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Primary Science · Year 6Chapter 5 · Fossils and living things over time
Year 6 · Chapter 5

Fossils and living things over time

By the end of this chapter you will be able to

  • Say what a fossil is, and give examples of body fossils and trace fossils
  • Describe how a fossil forms, in layers of sediment, over a very long time
  • Use the order of layers and the ages of fossils to find which is older
  • Explain that some living things have died out, and that living things have changed over time
  • Use fossil evidence to support or refute an idea, and say what fossils cannot show

You should already know

  • Rocks and soils, including sedimentary rock and how soil is formed (Year 3 Science, Chapter 7)
  • Living things and their habitats, and classification (Chapter 2 of this book)

Where this leads

  • Offspring, adaptation and evolution by natural selection (Year 6 Science, Chapter 6)

National Curriculum for England, Key Stage 2 science, Year 6. Content: EV1 recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.

Exercise P  Do you remember?

1
FWhich type of rock is formed from layers of sediment? Write the word.
2
FWhat is the name for living things that have no backbone? Write the word.
3
FWhich blood vessels carry blood back to the heart? Write the word.
4
FWhat is the name of the process by which green plants make food using light? Write the word.
5
FWhat do we call a material that does not let light through? Write the word.
5.1

What fossils are

Year 6
EV1: fossils provide information about living things that inhabited the Earth millions of years ago
Video lesson: What fossils areComing soon
Story. Priya finds a small stone at the seaside. Inside it is a pattern like a shell. “Is this a fossil?” she asks. Mrs Chen says, “Yes. A fossil is the remains or the trace of a living thing that lived long ago.”

A fossil is the remains or trace of a living thing that lived long ago, usually many thousands or millions of years ago. Fossils tell us about living things that are no longer alive.

Hard parts, such as bones and shells, are much more likely to be preserved than soft parts, such as skin or muscle, which decay quickly.

shellleaffootprintbone
Four fossil types drawn as simple shapes: a shell, a leaf, a footprint and a bone. Not to scale.

Key ideas

  • A fossil is the remains or trace of a living thing that lived long ago.
  • A body fossil is a part of the living thing, such as a bone or a shell.
  • A trace fossil is a sign of a living thing, such as a footprint.
  • Hard parts are more likely to become fossils than soft parts.
Worked example 5.1.1
A shell is pressed into mud, and the mud turns into rock. Is the shell a body fossil or a trace fossil? Write the words.

Method. Think about what is preserved.

  1. Look at the fossil. The shell is a part of the living thing itself.
    part of the animal
  2. Name the type. A part of the living thing is a body fossil.
    body fossil
  3. Write the answer.
    body fossil

Check. A footprint would be a trace fossil. ✓

Worked example 5.1.2
A footprint is pressed into mud and preserved in rock. Is it a body fossil or a trace fossil? Write the words.

Method. Think about the footprint.

  1. Look at the fossil. A footprint is a sign that a living thing was there, not a part of it.
    sign
  2. Name the type. So the footprint is a trace fossil.
    trace fossil
  3. Write the answer.
    trace fossil

Check. A footprint shows the animal walked there. ✓

Worked example 5.1.3
Which is more likely to become a fossil: a bone or a piece of skin? Write one word.

Method. Think about which part lasts longer.

  1. Compare the parts. Hard parts, such as bones, last longer than soft skin, which decays quickly.
    hard parts last
  2. Choose. So a bone is more likely to become a fossil.
    bone
  3. Write the answer.
    bone

Check. Hard parts are preserved more often. ✓

Watch out

Watch out: a fossil is not a living thing. It is the remains or the trace of one, which has been preserved in rock.

Exam tip

Exam tip. Use the words body fossil or trace fossil, and say what the fossil shows about a living thing from long ago.

Try it (with your teacher, or a grown-up at home). Look at pictures of fossils in a book or on a safe website, with a grown-up. Sort them into body fossils and trace fossils. Do not dig into rocks or take fossils from protected places. Wash your hands afterwards.

