Marine Sediments and Sedimentary Rocks: A Dozen Dead Oceans

Initial Publication Date: November 25, 2015

Time required to complete this unit:

This page is under development and may be edited at any time. Some resources have not been cataloged, pending project approval.

3 weeks, or 12.5 hours, or 750 minutes (estimated)

Earth Science Content:

Key Terms: Sediments, sedimentary rock, fossil, index fossil, superposition, original horizontality, lateral continuity, faunal succession, Cretaceous period, Geologic Time Scale, sediment core, transgressive sequence, regressive sequence, depositional environment

Standards: ESS TEKS: 1.A, 5.A Earth in space and time, 1.C, 2.E, 2.F, 3.A, 3.E, 7.A, 7.C, 8.A, 8.B, 11.A, 13.E, 15.B ES Literacy: 1.2, 2., 1.3, 1.5, 1.6, 1.7, 2.1, 2.6, 2.7, 3.6, 3.7, 4.1, 4.6, 4.8, 4.9, 5.6, 5.7, 6., 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 9.2

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.A demonstrate safe practices during laboratory and field investigations;
5.A Earth in space and time Earth has a long, complex, and dynamic history. Advances in technologies continue to further our understanding of the origin, evolution, and properties of Earth and planetary systems within a chronological framework. The origin and distribution of resources that sustain life on Earth are the result of interactions among Earth's subsystems over billions of years.
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
3.E explore careers and collaboration among scientists in Earth and space sciences
7.A evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order
7.C understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history
8.A analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
13.E investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates

Earth Science Literacy Principles

1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
2. Earth is 4.6 billion years old.
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
2.1 Earth’s rocks and other materials provide a record of its history
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
4.1 Earth’s geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.6 Earth materials take many different forms as they cycle through the geosphere.
4.8 Weathered and unstable rock materials erode from some parts of Earth’s surface and are deposited in others.
4.9 Shorelines move back and forth across continents, depositing sediments that become the surface rocks of the land.
5.6 Water shapes landscapes.
5.7 Ice is an especially powerful agent of weathering and erosion.
6. Life evolves on a dynamic Earth and continuously modifies Earth.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.

Overview

Life began in the ocean on Earth 3.5 billion years ago. The fossil record shows a general trend toward an increasing level of complexity of life forms, making it possible to also use the order in which fossils occur in rocks to establish relative geologic age (principle of faunal succession). Sediments on the seafloor of modern ocean basins are especially important for providing information about past environmental change, including the mass extinction that occurred at the end to the Cretaceous period, 65 million years ago. Scientists examine these sediments by drilling and extracting sediment cores from the ocean floor.

_{Developed by the DIG Texas Blueprints Central Texas Development Team}

Quick Links

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Students will be able to (do)

Use the structure, sequence and properties of rocks, sediments, and fossils to reconstruct events in Earth's history.
Analyze and interpret authentic geoscience data.
Discern patterns in sediments and fossil data.
Trace the emergence of new species and the extinction of other species over geologic time in the fossil record.
Recognize change over time as revealed in sediment records and fossil evidence.

Students will know

Water, energy and life are inextricably linked.
Common sedimentary, igneous and metamorphic rocks.
The processes that control erosion of rocks, and the transportation and deposition of sediments.
Earth's rocks and fossils provide a record of its history and provide information about past environmental change.
Fundamental principles of stratigraphy.
Eustatic sea-level changes result in transgressive and regressive sedimentary sequences.
Sediment cores reveal changes in environment and speciation in the past.
Life began on Earth 3.5 billion years ago.

Activities

The activities we have selected are congruent with the Next Generation Science Standards (NGSS), and are arranged to build upon one another. Therefore, to follow the storyline we recommend that teachers complete the activities in the order provided. To open an activity in a new tab or window, right click the activity link and select the preferred option.

Understanding Geologic Time

View Activity
http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/geotime.html

This interactive informational tour from the University of California at Berkeley's Museum of Paleontology conveys a basic understanding of geologic time, the evidence for events in Earth's history, relative and absolute dating techniques, and the significance of the geologic time scale.

Instructional Strategies: Reading

Resource Type: Visualization (static visualization, animation, simulation)

Time Required: 45 minutes

Standards: ESS TEKS: 5.A Earth in space and time, 1.C, 2.E, 2.F, 3.A, 7.A, 7.C, 8.A, 8.B ES Literacy: 2., 1.5, 1.6, 1.7, 2.1, 2.6, 2.7, 3.6, 4.6, 4.8, 6., 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

5.A Earth in space and time Earth has a long, complex, and dynamic history. Advances in technologies continue to further our understanding of the origin, evolution, and properties of Earth and planetary systems within a chronological framework. The origin and distribution of resources that sustain life on Earth are the result of interactions among Earth's subsystems over billions of years.
1.C use the school's technology and information systems in a wise and ethical manner.
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
3.A in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;
7.A evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order
7.C understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history
8.A analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record

