Dating the fossil record worksheet. The Fossil Record.



Dating the fossil record worksheet

Dating the fossil record worksheet

What are some key examples of fossil evidence that support the theory of evolution? Why are fossils so rare, and why is it difficult to find an evolutionary trail of fossil species leading from a common ancestor? What questions remain unanswered by relying solely on the fossil record? The Lesson Part I: Have your class watch the Becoming a Fossil video and read the backgrounder.

Discuss the following questions with your class: Why do most living things not leave fossils behind? How are fossils formed? How are fossils found? How do scientists determine the age of fossils? Have your students watch the Radiometric Dating video and take notes.

Then discuss in class the process of radiometric dating. Have students visit Record of Time Web site for more information on dating methods. Then divide the class into four groups and assign each group one of the following topics: Have each group collect information on their assigned topic from either Record of Time Web site or another source and make a worksheet for their classmates.

The next day, ask the groups to exchange worksheets and complete them for homework. On the third day, discuss the results in class. Have the class read the interview Mike Novacek: Fossils in the Gobi. This interview will give them a good sense of what it's like to be a paleontologist. It shows how an individual scientist contributes to the fossil record and our understanding of evolution.

Who is Roy Chapman Andrews? You may want to bring in some books about him, in case your students want to know more about this Indiana Jones-type character. Why were Andrews's mammal fossil finds important? What did Novacek learn about mammals from the dinosaur age? What evidence did he find to draw these conclusions? What did Novacek learn about the transitions in mammalian evolution? Fish with Fingers 5. Have students watch the Fish with Fingers video and read the backgrounder. Discuss the following questions in class: Why was Jenny Clack unsatisfied with the explanation of how land-dwelling animals evolved?

What evidence did she find to disprove old theories? What explanation can Clack give based on her fossil evidence? Then have them draw a line down the center of a sheet of paper. In the left column have them list examples of types of fossil structures the scientists found. In the right column have them explain what the scientists learned from this evidence. Show the Evolving Ideas: Ask students what types of evidence are used to learn about evolution fossil, molecular, chemical, anatomical , and write the list on the board.

Discuss what each term means. Then discuss the following questions with your class: What can we learn from fossil evidence? How do the transitional fossils of whales support the theory of evolution by natural selection? What specific fossil evidence points to whales' evolution from land to water?

Prepare a vertical classroom timeline of the Cenozoic era on paper. Make the timeline sixty-five inches tall, and label the topthe present and the bottom 65 million years ago Mya. Label every million years, with one inch equal to one million years My.

Highlight the Eocene epoch Mya. Have students work in teams of two. Ask them to cut out the six fossil boxes from the handout and gather the data about each fossil from resources in the Evolution Library, the school library, and the Web. Ask each team of two to prepare an Eocene epoch timeline on paper, using the same scale as the classroom model one inch equals one million years. Their timelines should be twenty-one inches long, with each million years labeled.

Have teams mount fossil boxes 1 and 2 from the handout at the proper locations on their timelines. Point out the large gap between these two fossils. Then have students add the remaining fossils in order by date of discovery.

What typical whalelike traits were apparently the earliest to appear? What apparently evolved much later? As each "missing link" was found, how many new gaps were formed? What is the relationship between gaps and fossils?

To find fossil evidence to fill the largest remaining gap in whale evolution, what age sediments would you search?

What distinguishing traits would you expect to find in whale fossils of that age? Explain why the absence of transitional fossils does not mean that evolution didn't take place.

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PL EXAM 1: BIAS IN FOSSIL francobritishdefence.org



Dating the fossil record worksheet

What are some key examples of fossil evidence that support the theory of evolution? Why are fossils so rare, and why is it difficult to find an evolutionary trail of fossil species leading from a common ancestor?

What questions remain unanswered by relying solely on the fossil record? The Lesson Part I: Have your class watch the Becoming a Fossil video and read the backgrounder. Discuss the following questions with your class: Why do most living things not leave fossils behind?

