Session 1: Session Title s2

UKS2 Topic: Dinosaurs and Fossils Block A: Fossils and Rocks Session 1 Being Palaeontologists National Science: Recognise that fossils provide information about living things that inhabited the Earth millions of Curriculum years ago. Teaching To experience and wonder what it would be like to be a palaeontologist and to generate questions and Objectives intrigue about fossils. National D&T: Use research and develop design criteria to inform the design of innovative, functional, appealing Curriculum products that are fit for purpose. Teaching To excavate a Plaster of Paris/sand mixed block, using clay tools and brush, to discover dinosaurs, shells Objectives and other dig-able treasures. Resources Weblinks How to make a fossil excavation block; Dino http://www.hobbycraft.co.uk/hobbycraft-plaster-of-paris-25kg/566824-1000 dictionary entries; The plaster/sand blocks; - Link to Plaster of Paris purchase; www.amazon.co.uk/Pack-Plastic-Dinosaur- Clay tools; Small hammers; Clean paint Skeletons-Fillers/dp/B00GUOMYFE/ref=sr_1_1? brushes; Small note books and pencils; s=kids&ie=UTF8&qid=1412452624&sr=1-1&keywords=dinosaur+bones - Camera; Sand timer or digital countdown Dinosaurs to buy for excavation block; http://www.amazon.co.uk/Rubies- clock; Strips of card; Marker pens; Blocks of 923-Bag-Of-Bones/dp/B000VOESE4/ref=pd_bxgy_k_h_b_cs_img_y - A bag of ice with plastic bones, etc. frozen within bones to buy for excavation block. them; Squeezy drinks bottles containing warm water. Whole class: Before the lesson, prepare classroom by placing clay tools, small hammers and excavation blocks in the centre of tables. Make enough blocks for at least one between three chn. See ‘How to make a fossil excavation block’ for instructions on how to make the excavation blocks. Encourage the chn to wonder what the blocks are for and work out what to do with the tools. Guide the chn by suggesting they use the tools to chip away at the blocks, but do not suggest this immediately. Encourage members of the groups to take it in turns to chip away and brush away the dust, whilst other members record the progress (in words and/or sketching) of the excavation in the notebooks and with the camera. Move around the groups, What do you think you are going to find? How long do you think this will take? Why do you have to chip away so carefully? Why is it important to brush the chips away gently? What does it feel like, to chip away and not know what you might find? Chn may guess that they are hunting for fossils or dinosaurs. When they do, introduce the word ‘palaeontologist’ (a scientist who studies fossils). You are going to become palaeontologists, learning the skills of palaeontology and finding out about fossils. Show them the word ‘Palaeontology’ from the Dino-dictionary (session resources) and display it on a working wall in the classroom. Read out the definitions and breakdown of its meaning in Greek: "ancient" (palaeo), "being" (onto-) and "study" (-logy). There will be more words from the Dino-dictionary over the course of these sessions. Encourage the chn to collect their own technical words to put on the working wall, as well as photographs of fossils they may have at home, postcards from well-known fossil hunting beaches, tickets and photographs of any trips to museums they may go on at weekends, etc. Whilst the chn are taking it in turns to chip away at the block, introduce to the groups a block of ice with a plastic bone or skeleton frozen into it. Explain to the chn that, to get the treasure out, they need to squeeze warm water over the ice block. Palaeontologists use similar techniques, but on a larger scale. Easy/ Medium/ Hard Some chn may find it difficult to share the chipping task and be reluctant to hand over the task to another team member. If so, set a timer to ensure everyone swaps at 5 minute intervals. It may also be worth having a large class block to which you call chn to work with you. This would allow certain chn to have some ‘time out’ working on the larger block. Give the chn strips of card and marker pens. Ask the teams to generate some questions they would like answered over the next few weeks. Plenary When the blocks have been chipped away and the teams have found what is contained within them, bring the class together to share what they have found. Explain that fossils are the remains of once living animals or plants. People have been finding fossils in rocks for thousands of years, but until quite recently they didn't understand what they were. Explain that today we recognise that the fossils we find in rocks represent the ancestors of the animals and plants that are alive today. Ask the teams to stick their questions on the working wall and read them together as a class. Explain that, over the next few weeks, the class will work together at answering as many of the questions as possible. Outcomes Children will  Imagine what it would be like to be a palaeontologist  Generate questions and intrigue about fossils  Examine and break down a fossil excavation block, using clay tools and brush, to discover dinosaurs, shells and other dig-able treasures

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