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

1. In how a sea shell becomes a fossil, what happens straight after "the sediment slowly turns into rock"? (a sea creature dies / layers of sediment cover it / its shell sinks to the sea floor / the fossil is found in the rock millions of years later) → the fossil is found in the rock millions of years laterPrompt: Fossils form very slowly, buried in rock.
2. A footprint preserved in rock is called a… (crystal / skeleton / trace fossil / mineral) → trace fossilPrompt: It shows something the animal did, not its body.
3. In how a sea shell becomes a fossil, what happens straight after "a sea creature dies"? (its shell sinks to the sea floor / the sediment slowly turns into rock / the fossil is found in the rock millions of years later / layers of sediment cover it) → its shell sinks to the sea floorPrompt: Fossils form very slowly, buried in rock.

• Pass round different rocks and ask how each one might have formed.
• Share the objective: Compare fossils with living plants and animals. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which living thing is most similar to this fossil: woolly mammoth?
• Step 1: Both have trunks and tusks; mammoths had long hair for cold climates.
• Step 2: So the answer is: elephant
• Answer: elephant
• 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. Which living thing is most similar to this fossil: fossil ginkgo leaf? (dragonflies today / the ginkgo tree / elephant / lions and tigers) → the ginkgo treePrompt: Look for a shared feature: trunk, shell, wings, teeth or leaf shape.
2. Some living things, like horseshoe crabs and ginkgo trees, look almost the same as fossils millions of years old. What are they sometimes called? (minerals / dinosaurs / living fossils / extinct species) → living fossilsPrompt: They are still alive today.

• 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 8 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. Which living thing is most similar to this fossil: sabre-toothed cat? (nautilus / lions and tigers / modern birds / the ginkgo tree) → lions and tigersPrompt: Look for a shared feature: trunk, shell, wings, teeth or leaf shape.
2. How is a woolly mammoth different from an elephant today? (It could fly. / It had no trunk. / It lived in the sea. / It had thick, long hair and small ears for cold weather.) → It had thick, long hair and small ears for cold weather.Prompt: Mammoths lived during the Ice Age.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.