Investigating the Geologic Time Scale: Creating posters to Display Trends in Geologic Time
Summary
In this Earth Science indoor laboratory inquiry, students will create their own geologic time scale based on observation of teacher supplied, historically correct fossil data and also relevant rock samples with the age of the rock sample being provided.
CollapseLearning Goals
This activity is designed so students can formulate a basis for the geologic time scale by displaying their evidence to depict how the geologic time scale is based on changes in the life of rocks over time.
Vocabulary: geologic time scale, radiometric dating, fossil
Vocabulary: geologic time scale, radiometric dating, fossil
Context for Use
In my eighth grade Earth Science classroom of 26-30 students in a 50 minute class period. This activity would have to come after lessons on fossils, adaptations, index fossil, rock types, the rock cycle and an introduction to geologic time (what it is and its importance to scientists).
Time to complete may take as much as 3 days or as little as one depending on teacher modifications. No special equipment is necessary but the instructor will have to gather the rock and fossil samples (real, casts, photos...) spanning all of geologic time. The rock samples need to be accurate in type (igneous, metamorphic, sedimentary) but age is something the teacher can assign.
Adaptations for advanced Earth Science course could include but are not limited to a field trip with rock collecting, having students research the fossils to obtain habitat, ancient environment...data. A further high-level adaptation could be the introduction of atmospheric data. Adaptations for younger students could include but are not limited to less specimens, omitting rock data, providing them with a time line template.
Time to complete may take as much as 3 days or as little as one depending on teacher modifications. No special equipment is necessary but the instructor will have to gather the rock and fossil samples (real, casts, photos...) spanning all of geologic time. The rock samples need to be accurate in type (igneous, metamorphic, sedimentary) but age is something the teacher can assign.
Adaptations for advanced Earth Science course could include but are not limited to a field trip with rock collecting, having students research the fossils to obtain habitat, ancient environment...data. A further high-level adaptation could be the introduction of atmospheric data. Adaptations for younger students could include but are not limited to less specimens, omitting rock data, providing them with a time line template.
Description and Teaching Materials
This activity will focus on data/observational inquiry. After a short direct instruction lesson about what the geologic time scale is and the time it covers, the observational inquiry will begin with groups of 2 or 3 receiving a set of materials: fossils, rocks, paper, rulers, art supplies and a set of blank note cards for each fossil and each rock.
1. On each note card students will produce a detailed drawing and then a verbal description of the fossil along with its age. Sort them into chronological order. Have a short group discussion about the changes in the fossils over time.
2. Repeat Step one using the rock samples.
3. Within each group students will then sort their rocks and fossils by age, create a timeline on poster paper* and then securely attach their note cards to the correct places on the timeline.
*For eighth graders I will supply students with poster paper and also a logical scale based on paper size to depict the major divisions of the geologic time scale accurately.
4. Students will complete a written review activity to check for adaptation changes and recognize the trends used to create the geologic time scale. This can either be individual or by group.
5. Posters will be hung up around the room and students will be directed to visit other posters looking for similarities to their own poster and also differences will be recorded. This poster walk will be organized so that one member from any one poster is always at their poster to answer questions and facilitate a discussion of the time scale.
1. On each note card students will produce a detailed drawing and then a verbal description of the fossil along with its age. Sort them into chronological order. Have a short group discussion about the changes in the fossils over time.
2. Repeat Step one using the rock samples.
3. Within each group students will then sort their rocks and fossils by age, create a timeline on poster paper* and then securely attach their note cards to the correct places on the timeline.
*For eighth graders I will supply students with poster paper and also a logical scale based on paper size to depict the major divisions of the geologic time scale accurately.
4. Students will complete a written review activity to check for adaptation changes and recognize the trends used to create the geologic time scale. This can either be individual or by group.
5. Posters will be hung up around the room and students will be directed to visit other posters looking for similarities to their own poster and also differences will be recorded. This poster walk will be organized so that one member from any one poster is always at their poster to answer questions and facilitate a discussion of the time scale.
Teaching Notes and Tips
-Depending on availability of samples, ideally each group would have a unique set of rocks and fossils. Samples can be real, replicas, photographs or any combination depending on resources.
-If time allows I would create a room sized time scale and then have students attach their note cards to the class sized scale.
-Some students may struggle with the drawing part, be aware and assign roles as necessary.
-This activity arose out of a need, as agreed upon by my other 8th grade colleagues, that some basic knowledge needs to be taught to facilitate a general understanding of the geologic timescale.
-If time allows I would create a room sized time scale and then have students attach their note cards to the class sized scale.
-Some students may struggle with the drawing part, be aware and assign roles as necessary.
-This activity arose out of a need, as agreed upon by my other 8th grade colleagues, that some basic knowledge needs to be taught to facilitate a general understanding of the geologic timescale.
Assessment
-A rubric for poster content will be created to score the poster, also, the written lab analysis will be quantitatively scored.
-If a poster walk is used, a second rubric can be created, making sure rubric focuses on relevant parts with quality feedback.
-If a poster walk is used, a second rubric can be created, making sure rubric focuses on relevant parts with quality feedback.
Standards
9/12.III.A.7 Show how Earth has changed over short and long periods
8.III.A.4 Document age and history of Earth
8.I.A.2 development and limitations of scientific models
8.III.A.4 Document age and history of Earth
8.I.A.2 development and limitations of scientific models