Maybe now the claim will be that man didn't descend from apes but if not then what did he descend from and where is that fossil record?
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Maybe NOW the claim will be that man didn't descend from apes? Sheesh! NO ONE said man descended from apes to start with.
Where is that fossil record? Really dude? I mean, really?? Ever heard the expression "needle in a haystack"? Try needle in the entire world.
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FOSSILIZATION AND ADAPTATION:
ACTIVITIES IN PALEONTOLOGY
INTRODUCTION
AS THE concepts of time, past life, and fossils are often difficult for children to comprehend and as many of the National Parks and Monuments have important paleontological resources, Fossil Butte National Monument developed a fossil education curriculum guide designed to aid teachers presenting these principles to students in the second and third grades. The following activities are modified from that guide (Leite, M. B. and Breithaupt, B. H., 1994, Teaching Paleontology in the National Parks and Monuments: A curriculum guide for teachers of the second and third grade levels: National Park Service, Fossil Butte National Monument, Kemmerer, WY 103 p.). For more information on this curriculum guide distributed though the National Park Service, please contact Ms. Marsha ***nant, Fossil Butte National Monument, P.O. Box 592, Kemmerer, WY 83101.
OVERVIEW
How does a living thing become a fossil? The mysterious processes by which evidence of past life is preserved are explored in these exercises. By thinking about and participating in some simulated sedimentary processes, children will be able to remove much of the mystery behind fossils and fossilization. These exercises introduce the concept that fossils are remains or traces of ancient living things. They will also begin to think about how RARE an event fossilization is.
Message: Not all parts of animals become fossilized. It may not be possible to know some details of what an ancient animal or plant was like because many parts of the anatomy may not become fossils.
Materials: Drawings of horse and Stegosaurus skeletons. (Figures 1 and 2)
Discussion: Fossilization is a RARE event. The chances of a given individual being preserved in the fossil record are VERY SMALL. Some organisms, however, have better chances than others because of the composition of their skeletons or where they lived. This also applies to the various parts of organisms. For example, plants and vertebrates (animals with bones) are made up of different parts that can separate after death. The different parts can be transported by currents to different locations and be preserved separately. A fossil toe bone might be found at one place and a fossil rib at another location. We could assume that they are from different animals when, in fact, they came from the same one.
Much information is LOST in the fossilization process. Think, for example, of a vertebrate (such as ourselves). Much of what we consider important about our own biology is in the soft tissues, such as skin, hair, and internal organs. These characteristics would usually be unknown in the fossil state, because most of the time only bones and teeth are preserved (there are exceptional cases where soft parts are preserved). Bones and teeth are not always preserved together. This exercise is designed to get children to think about the quality of information that comes from the fossil record.
http://www.ucmp.berkeley.edu/fosrec/Breithaupt2.html