• Quick retrieval from earlier learning (How fossils form; Igneous, sedimentary and metamorphic rocks). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. What type of rock is marble? (igneous / sedimentary / metamorphic) → metamorphicPrompt: Did it form from cooled magma, from layers of sediment, or from heat and pressure changing another rock?
2. In how a sea shell becomes a fossil, what happens straight after "a sea creature dies"? (the fossil is found in the rock millions of years later / the sediment slowly turns into rock / its shell sinks to the sea floor / layers of sediment cover it) → its shell sinks to the sea floorPrompt: Fossils form very slowly, buried in rock.
3. What type of rock is limestone? (igneous / sedimentary / metamorphic) → sedimentaryPrompt: Did it form from cooled magma, from layers of sediment, or from heat and pressure changing another rock?

• Pass round different rocks and ask how each one might have formed.
• Share the objective: How fossils form and what they reveal. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why do we have very few fossils of jellyfish?
• Step 1: Soft-bodied organisms rarely fossilise, which is one reason the fossil record is incomplete.
• Step 2: So the answer is: They have no hard parts, so they usually rot before being preserved
• Answer: They have no hard parts, so they usually rot before being preserved
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Fossils of tropical ferns have been found in Antarctica. What is the best explanation? (Ferns grow in ice today / Antarctica was once in a warmer location, before plate movement carried it south / The fossils were carried there by penguins / Antarctica has always been tropical) → Antarctica was once in a warmer location, before plate movement carried it southPrompt: Continents move slowly over millions of years.
2. Fossils: which statement is NOT true? (Fossils are the actual bones, unchanged. / Fossils in deeper rock layers are usually older. / Insects can be preserved in amber (fossilised tree resin). / Fossils show that many species have become extinct.) → Fossils are the actual bones, unchanged.Prompt: Did people ever meet a living T. rex?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 5 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Footprints and burrows preserved in rock are called… (crystals / trace fossils / body fossils / minerals) → trace fossilsPrompt: They show the traces of activity, not the body itself.
2. Fossils: which statement is NOT true? (Fossils are the actual bones, unchanged. / Most living things that ever lived did not become fossils. / Insects can be preserved in amber (fossilised tree resin). / Fossils show that many species have become extinct.) → Fossils are the actual bones, unchanged.Prompt: Did people ever meet a living T. rex?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-6.