How are fossils formed? How are fossils found? How do scientists determine the age of fossils? Have your students watch the Radiometric Dating video and take notes. Then discuss in class the process of radiometric dating.

Have students visit Record of Time Web site for more information on dating methods. Then divide the class into four groups and assign each group one of the following topics: Have each group collect information on their assigned topic from either Record of Time Web site or another source and make a worksheet for their classmates.

The next day, ask the groups to exchange worksheets and complete them for homework. On the third day, discuss the results in class. Have the class read the interview Mike Novacek: Fossils in the Gobi.

This interview will give them a good sense of what it's like to be a paleontologist. It shows how an individual scientist contributes to the fossil record and our understanding of evolution. Who is Roy Chapman Andrews? You may want to bring in some books about him, in case your students want to know more about this Indiana Jones-type character. Why were Andrews's mammal fossil finds important?

What did Novacek learn about mammals from the dinosaur age? What evidence did he find to draw these conclusions? What did Novacek learn about the transitions in mammalian evolution? Fish with Fingers 5. Have students watch the Fish with Fingers video and read the backgrounder. Discuss the following questions in class: Why was Jenny Clack unsatisfied with the explanation of how land-dwelling animals evolved?

What evidence did she find to disprove old theories? What explanation can Clack give based on her fossil evidence? Then have them draw a line down the center of a sheet of paper. In the left column have them list examples of types of fossil structures the scientists found.

In the right column have them explain what the scientists learned from this evidence. Show the Evolving Ideas: Ask students what types of evidence are used to learn about evolution fossil, molecular, chemical, anatomical , and write the list on the board.

Discuss what each term means. Then discuss the following questions with your class: What can we learn from fossil evidence? How do the transitional fossils of whales support the theory of evolution by natural selection? What specific fossil evidence points to whales' evolution from land to water?

Prepare a vertical classroom timeline of the Cenozoic era on paper. Make the timeline sixty-five inches tall, and label the topthe present and the bottom 65 million years ago Mya. Label every million years, with one inch equal to one million years My.

Highlight the Eocene epoch Mya. Have students work in teams of two. Ask them to cut out the six fossil boxes from the handout and gather the data about each fossil from resources in the Evolution Library, the school library, and the Web. Ask each team of two to prepare an Eocene epoch timeline on paper, using the same scale as the classroom model one inch equals one million years.

Their timelines should be twenty-one inches long, with each million years labeled. Have teams mount fossil boxes 1 and 2 from the handout at the proper locations on their timelines.

Point out the large gap between these two fossils. Then have students add the remaining fossils in order by date of discovery. What typical whalelike traits were apparently the earliest to appear? What apparently evolved much later? As each "missing link" was found, how many new gaps were formed? What is the relationship between gaps and fossils? To find fossil evidence to fill the largest remaining gap in whale evolution, what age sediments would you search?

What distinguishing traits would you expect to find in whale fossils of that age? Explain why the absence of transitional fossils does not mean that evolution didn't take place.

Dating the fossil record worksheet

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4 Comments

  1. Have students work in teams of two. The next day, ask the groups to exchange worksheets and complete them for homework. The most common fossils at the site are freshwater clams.

  2. Then discuss in class the process of radiometric dating. After the drought, the river filled again and slowly covered the carcasses with sand and gravel, and the fossilization process began.

  3. Other examples of living fossils include wasps, dragonflies, stromatolites, ginkgoes, clams, and the Wollemi pine. The formation of fossils requires the conditions that we would normally associate with a flood. When evolutionists looked at ammonite shells and descendant-ancestor pairs of vertebrates, no trend in increasing complexity was found.

  4. Ask each team of two to prepare an Eocene epoch timeline on paper, using the same scale as the classroom model one inch equals one million years. How are massive fossil graveyards explained without a major catastrophe?

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