Interacting with a real palaeontologist, your students will form forensic teams and explore the clues found at one of four designated ‘dig’ sites. Drawing on available forensic evidence each team will hypothesise a storyboard solution to their site’s mystery.

There is a difference between fact and speculation. Unfortunately, even scientists can sometimes fail to make the distinction. This is especially true within palaeontology. Palaeontologists sometimes develop interesting, exciting theories that can lack supporting evidence, or are even contradicted by available evidence. There are many such historic examples of creative claims made about fossil discoveries. In this video conference, palaeontologist Amber-Rose Faith takes students on an informed journey chasing fossils and deciphering trails of acceptable ancient evidence. Your students will make their own hypotheses about an event that happened millions of years ago.

You will receive a teacher guide and supporting resources.

Teachers are asked to prepare students for the lesson by introducing essential vocabulary provided at this link: Fossil Forensics Vocabulary

In this program students will:

• Explore engaging visual representations of paleontological clues.
• Understand how environmental factors can impact fossil preservation and interpretation.
• Apply available evidence to solve an ancient forensic mystery.

In this video conference students will:

• Engage with an expert palaeontologist from the University of Queensland.
• Apply new knowledge to the interpretation of specific forensic clues.
• Interpret basic graphical data.
• Develop a storyboard to track events in their final hypotheses.

Science: Science as a Human Endeavour

• Scientific knowledge changes over time, often resulting from collaboration or by building on the work of others, and leads to advances in science (VC2S6H01)

Science: Science understanding

• Organisms have evolved over time, as seen in fossils and scientific records; the structural features and behaviours of living organisms enable them to thrive in their environments (VC2S6U02)

Critical and Creative Thinking: Reasoning

• Ways to identify, structure and communicate a conclusion justified by a range of reasons( VC2CC4R01)
• What is meant by evidence and what is meant by a value and how they are used to support reasoning (VC2CC4R02)

Critical and Creative Thinking: Metacognition

• Thinking processes suited to different contexts and when and how to use them, including for problem-solving (VC2CC6M02)