Tennessee Fossil Discovery

Introduction

Tennessee Fossil Discovery


Description: In this webquest we will follow the steps a paleontologist would take to investigate a fossil site in order to discover the identity of mystery fossils and age of a fossil site. The class will break up into four teams to conduct research and present their findings. As a class we will combine our data to approximate the age of the fossil site and recreate the evolutionary history of the prehistoric ecosystem.

Grade Level: 11-12 
Curriculum: Science - Biology
Keywords: Paleontologist, fossils, prehistoric, ecosystem
Author(s): Mrs. Bryan

Task

While building a new road, construction workers have uncovered several fossils in Tennessee! Since fossil sites provide invaluable scientific information and discoveries, they have provided the fossils they found during their excavation to you and your team of paleontologists. It will be your task to work with your colleagues to research these fossil's origins and natural history.

Not all animals that die are fossilized, therefore fossil sites can be like a rare snapshot of a moment in time long ago. The fossil record is not complete, so there is always a chance of discovering a never before found species. If your fossil is identical to one found at another site you can obtain more information about this organism's natural history and more information about the environment at the time. An ecosystem is a collection of plant and animals coexisting and interacting with one another in the same environment. By examining and dating our fossils, we will recreate what the ancient ecosystem looked like in Tennessee during this time.

The following fossil specimens have been recovered from the site and reassembled by the prep team:

  • Tapir skull
  • Mastodon foot and tusks
  • Red panda skull
  • Rhino ribcage
  • Oak leaf
  • Cypress branch
  • Ground snail shell
  • Horse mandible
  • Camel femur
  • Alligator skull
Process

Each student will be assigned to one of four teams and given a research mission for this fossil site. As a class we will compile our findings to reconstruct the ancient environment. Each team will create a poster and a presentation (Powerpoint not required) for their research mission. 

Team 1: Geologic dating

1) Using the following website and the fossil evidence found, identify which era of time this fossil site was from. In your presentation, identify the three main eras of time, the time span of each, and a description each era. 

http://www.prehistoricplanet.com/news/index.php?id=48

2) Using the evidence you gathered from the first website, research the geology of the state of Tennessee during that era of time. Predict which area of Tennessee (West, Middle, and/or East) this fossil site came from and explain your reasoning.

http://paleoportal.org/index.php?globalnav=time_space&sectionnav=map

In your presentation, identify and explain different ways in which fossils can be dated using geologic evidence. Tell which dating method would NOT work for this particular fossil site and why.

http://www.enchantedlearning.com/subjects/dinosaurs/dinofossils/Fossild…

Team 2: Fossil Evidence Dating

1) Use the following website to research the mastodon found at your fossil site. 

http://dinosaurs.about.com/od/otherprehistoriclife/ss/10-Facts-About-Ma…

2) You were able to identify these fossils as belonging to the following groups: Tapir (Tapirus polkensis), 3-toed horse (Protohippus), Ground Snail (Anguispira), Camel (Megatylopus). Use the Encylopedia of Life website to look up each organism, listing their known lifespan on earth and whether they are extinct or extant (still living). Use the information you gathered about the mastodon and combine with the information you have found from this website to determine the approximate range of time these organisms could have coexisted, thereby dated your fossil site. Explain your reasoning. 

http://eol.org/

3) Using the time range you have found for all of your fossil species to possibly coexist, determine which era(s) of time your fossil site belongs to. Give a description of that era(s). 

http://www.ucmp.berkeley.edu/help/timeform.php

Team 3: Natural history - Following the fossils

1) Use the following website to describe the classification system used to categorize all living things. Using the following website, find the closest living relative of each plant and animal found at this fossil site and give each one's taxonomic nomenclature, down to the Order. For instance: Alligator, Kingdom: Animalia, Phylum: Chordata, Class: Reptilia...). 

http://eol.org/

2) Research the evolutionary migration patterns of the mastodon and determine which species is the most likely to be at this fossil site. How did this animal get to Tennessee? Where did it come from? Define the term "natural history."

http://www.ucmp.berkeley.edu/mammal/mesaxonia/mammutidae.php

3) Give the phylogenetic tree of one of the organisms at this fossil site. Don't forget plants are an option! Diagram your phylogenetic tree in your presentation. 

http://tolweb.org/tree/learn/concepts/whatisphylogeny.html

Team 4: Reconstructing the prehistoric ecosystem

1) By using your paleontology expertise and comparing your rhino skeleton with specimens found at other fossil sites you have determined the genus of the rhino species. Research this species and use your findings to make suggestions about the ecosystem.

http://www1.ucsc.edu/currents/00-01/11-20/teleoceras.html

2) Combine the evidence you have from all your fossil finds to make predictions about the ecosystem, including predator-prey relationships, food sources, and climate. Use the following website to help you find these animals closest living relatives and their biological needs. Create a model illustration of this environment using Google Docs, Microsoft Word, or on paper. 

http://eol.org/

3) Research the different ways in which a fossil can be preserved. Using the evidence you have gathered from your research about these fossil species, which way do you think these fossils were preserved? 

http://scienceviews.com/dinosaurs/fossilformation.html

Evaluation
Evaluation Rubric
  Remedial 1 Needs Improvement 2 Satisfactory 3 Exceptional 4 Score
Participation The student does not investigate the websites provided. The student does not contribute to group mission or discussion. The student investigates the websites, but does not contribute significantly to the group mission. The student investigates web resources, asks questions, and volunteers during discussion. The student investigates websites and contributes valuable information to group mission.
 %25
Presentation The student is unorganized and unprepared. The student does not contribute to the presentation.
 The student contributed to the mission, but not the presentation.
 The student participates in the presentation.
The student participates in the presentation and explains their reasoning to their findings.
%25
Organization Information for presentation is not organized. Mission objectives not completed.
Some of mission objectives completed but not well organized. 
Most of mission objectives completed and well organized.
All mission objectives are completed and presented in an organized manner.
%25
Demonstrates knowledge of prehistoric eras and evolutionary history Did not identify fossil site age or any details about the species. No conclusion is reached. Fossil site estimates are given, but without explanation. Completed task of identifying fossil site age and/or understanding evolutionary history of species. Completed task of identifying fossil site age and/or understanding evolutionary history of species. Gave detailed explanation of how conclusion was reached. %25
Total Score: %100
 
Conclusion

Investigating a fossil site is a arduous task that requires researching many different components to reach an accurate conclusion. You have combined fossil data, evolutionary history, natural history, and geologic evidence to date a fossil site, pinpoint its location, and reconstruct an ecosystem. You know have a better understanding of extinct and extant species and where these species originated and how they have traveled over time.