Exercise 5A  What fossils are

1
FWhich word means the remains or trace of a living thing that lived long ago? Write the word.
2
FCan fossils be the remains of animals and plants? Write yes or no.
3
FWhat is a footprint in rock an example of? Write the words: body fossil or trace fossil.
4
FWhat is a part of a living thing, such as a bone or a shell, that has turned into stone called? Write the words.
5
FFossils are mostly found in which type of rock? Write the word.
6
FWhich part of an animal is more likely to be preserved as a fossil: its skin or its shell? Write one word.
7
FFossils show that some living things are now ___. Write one word.
8
FIs a fossil a living thing? Write yes or no.
9
PSAli finds a leaf print in a rock. Is it a fossil? Write yes or no.
10
PSA footprint was pressed into mud and the mud became rock. Is the footprint a fossil? Write yes or no.
11
PSName a hard part of a sea animal that often becomes a fossil. Write one word.
12
RExplain why fossils give us information about living things from long ago. Write one sentence.
13
RRuby says all fossils are complete skeletons. Is Ruby right? Write yes or no.
14
RChallenge: explain why a soft animal, such as a jellyfish, is rarely found as a fossil. Write one sentence.
5.2

How fossils form

Year 6
EV1: fossils provide information about living things that inhabited the Earth millions of years ago; how fossils are formed
Video lesson: How fossils formComing soon
Story. Mo sees a rock wall with lots of thin layers. “How did these layers form?” he asks. Mr Patel says, “They are layers of sediment, which built up over a very long time. Some of them trapped living things, and those became fossils.”

Sediment is tiny pieces of rock, sand and mud that settle in layers, usually at the bottom of water. Fossils usually form like this:

  1. an animal or plant dies in water, and is quickly buried by sediment;
  2. more and more layers of sediment build up on top, over a very long time;
  3. the layers are pressed and cemented together to form sedimentary rock;
  4. minerals from water slowly replace the hard parts, and erosion later exposes the fossil.
1 buried2 layers build up3 rock formsrock4 fossil exposederosion
Four panels showing how a fossil forms: an animal is buried, layers build up, the layers become rock, and erosion exposes the fossil.

The steps are shown in order below.

StepWhat happens
1An animal or plant dies in water, and is buried by sediment.
2Layers of sediment build up on top, over a very long time.
3The layers are pressed and cemented together, and turn into sedimentary rock.
4Minerals from water slowly replace the hard parts, and the fossil is exposed by erosion.

Key ideas

  • Fossils usually form when remains are buried quickly in sediment.
  • Layers of sediment build up over a very long time, and form sedimentary rock.
  • Minerals from water can slowly replace the hard parts of the remains.
  • Burial protects the remains from decay and from scavengers.
Worked example 5.2.1
The table in section 5.2 gives four steps. Which step comes first? Write the number.

Method. Read the steps in order.

  1. Read step 1. Step 1 is the animal or plant dying and being buried.
    buried
  2. Write the number. So the first step is number 1.
    1
  3. Write the answer.
    1

Check. Layers build up after the burial. ✓

Worked example 5.2.2
Which process presses and cements the sediment together to form rock? Write the word.

Method. Find the step about rock forming.

  1. Read step 3. The layers are pressed and cemented together to form sedimentary rock.
    pressed
  2. Write the word. The process is called compaction and cementation.
    compaction
  3. Write the answer.
    compaction

Check. Pressing squeezes the layers together. ✓

Worked example 5.2.3
How many steps are shown in the fossil formation diagram? Write the number.

Method. Count the panels.

  1. Count the panels. The diagram has four panels, labelled 1 to 4.
    four panels
  2. Write the number. So there are four steps.
    4
  3. Write the answer.
    4

Check. Each panel shows one step. ✓

Watch out

Watch out: a fossil does not form in a few days. It takes a very long time for layers to build up and for minerals to replace the remains.

Exam tip

Exam tip. When you describe fossil formation, give the steps in order: buried, layers build up, rock forms, minerals replace the remains.

Try it (with your teacher, or a grown-up at home). Put a layer of sand in a clear jar, then a layer of soil, then a layer of small stones. Tap the jar gently to settle the layers. Notice how the layers are in order. Which layer was added first? Clear up the sand and soil afterwards, and wash your hands.

