The course is a very basic level of geology, briefly going through three types of plate interactions, the three rock types, and a few dates in a deep time. The material is meant to be presented to elementary school students between 4th and 5th grade.

It would be useful for the students to understand the basics of what science is. However, this may not be necessary.

The activity is meant to be an example in both teaching basic geology to young students and get them interested in or appreciate the science. This can also be used as a reference point for future lessons in other fields of science.

To understand three ways in which plates interact with each other: convergent boundaries, divergent boundaries, and transform boundaries, to know the three basic rock types (igneous, sedimentary, and metamorphic), understanding deep-time (Earth is ~4.6 billion years old), and relay possible careers in the geosciences.

Higher order thinking skill goals is to be able to use the information observed hear to understand phenomena in the natural world (i.e. why and where earthquakes occur, what can be inferred by a rock)

Other skill goals is for the presenters to be able to better develop public speaking and become familiar with teaching these concepts.

For preparation, presenters will read through the lesson plan, have an understanding of basic geology, develop the demonstrations listed, print out the worksheets, and prepare collection of rocks and/or fossils. In class, the presenter will introduce the topic of the motion of the Earth's crust and describe how they interact with each other (either at convergent boundaries, divergent boundaries, or transform boundaries) listing an example and providing a demonstration relating to earthquakes. Next, the topic will be focused on the three types of rock (igneous, sedimentary, and metamorphic) and showing examples of these types. The presenter will then talk about deep-time with the Earth's formation at ~4.6 billion years ago and going over a few key moments in its history in relation to the clock demonstration. Finally, the presenter will describe different geoscience careers that students may wish to pursue. This is followed by a worksheet for the students to work on followed by them observing the collections and demonstrations firsthand.

Determination as to whether the students have met the goals of this activity is if they show genuine interest in the science via participation and curiosity.

Video of the Earthquake Block Demo:
https://www.iris.edu/hq/inclass/video/earthquake_machine_demonstration_of_the_1block_model_introduction

Image of the Clock Demo:
https://s-media-cache-ak0.pinimg.com/originals/e2/31/91/e231919ffd61d5b71c309d94e3e0356e.gif