Box and T-Chart

		Large white tusks
       Similarities		Lump on head
		Long, flexible trunks that touch the ground
		Big body shape

		Asian Elephant                          Wooly Mammoth
				 Short Hair		Long hair 			
        Differences	Less curved tusks		More curved tusks	
							No hump on back		Large hump on back
							Smaller ear flaps		Larger ear flaps

## Once Upon a Time – A Look at the Horse

-       **Horse A**

**Horse B**

**Notes:**
Horse A is an example of an ancient horse.  Over time Horse A evolved to look like Horse B, a modern day horse.

Background Information

Horse A  - Hyracotherium – 55 million years ago (Eocene Epoch) 
This small dog-sized animal represents the oldest known horse.   It had a primitive short face, with eye sockets in the middle and a short diastema (the space between the front teeth and the cheek teeth). Although it has low-crowned teeth, we see the beginnings of the characteristic horse-like ridges on the molars.  Hyracotherium is better known as "eohippus" - which means "the dawn horse."   The name also refers to the fact that it lived during the Eocene.

Horse B - Equus – 5 million years Pliocene to Present
Equus is the only surviving genus in the once diverse family of horses.   Domesticated about 3,000 years ago, the horse had a profound impact on human history in areas such as migration, farming, warfare, sport, communication, and travel.  Species of Equus lived from 5 million years ago until the present.   Living species include horses, asses, and zebras.   Fossils of Equus are found on every continent except Australia and Antarctica.

## Change Over Time – A Horse’s Foot

**Note how the distance of the wrist bones from the ground changes. What else has changed?**

- wrist

**Adapted from Florida Museum of Natural History.  For more information visit their website at http://www.flmnh.ufl.edu/natsci/vertpaleo/fhc/relatives1.htm**

**Notes:**
(Read slide to students)

What to look for:
Total length of foot
Number of toes making up the foot
The size of the hoof covering the foot

## How have the bones in horse feet changed over time? Why might this have happened?

- Let’s Look More Closely

**Adapted from Florida Museum of Natural History.  For more information visit their website at http://www.flmnh.ufl.edu/natsci/vertpaleo/fhc/relatives1.htm**

**Notes:**
(Read the slide to the students)

BACKGROUND FOR THE TEACHER:  The bones became longer and more streamlined, enabling horses to run faster to avoid predators.

The central toe of horses became increasingly stronger while the "side toes" became less important and are virtually lost in the modern horse. 

Reduction and loss of side toes minimizes the weight at the extreme end of the foot.   The horse's limb may move faster. 

Changes:
Middle bone (toe) becomes more dominant
Side toes become virtually lost

## Fossils are formed under very special conditions.

They give us clues about what life was like long ago.

Fossils also give us clues about the environment from a long time ago.

They help us understand that plant and animal species change over time.

- They give us clues about what life was like long ago.
- Fossils also give us clues about the environment from a long time ago.
- They help us understand that plant and animal species change over time.

- Wrap-Up

**Notes:**
(Read slide to students)

## CREDITS

- The Fossils Lessons were developed by
- Erika Barrom and Susan Garrison, Sunnyside School District
- Jennifer Johnston, North Franklin School District
- Vicki Mitchell and Georgia Boatman, Kennewick School District
- Peggy Willcuts, Walla Walla School District
- Karen Wieda, Pacific Northwest National Laboratory
- This project was made possible with funds from the U.S. Department of Energy’s Office of Science, Office of Workforce Development for Teachers and Scientists.
- The project also would not have been  successful without the tremendous effort put forth by the Pacific Northwest National Laboratory, Richland, WA scientists who gave their knowledge, spirit, passion and patience to this project.