Exercise 5B  How fossils form

1
FWhich word means tiny pieces of rock, sand and mud that settle in layers? Write the word.
2
FWhat is the name of the rock made when layers of sediment are pressed and cemented together? Write the words.
3
FWhich step comes first in the formation of a fossil? Write the number.
4
FWhich step comes last in the table in section 5.2? Write the number.
5
FMinerals from water can replace the hard parts of a dead animal. Is this true? Write yes or no.
6
FWhat is the name for the process that protects remains from decay, by burying them quickly? Write one word.
7
FLayers of sediment build up on top of each other. Which layer is older: the one at the top, or the one at the bottom? Write top or bottom.
8
PSAli says a fossil forms in a few days after an animal dies. Is Ali right? Write yes or no.
9
PSAn animal is buried in mud quickly after it dies. Explain why this helps it to become a fossil. Write one sentence.
10
PSPut these events in order, starting with the first: 2 layers build up; 1 the animal is buried; 3 rock forms. Write the three numbers in order.
11
RExplain why a fossil is rarely made from an animal left on the ground in the open. Write one sentence.
12
RExplain why hard parts are more likely to form fossils than soft parts. Write one sentence.
13
RChallenge: explain why a fossil is likely to be found in sedimentary rock and not in a rock formed from cooled melted rock. Write one sentence.
5.3

Fossils show living things long ago

Year 6
EV1: fossils provide information about living things that inhabited the Earth millions of years ago
Video lesson: Fossils show living things long agoComing soon
Story. Sam and Ruby visit a made-up cliff in a science trip. The cliff has five layers, each with a fossil and an age. “The oldest fossil is at the bottom,” says Sam. “Let’s find out what lived there, and how long ago.”

Fossils tell us about living things that inhabited the Earth millions of years ago. In an undisturbed cliff, the lower layers are older, because they were laid down first. The age of each layer tells us how long ago the fossil formed.

The cliff below is made up for these questions. Its ages are invented numbers.

layer Aa shell10 million yearslayer Ba leaf25 million yearslayer Ca fish60 million yearslayer Da footprint120 million yearslayer Ea bone200 million yearsa made-up cliff: the top layer is the youngestolder
A made-up cliff with five layers. The top layer, A, holds a shell aged 10 million years, and the bottom layer, E, holds a bone aged 200 million years.

The table gives the fossil and the age of each layer.

LayerFossilAge (million years)
Aa shell10
Ba leaf25
Ca fish60
Da footprint120
Ea bone200

Key ideas

  • Lower layers in an undisturbed cliff are older.
  • Each fossil tells us about a living thing that lived in that layer's time.
  • The age of a fossil is the age of the layer where it is found.
  • Compare ages by subtracting the smaller number from the larger number.
Worked example 5.3.1
Look at the table in section 5.3. Which fossil is the oldest? Write the name.

Method. Find the largest age.

  1. Read the ages. The largest age is 200 million years, in layer E.
    200
  2. Write the name. So the oldest fossil is the bone.
    a bone
  3. Write the answer.
    a bone

Check. The bottom layer is the oldest in this cliff. ✓

Worked example 5.3.2
Look at the table in section 5.3. How much older is layer D than layer B? Write the number of million years.

Method. Subtract the younger age from the older age.

  1. Read the ages. Layer D is 120 million years old, and layer B is 25 million years old.
    120 and 25
  2. Subtract. The difference is 120 minus 25.
    120 - 25 = 95
  3. Write the answer.
    95 million years

Check. 25 + 95 = 120. ✓

Worked example 5.3.3
What is the average age of the five layers, in millions of years? Write the number.

Method. Add the five ages, then divide by 5.

  1. Add. The total of the five ages is 10 + 25 + 60 + 120 + 200.
    415
  2. Divide. Divide 415 by 5 layers.
    415 divided by 5 is 83
  3. Write the answer.
    83 million years

Check. 5 times 83 is 415. ✓

Watch out

Watch out: the age of a fossil is the age of its layer, not of the living thing that you can see. Read the table carefully.

Exam tip

Exam tip. When you compare ages, give the unit, which here is millions of years.

Try it (with your teacher, or a grown-up at home). Make a simple cliff from layers of clay or play dough, one colour for each layer, with a small object pressed into one layer. Write the order of the layers, the oldest at the bottom. Explain which layer the object would be found in, if the top layers were worn away.

