Learning Unit for Grades 3-5
Core Kids Program
Western Michigan University / Michigan Geological Survey
Created by: Rosa Carolina Ayala Calvo and Lisa Wininger
Last update: March, 2026
Introduction / Overview
Fossils take us back to ancient Earth in a more concrete way than maps, drawings, and images. We can hold a fossil and gain an understanding of the scale of ancient organisms, the types of environments they might have lived in, and what different periods in Earth’s history might have been like.
The Michigan Geological Survey is committed to fostering geological awareness and education by helping young learners explore the Earth’s processes in ways that connect with the topics they regularly study in their classrooms, aligned with the current standards.
This unit, focused on elementary-level students, explores how fossils reveal clues about ancient life and environments. Over the course of seven class sessions (45-minutes each) divided into five lessons, students will engage in hands-on activities, collaborative investigations, and creative storytelling to build a deeper understanding of fossil types, formation processes, and ecological connections.
Through sorting exercises, model-making, fossil analysis, and group presentations, students will practice key scientific skills—including observation, classification, inference, and communication. In addition, students will strengthen literacy skills by writing narratives and sharing oral presentations, ensuring that their study of fossils supports both scientific understanding and creative expression.
The unit concludes with a local focus on Michigan’s geological history, helping students connect global concepts to their own region and recognize the rich fossil record of the Michigan Basin.
Science Standards (NGSS)
🧠 Disciplinary Core Ideas
- 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
- 2-ESS1-1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
- 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
- 4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
- 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
- 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
🛠️ Science and Engineering Practices
- Engaging in an argument from evidence.
- Developing and using models.
- Analyzing and interpreting data.
- Planning and carrying out investigations.
🔄 Cross-cutting Concepts
- Patterns
- Cause and effect
- Systems and System models
- Stability and change
🔬 Connections with the nature of science
- Scientific knowledge assumes an order and consistency in natural systems.
- Scientists look for patterns and orders when making observations about the world.
📚 Alignment with English Language Standards
- CCSS.ELA-Literacy W.3.3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
Learning Objectives
🧠 Conceptual / Domain-specific Knowledge objectives
- Students will be able to define what a fossil is and explain how fossils provide evidence about ancient organisms and the ecosystems they lived in, through homework writings and class discussions.
- Students will be able to classify different types of fossils (mold fossil, cast fossil, trace fossil, impression, preserved remains, petrified fossils), using visual and conceptual comparisons.
- Students will describe ancient environments based on modern-day analogs, applying the consistency of natural systems (principle of uniformitarianism).
- Students will be able to explain how Michigan’s position has shifted over geologic time due to plate tectonics and how this shift relates to environmental changes.
- Students will be able to explain how the fossils found in Michigan provide evidence of ancient environments and Michigan’s basin evolution by connecting the most common fossils in Michigan to their ecosystems.
- Students will debate alternative theories about the lack of dinosaur fossils in Michigan’s fossil record, using the preserved geological record of the Michigan Basin.
🔧 Procedural objectives
- Students will work collaboratively to sort a set of objects into three categories—once living, never living, and uncertain—and justify their choices using observation and reasoning.
- Students will create select types of analog fossil using models and materials that simulate fossilization processes to explore how environmental conditions influence fossil formation.
- Students will examine fossil samples to identify physical traits and use those traits to infer the lifestyle, behavior, and living environment of extinct organisms.
- Students will use latitudes and maps of continental reconstructions during geological time to locate Michigan today and in past geologic eras.
- Students will examine fossil samples to identify the most common fossils found in Michigan and their main traits.
💬 Scientific communication / literacy / collaborative work objectives
- Students will construct evidence-based explanations to support their observations and communicate their findings clearly to peers through an oral or written presentation.
- Students will demonstrate respectful communication by sharing ideas, asking questions, and discussing uncertainties with their group during the activities.
- Students will create a narrative using scientific vocabulary to describe how an organism lived, died, and became a fossil.
Lesson Plans and Proposed Schedule
The five lessons in this unit are divided into seven 45‑minute sessions to create a manageable, coherent learning sequence. Each session builds on the last, guiding students from foundational ideas about fossils and environments toward an understanding of Michigan’s geologic history and fossil record.
Day 1 -Lesson 1: Fossils and Environments
In this session, students will explore how fossils help people learn about living things from long ago—and the ecosystems they lived in. Students will work in small groups to sort different objects based on whether they were once living, never living, or uncertain—then use discussion, slides, and reflections to connect those ideas to ecosystems, organisms’ survival needs, and how fossils reveal stories about ancient environments.
Day 2 – Lesson 2: How do fossils form (Part 2)
In this lesson, students will be able to classify different types of fossils (mold fossil, cast fossil, trace fossil, impression, preserved remains, petrified fossils), using visual and conceptual comparisons. Students will create selected types of analog fossil using models and materials that simulate fossilization processes to explore how environmental conditions influence fossil formation. Students will create a narrative using scientific vocabulary to describe how an organism lived, died, and became a fossil. (Lesson 2)
Day 3 – Lesson 2: How do fossils form (Part 2)
In this lesson, students will continue to classify different types of fossils (mold fossil, cast fossil, trace fossil, impression, preserved remains, petrified fossils), using visual and conceptual comparisons. Students will create selected types of analog fossil using models and materials that simulate fossilization processes to explore how environmental conditions influence fossil formation. Students will create a narrative using scientific vocabulary to describe how an organism lived, died, and became a fossil. (Lesson 2)
Day 4 – Lesson 3: Fossil Biography (Part 1)
In this lesson, students will examine fossil samples to identify physical traits and use those traits to infer the lifestyle, behavior, and living environment of extinct organisms. Students will describe ancient environments based on modern-day analogs, applying the consistency of natural systems (principle of uniformitarianism). Students will construct evidence-based explanations to support their observations and communicate their findings clearly to peers through an oral/written product or a visual arts creative work. (Lesson 3)
Day 5 – Lesson 3: Fossil Biography (Part 2)
In this lesson, students will continue to explain how Michigan’s physical location has changed over geologic time due to plate tectonics and how this shift relates to environmental changes. Students will use latitude and maps of continental reconstruction during geological time to locate Michigan today and in past geologic eras. (Lesson 3)
Day 6 – Lesson 4: Where was Michigan in the past?
