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Ancient Landscapes Under the Zoo Care Center
Compare rock-core tables from a zoo building site to explain past landscapes, predict buried layers, and evaluate fossil evidence.
Grade 4ScienceInteractive · Printable
Aligned to4-ESS1-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 4
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students use fossil patterns and layer order to explain changes in an ancient landscape.
- Students compare rock-core records to match layers and predict a deeper layer.
- Students distinguish conclusions supported by rock evidence from claims that need more evidence.
How to use
Read the background and rock-core tables together. Have students refer to layer labels when answering, then discuss how evidence supports a prediction without making it certain.
Curriculum
NGSS standard covered
Use patterns in rock layers and fossils to explain how a landscape changed over time.
Preview
OwlSheets.com
Ancient Landscapes Under the Zoo Care Center
Use rock-core records to uncover a changing landscape.
1. Read the First Rock Record
Read the background and Core A table. Use the fossils and layer order to answer.
A Building Site with a Long History
A zoo is planning a new animal care center on a dry, grassy hill. Before building begins, trained workers collect narrow cylinders of rock called cores. Each core brings up a stack of rock layers from below the ground. Students study photographs and records of the cores; they do not use drilling tools or enter the building site.
Geologist Dr. Chen records each layer from top to bottom. She checks that the layers have not been turned upside down or mixed by digging. In these undisturbed stacks, a lower layer formed before a layer above it. The thickness of a layer can differ from place to place. Thickness by itself does not tell students how many years a layer took to form.
Fossils are preserved remains or traces of ancient living things. Dr. Chen identifies the fossils using a field guide. The corals and sea clams in these records lived in salt water. The freshwater snails and reeds lived in shallow fresh water along a marsh. The grass roots and land-mammal tracks record grassy ground exposed to air. Her examination shows that these remains and traces were preserved where the organisms lived, rather than washed in from another environment.
Workers collect Core A near one corner of the planned building and Core B near another corner. The tables list their observations. Core A reaches four layers. Core B stops while still inside its third layer, so the rock below that point has not been examined. Students can compare the records and make predictions, but a prediction about unexamined rock still needs to be checked. Neither record includes measurements that give the layers' ages in years.
Layer | Thickness | Rock | Fossils or traces
A1 — top | 2 meters | Sandstone | Grass roots and land-mammal tracks
A2 | 1 meter | Limestone | Corals and sea clams
A3 | 3 meters | Mudstone | Freshwater snails and reeds
A4 — bottom | 4 meters | Limestone | Corals and sea clams
- A. Grassy land → sea → freshwater marsh → sea
- B. Sea → grassy land → freshwater marsh → sea
- C. Sea → freshwater marsh → sea → grassy land
- D. Freshwater marsh → sea → grassy land → sea
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