Exercise 5C  Fossils show living things long ago

1
FLook at the table in section 5.3. Which layer holds a shell? Write the letter.
2
FLook at the table in section 5.3. Which fossil is in layer C? Write the name.
3
FHow old is the fossil in layer C? Write the number of million years.
4
FWhich layer is the youngest? Write the letter.
5
FWhat fossil is in layer B? Write the name.
6
FWhat is the difference in age between layer A and layer E, in millions of years? Write the number.
7
FIs the fish in layer C older than the leaf in layer B? Write yes or no.
8
FFossils show that living things changed over time. Is this true for the fossils in the cliff? Write yes or no.
9
PSThe fossil in layer D is a footprint. How many million years ago was the footprint made? Write the number.
10
PSLayer D is 120 million years old and layer B is 25 million years old. How many million years older is layer D? Write the number.
11
PSWhat is the average age of the five layers, in millions of years? Write the number.
12
PSAli finds a shell in layer A. Is the shell younger than the bone in layer E? Write yes or no.
13
RExplain why scientists think the bottom layer of an undisturbed cliff is the oldest. Write one sentence.
14
RExplain how the fossils in layers A and E show that the living things were different. Write one sentence.
15
RChallenge: explain why a shell in layer A does not show that the shell is alive now. Write one sentence.
5.4

Living things change over time

Year 6
EV1: recognise that living things have changed over time, and that some groups have died out
Video lesson: Living things change over timeComing soon
Story. Aisha reads about a woolly mammoth in a museum. “Are there any mammoths alive today?” she asks. Her teacher says, “No. Living things have changed over time, and some groups have died out. Others are still alive, such as ferns and dragonflies.”

Over millions of years, living things have changed. Some groups have died out, which means that no living members of the group are left. This is called extinction. A group that is extinct is only known from fossils and from records.

Some groups have survived for millions of years. Ferns and dragonflies, for example, have living members today, although they are not the same as the ones that lived long ago.

The table shows four living things, and whether each one is still alive today.

Living thingStill alive today?
Trilobiteno, extinct
Woolly mammothno, extinct
Fernyes
Dragonflyyes

Key ideas

  • Extinct means that no living members of a group are left.
  • Fossils tell us about groups that are now extinct.
  • Some groups have survived, and living things have changed over time.
  • Ferns and dragonflies are still alive today.
Worked example 5.4.1
Look at the table in section 5.4. Which living thing is extinct? Write the name.

Method. Find the row that says no.

  1. Read the table. The trilobite and the woolly mammoth are both extinct.
    no, extinct
  2. Write the name. Trilobite is one extinct living thing.
    Trilobite
  3. Write the answer.
    Trilobite

Check. The woolly mammoth is also extinct. ✓

Worked example 5.4.2
How many of the four living things in the table are extinct? Write the number.

Method. Count the rows that say extinct.

  1. Count the rows. The trilobite and the woolly mammoth are extinct.
    two rows
  2. Write the number. So two of the four living things are extinct.
    2
  3. Write the answer.
    2

Check. The fern and the dragonfly are still alive. ✓

Worked example 5.4.3
Is a dragonfly alive today? Write yes or no, using the table.

Method. Read the dragonfly row.

  1. Read the row. The table says yes for the dragonfly.
    yes
  2. Decide. So the dragonfly is alive today.
    yes
  3. Write the answer.
    yes

Check. Dragonflies have living members today. ✓

Watch out

Watch out: an extinct group is not the same as a group that has changed. A fern alive today is not the same as a fern from millions of years ago, but ferns have not died out.

Exam tip

Exam tip. Say that a group is extinct when none of its members are alive, and use the fossil record as evidence.

Try it (with your teacher, or a grown-up at home). Look at a picture of a fern and a picture of a fossil fern, if you can find one in a book or safe website, with a grown-up. Compare the leaves. Talk about what has stayed the same, and what might have changed.