In this lesson, students will be able to explain how Michigan’s physical location has changed over geologic time due to plate tectonics and how this shift relates to environment changes. Students will use latitudes and maps of continental reconstructions during geological time to locate Michigan today and in past geologic eras. (Lesson 4)
Day 7 – Lesson 5: Common Fossils in Michigan
In this lesson, students will be able to explain how the fossils found in Michigan provide evidence of ancient environments and Michigan’s basin evolution by connecting the most common fossils in Michigan to their environments. Students will debate why dinosaur fossils are not found in Michigan, using the preserved geological record of the Michigan Basin.Students will examine fossil samples to identify common fossils found in Michigan and identify their main traits. (Lesson 5)
Teaching Materials
In this section, teachers can find the support resources and handouts needed for the learning unit:
Instructor Slides: Provide visual explanations, discussion prompts, and examples that anchor each lesson.
- Download Instructor Slides (not available yet)
Organisms from Land and Sea in Michigan: This booklet offers clear, accessible information about some common fossils: characteristics, habitat, age, and where to find them in Michigan. Students use this booklet in Lesson 3 to infer ancient ecosystems and construct evidence‑based explanations.
- Download the Fossils description booklet
Lesson Handouts: Each lesson has an in-class handout designed to introduce students through the lesson and guide them through different activities that reinforce the concepts learned.
Assessments
This unit integrates both formative and summative assessments to support student learning.
Formative assessments: Include six in-class handouts designed to help students practice writing skills, reinforce key concepts, and receive timely feedback. Details about where and how to use them are included in the lesson plans.
Summative assessments: Consist of two written assignments (in Lessons 1 and 2) and one oral group presentation (Lesson 3). These tasks allow students to demonstrate their understanding and communicate their learning effectively. Detailed descriptions and rubrics for each summative assessment are included in the lesson plans.
Recommended Literature
- NESTA Paleontology Book list
- Michigan Backyard Fossils | U-M LSA Museum of Paleontology
- Hall of Fossils – Deep Time Virtual Tour for Students | National Museum of Natural History
- The Clapp Family Mastodon – Grand Rapids Public Museum
- Resources & Lesson Plans – Field Museum
- Science Teaching Resources | Smithsonian National Museum of Natural History
Glossary
🦴 Fossil
- The preserved remains, impression, or trace of an organism from the past, typically found in rock.
- Examples: bones, shells, imprints of leaves, or footprints.
🧬 Organism
- Any living thing, such as a plant, animal, fungus, or microorganism.
- Organisms can be single-celled (like bacteria) or multicellular (like humans).
🌱 Environment
- The surroundings or conditions in which an organism lives.
- Includes physical factors (air, water, soil) and biological factors (other organisms).
🌐 Ecosystem
- A community of organisms interacting with each other and their physical environment.
- Example: a forest ecosystem includes trees, animals, fungi, soil, and climate.
🪨 Sediment
- Particles of rock, minerals, or organic material that settle at the bottom of bodies of water or accumulate on land.
- Over time, sediments can form sedimentary rocks.
🔍 Paleontologist
- A scientist who studies fossils to understand the history of life on Earth.
- They investigate ancient organisms, environments, and evolutionary processes.
🌎 Terrestrial
- Relating to land or Earth.
- Example: terrestrial animals live on land, unlike aquatic animals.
🌊 Marine
- Relating to the sea or ocean.
- Example: marine ecosystems include coral reefs, open ocean, and coastal habitats.
📍 Latitude
- The distance north or south of the Equator, measured in degrees.
- Lines of latitude run horizontally around the Earth.
📍 Longitude
- The distance east or west of the Prime Meridian, measured in degrees.
- Lines of longitude run vertically from pole to pole.
Acknowledgements
We want to express our gratitude to Dr. Peter Voice (Western Michigan University), Dr. Heather Petcovic (Western Michigan University), Sara Pearson (Michigan Geological Survey) for their feedback and support; as well as Diana Ayala (web development), and everyone at the MGS who contributed to the realization and publishing of this learning unit.
Disclosure Statement
This material was created for educational purposes only. It is intended for classroom use and not for commercial distribution. The authors acknowledge the use of generative AI tools to support the development of age-appropriate language and visual graphics throughout this resource.
References
- Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. The Science Education Review, 3(2), 49–58.
- Earth Learning Idea Team. (n.d.). What was it like to be there? – Bringing a fossil to life.
- Friends of the UMMP. (n.d.). Michigan Basin specimen database.
- Michigan Geological Survey. (2024, September 3). Michigan geology | The Michigan Basin [Video].
- National Park Service. (2024, October 23). How fossils form.
- Pittsburgh Science Workshop. (2013, February 21). Make plaster cast fossils [Video].
- University of Michigan Museum of Paleontology. (n.d.). Michigan’s backyard fossils: Identification guide.
- Scotese, C. R. (2019, June 1). Scotese plate tectonics paleogeography & ice ages [Video].
- Sunshine22854. (2013, March 27). Carbon film fossil by Lorri [Video].
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