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Exploring Ancient Life and Its Connection to Energy

3-5th Grade Earth Science

Content Topics

  • Paleontology
  • Geology
  • Fossil Fuels

Duration 1.5 Hours

Objective: 

Students will be able to explain the relationship between ancient life forms, such as dinosaurs and fossil plants, and the energy industry, specifically fossil fuels. Students will describe the connection between layers of sediment, sedimentary rock, fossils, and dinosaurs. Students will learn how ancient plants contribute to the formation of fossil fuels (coal, oil, natural gas) and explore how these fuels are used in today’s energy industry.

Overview and Purpose:

Students learn how ancient plants and animals become fossils and how those ancient plants eventually formed fossil fuels that we use for energy today.

Guiding Questions: 

  • How do fossils form, and what can they tell us about ancient life?
  • What is the relationship between sedimentary layers, fossils, and Earth’s history?
  • How do ancient plants and organisms become fossil fuels over millions of years?
  • How are fossil fuels used today, and why are they important?
  • How does studying ancient life help us understand modern energy resources?

Education Standards:

  • 3-LS4-1: Analyze and interpret data from fossils to provide evidence of organisms and the environments in which they lived long ago.
  •  3-ESS2-1: Represent data to describe typical weather conditions expected during a particular season. 
  •  4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support explanations for changes in a landscape over time.
  •  5-ESS3-1: Obtain and combine information about ways communities use science ideas to protect Earth’s resources and environment.
  • 5-PS3-1: Use models to describe how energy in animals’ food was once energy from the sun

Materials and Resources:

Local Resources:

Part 1 (45 min)

Introduction/Hook:

Have students discuss plants and animals that are on our planet now. Tell them that today, they are going to meet a friend that is going to tell them about plants and animals that lived on earth many, many, many years ago. Begin with a short, engaging video about dinosaurs and ancient plants.

  • Ask the students, "What do you think happened to the plants and dinosaurs after they died?"
  • Have students share their thoughts with a partner, then some will share with the class.

Presentation:

Present the introduction slideshow to the students. Pausing to discuss pictures and reading the script provided. Point out that the world was changing throughout each time period, causing different fossils to be present. 

Activity: 

  • Present a short, interactive discussion on fossils, explaining how they are formed over time.
  • Use visuals of fossils and fossil fuels while explaining their connections.
  • In small groups, students will examine different fossils (pictures or replicas) and discuss what type of ancient life they represent.

Ask guiding questions such as:

  • "What type of environment did this organism live in?"
  • "How do you think this organism contributed to its ecosystem?"
  • Does it look like a plant, animal or something else?
  • "What fossil fuel might this organism help create?"

Common Misconception: Students may think all fossils are dinosaurs; clarify that fossils can be plants, insects, and other animals too.

Activity and Discussion

  • Present a short, interactive discussion on fossils, explaining how they are formed over time.
  • Use visuals of fossils and fossil fuels while explaining their connections.
  • In small groups, students will examine different fossils (pictures or replicas) and discuss what type of ancient life they represent.

Ask guiding questions such as:

  • What type of environment did this organism live in?
  • How do you think this organism contributed to its ecosystem?
  • What fossil fuel might this organism help create?

Part 2 (45 Min)

Primary source/artifact: 

Explain how ancient organisms become fossil fuels through a process that takes millions of years.

Use visuals (pictures of fossils, diagrams of fossil fuel formation) to illustrate concepts.

Anticipate the misconception: "Some students may think that fossil fuels are made from modern plants and animals." Clarify that fossil fuels come from ancient life.

Activity or discussion: 

Have students create “fossil fuel layers” using soil, leaves, and small pieces of organic material. Stack these layers in plastic containers to simulate how pressure builds up over time, turning plants into coal or oil. After completing the model, explain how heat and pressure underground slowly transform plant material into fossil fuels over millions of years.

Share out or Assessment (exit ticket/ quiz/ kahoot/ etc.):

Students will create a visual poster that illustrates the relationship between ancient life, fossil fuels, and modern energy use. The poster will include at least one example of an ancient organism, its role in the ecosystem, and how it contributed to fossil fuel formation.