Unit Plan 15 (Grade 3 Science): Fossils & Earth’s Past

Focus: Analyze fossil evidence to interpret what kinds of organisms lived long ago and what their environments were like.

Grade Level: 3

Subject Area: Science (Life Science • Earth Science)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students become “kid paleontologists” who use fossils as clues to Earth’s past. They examine fossil photos and models, notice patterns in rock layers, and connect those patterns to organisms and habitats that existed long ago. By the end of the week, students can explain how fossils show that landscapes and life have changed over time and create a simple “Fossil Story Board” to communicate their ideas.

Essential Questions

• How do fossils give us evidence about what kinds of organisms lived long ago?
• How can patterns in rock layers and fossils help us describe past environments?
• In what ways is Earth different today than it was when these ancient organisms lived?
• How do scientists use observations and patterns to build explanations about Earth’s past?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Observe and describe different fossils (plants, shells, bones, imprints) using words and labeled drawings.
2. Use patterns in fossil types and rock layers to infer whether an area used to be ocean, lake, forest, or land.
3. Explain, with evidence, that organisms and environments from long ago can be different from those we see today.
4. Work with a partner or small group to create a simple Fossil Story Board explaining what lived in a place and what the environment was like.
5. Share their fossil explanations orally and respond to classmates’ questions using evidence from fossils and rock patterns.

Standards Alignment — 3rd Grade (NGSS-Aligned)

• 3-LS4-1 — Analyze and interpret fossil evidence to describe types of organisms and environments of long ago.
  • Example: Use fossil shells found in rock layers on land to argue that the area was once underwater.

Success Criteria — Student Language

• I can describe fossils using clear words and labeled drawings.
• I can use patterns in fossils and rock layers to tell what kind of environment was there long ago.
• I can explain how the organisms I see in fossils are similar to or different from those alive today.
• I can create a Fossil Story Board that tells what lived in a place and what the environment was like, using evidence from fossils.
• I can present my ideas and answer questions using fossil evidence instead of guesses.