Exercise 5D  Living things change over time

1
FWhat is the word for when a group of living things has died out completely? Write the word.
2
FWhich living thing in the table is extinct: the fern or the trilobite? Write the name.
3
FIs the woolly mammoth alive today? Write yes or no.
4
FHow many of the four living things in the table are still alive? Write the number.
5
FAre ferns alive today? Write yes or no.
6
FWhich word describes living things that have changed over millions of years? Write one word.
7
PSAli says all living things that lived long ago are still alive today. Is Ali right? Write yes or no.
8
PSWrite the number of extinct living things in the table, and the number still alive, as one answer: write the two numbers.
9
PSExplain why ferns and dragonflies can be alive today, when many other groups have died out. Write one sentence.
10
RExplain why fossils help us to know about extinct groups. Write one sentence.
11
RChallenge: explain why the fossil record shows that living things have changed. Write one sentence.
5.5

Using fossils as evidence

Year 6
EV1: fossils provide information about living things; WS6: identify scientific evidence used to support or refute ideas or arguments
Video lesson: Using fossils as evidenceComing soon
Story. Sam says, “The bone and the footprint must have lived at the same time, because they are both in the cliff.” Ruby checks the table: “The bone is 200 million years old, and the footprint is 120 million years old. They did not live at the same time.”

Evidence is information from observations or tests that can support an idea, or refute it, which means show that it is wrong. Fossils are evidence about the living things of the past.

Fossils have limits. Soft parts are rarely preserved, and the fossil record has gaps. So a fossil can support an idea, but it does not always show everything. A new fossil can change what we think, if it is found in the right layer.

layer Aa shell10 million yearslayer Ba leaf25 million yearslayer Ca fish60 million yearslayer Da footprint120 million yearslayer Ea bone200 million yearsa made-up cliff: the top layer is the youngestolder
A made-up cliff with five layers, each with a fossil. The ages are on the right.

Key ideas

  • Evidence from fossils can support or refute an idea about the past.
  • Two fossils can be compared by their ages, to decide whether they lived at the same time.
  • Fossils rarely show soft parts, so they cannot show everything.
  • The fossil record has gaps, so some living things are not known from fossils.
Worked example 5.5.1
Using the cliff, did the bone (200 million years old) and the footprint (120 million years old) live at the same time? Write yes or no.

Method. Compare the two ages.

  1. Read the ages. The bone is 200 million years old, and the footprint is 120 million years old.
    200 and 120
  2. Decide. The ages are different, so they lived at different times.
    different times
  3. Write the answer.
    no

Check. The difference is 80 million years. ✓

Worked example 5.5.2
Sam says the bone and the footprint lived at the same time because they are both in the cliff. Does the cliff support this idea? Write supports or does not support.

Method. Check the evidence.

  1. Read the evidence. The bone and footprint are in different layers, with different ages.
    different layers
  2. Decide. So the evidence does not support Sam's idea.
    does not support
  3. Write the answer.
    does not support

Check. Being in the same cliff does not mean being the same age. ✓

Worked example 5.5.3
Name one thing that fossils rarely show. Write one word.

Method. Think about what is rarely preserved.

  1. Think about soft parts. Soft parts, such as skin and muscle, decay quickly and are rarely preserved.
    soft parts
  2. Write one word. So fossils rarely show soft parts.
    soft parts
  3. Write the answer.
    soft parts

Check. Fossils mostly show hard parts. ✓

Watch out

Watch out: a fossil can support an idea, but one fossil does not prove a whole idea. Look at the evidence, and check whether it is in the right layer.

Exam tip

Exam tip. When you use fossil evidence, say what the fossil shows and whether it supports or refutes the idea.

Try it (with your teacher, or a grown-up at home). Look at three pictures of fossils with a grown-up, and write one idea that each could support. For each, write one thing it could not show. Discuss your answers with a partner.

Exercise 5E  Using fossils as evidence

1
FWhich word means information that can support or refute an idea? Write the word.
2
FDo fossils rarely show soft parts? Write yes or no.
3
FDoes the fossil record have gaps? Write yes or no.
4
FAre the bone (200 million years old) and the footprint (120 million years old) the same age? Write yes or no.
5
FDoes the fact that the bone and the footprint are in the same cliff show they are the same age? Write yes or no.
6
FWhich part of an animal is most likely to be found as a fossil: its bones or its skin? Write one word.
7
PSA scientist finds a fossil in the top layer of an undisturbed cliff, and it is 300 million years old. The bottom layer is 200 million years old. Does this fit the idea that lower layers are older? Write fits or does not fit.
8
PSAli says the cliff shows that a fish lived in the same year as a leaf. Does the cliff support this? Write supports or does not support.
9
PSWrite one thing that a fossil cannot tell us about a living thing. Write one thing.
10
RExplain why one fossil does not prove an idea by itself. Write one sentence.
11
RExplain how a fossil can refute an idea. Write one sentence.
12
RChallenge: explain why scientists would be cautious about saying a fossil proves exactly when a living thing lived. Write one sentence.

Chapter summary

SkillMethod
What fossils areThe remains or trace of a living thing that lived long ago. Body fossils are parts; trace fossils are signs.
How they formRemains are buried in sediment. Layers build up, rock forms, and minerals replace the hard parts.
Dating layersIn an undisturbed cliff the lower layers are older. Compare fossil ages by subtraction.
Change over timeLiving things have changed over millions of years. Some groups are extinct, and others are still alive.
EvidenceFossils can support or refute ideas. They rarely show soft parts, and the record has gaps.

Can you…?

  • I can say what a fossil is, and give a body fossil and a trace fossil
  • I can describe how a fossil forms, in order
  • I can use the order of layers and the ages of fossils to say which is older
  • I can explain that some groups are extinct, and living things have changed
  • I can say whether fossil evidence supports or refutes an idea, and what fossils cannot show

Key terms

fossil
the remains or trace of a living thing that lived long ago, preserved in rock
body fossil
a part of a living thing, such as a bone or a shell, that has been preserved
trace fossil
a sign that a living thing was there, such as a footprint
sediment
tiny pieces of rock, sand and mud that settle in layers
sedimentary rock
rock formed when layers of sediment are pressed and cemented together
extinct
no living members of a group are left
extinction
when a group of living things has died out completely
evolution
the way that living things change over many generations and millions of years
evidence
information from observations or tests that can support or refute an idea
erosion
the wearing away of rock by wind, water or ice, which can expose fossils

Exercise 5Z  Check-up

1
What is the name for the remains or trace of a living thing that lived long ago? Write the word.
2
A footprint preserved in rock is a body fossil or a trace fossil? Write the words.
3
Which type of rock is most fossils found in? Write the word.
4
Which step comes first in fossil formation? Write the words.
5
In an undisturbed cliff, which layers are older: the upper or the lower? Write upper or lower.
6
Look at the table in section 5.3. How old is the bone in layer E? Write the number of million years.
7
Using the cliff in section 5.3, what is the difference in age between layers C and A? Write the number of million years.
8
Which group in section 5.4 is still alive today: the trilobite or the dragonfly? Write the name.
9
Name one reason why soft parts are rarely found as fossils. Write one sentence.
10
Explain why the bone and the footprint did not live at the same time. Write one sentence.

Total 15 marks. Allow about 15 minutes.

Exercise 5X  Practice test questions

1
FWrite the word for the rock made when layers of sediment are pressed and cemented together. Write one word.[1 mark]
2
FA table gives the age of each fossil. Layer A: 10 million years. Layer B: 25 million years. Layer C: 60 million years. Layer D: 120 million years. Layer E: 200 million years. Write the letter of the oldest layer.[1 mark]
3
PSUsing the same table, write the average age of the five layers, in millions of years.[2 marks]
4
RA shell is pressed into mud. The mud is buried by more layers and turns into rock. Name the type of fossil that the shell becomes, and say why. Write one sentence.[2 marks]
5
PSFour events are listed: (1) rock forms; (2) an animal is buried; (3) minerals replace the hard parts; (4) layers build up. Write the number of the event that happens first.[1 mark]
6
RExplain why a fossil of a soft animal is rarely found, compared with a fossil of a shell. Write one sentence.[2 marks]
7
FWhich group in section 5.4 is extinct: the fern or the woolly mammoth? Write the name.[1 mark]
8
RExplain how fossils show that living things have changed over time. Write one sentence.[2 marks]
9
RA student says a fossil proves that a living thing lived at exactly the same time as another living thing in the same cliff. Explain why the student is not right. Write one sentence.[2 marks]
10
PSWrite one thing a fossil cannot show about a living thing. Write one word.[1 mark]
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