Earth Science Literacy Principles

2. Earth is 4.6 billion years old.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.6 Earth scientists construct models of Earth and its processes that best explain the available geological evidence.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
2.1 Earth’s rocks and other materials provide a record of its history
2.6 Life on Earth began more than 3.5 billion years ago.
2.7 Over Earth’s vast history, both gradual and catastrophic processes have produced enormous changes.
3.6 Earth’s systems are dynamic; they continually react to changing influences.
4.6 Earth materials take many different forms as they cycle through the geosphere.
4.8 Weathered and unstable rock materials erode from some parts of Earth’s surface and are deposited in others.
6. Life evolves on a dynamic Earth and continuously modifies Earth.
6.1 Fossils are the preserved evidence of ancient life.
6.2 Evolution, including the origination and extinction of species, is a natural and ongoing process.
6.3 Biological diversity, both past and present, is vast and largely undiscovered.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.6 Mass extinctions occur when global conditions change faster than species in large numbers can adapt.
6.7 The particular life forms that exist today, including humans, are a unique result of the history of Earth’s systems.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
6.9 Life occupies a wide range of Earth’s environments, including extreme environments.

Climate Detectives

View Activity
https://serc.carleton.edu/earthlabs/climatedetectives/index.html

In this module of six lessons from the EarthLabs series, learners assume the role of participants on the International Ocean Discovery Program's drillship, the JOIDES Resolution. Using data collected from Expedition 341, students will explore how climatic changes are recorded in the rock record, learn about careers associated with the IODP, and gain an appreciation for the ocean drilling process, and data collection methods.

Instructional Strategies: Inquiry

Resource Type: Laboratory investigation, experiment or demonstration

Time Required: 750 minutes

Standards: ESS TEKS: 1.A, 2.E, 2.F, 3.E, 7.A, 7.C, 8.B, 11.A, 13.E, 15.B ES Literacy: 1.2, 1.3, 1.5, 1.7, 2.1, 3.6, 3.7, 4.1, 4.8, 4.9, 5.6, 5.7, 6.1, 6.4, 6.5, 6.8, 9.2

Texas Essential Knowledge and Skills for Science (TEKS) 112.36-- Earth and Space Science

1.A demonstrate safe practices during laboratory and field investigations;
2.E demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;
2.F use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;
3.E explore careers and collaboration among scientists in Earth and space sciences
7.A evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order
7.C understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history
8.B explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record
11.A compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface
13.E investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences
15.B investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates

Earth Science Literacy Principles

1.2 Earth scientists use a large variety of scientific principles to understand how our planet works.
1.3 Earth science investigations take many different forms.
1.5 Earth scientists use their understanding of the past to forecast Earth’s future.
1.7 Technological advances, breakthroughs in interpretation, and new observations continuously refine our understanding of Earth.
2.1 Earth’s rocks and other materials provide a record of its history
3.6 Earth’s systems are dynamic; they continually react to changing influences.
3.7 Changes in part of one system can cause new changes to that system or to other systems, often in surprising and complex ways.
4.1 Earth’s geosphere changes through geological, hydrological, physical, chemical, and biological processes that are explained by universal laws.
4.8 Weathered and unstable rock materials erode from some parts of Earth’s surface and are deposited in others.
4.9 Shorelines move back and forth across continents, depositing sediments that become the surface rocks of the land.
5.6 Water shapes landscapes.
5.7 Ice is an especially powerful agent of weathering and erosion.
6.1 Fossils are the preserved evidence of ancient life.
6.4 More complex life forms and ecosystems have arisen over the course of Earth’s history.
6.5 Microorganisms dominated Earth’s early biosphere and continue today to be the most widespread, abundant, and diverse group of organisms on the planet.
6.8 Life changes the physical and chemical properties of Earth’s geosphere, hydrosphere, and atmosphere.
9.2 Earth scientists use the geologic record to distinguish between natural and human influences on Earth’s systems.

For this unit, we have selected the following labs:

Preparing for the Voyage (Climate Detectives Lab 1A, 1C)

http://serc.carleton.edu/eslabs/climatedetectives/1a.html

Lab 1A introduces the students to the JOIDES Resolution and its components that contribute to the drilling process. Lab 1C introduces the students to the area in the Gulf of Alaska where Expedition 341 collected sediment cores.

Time Required: 30 min

Coring is not Boring! (Climate Detectives Lab 2)

http://serc.carleton.edu/eslabs/climatedetectives/4.html

In this lab students learn about how scientists retrieve sediment cores from the ocean floor. Students then design and build a model drill.

Time Required: 45 minutes

Field Trips

Studies that examine how geologists think and learn about the Earth point to the value of field experiences in helping students develop practices that constitute geologic reasoning. We encourage teachers to take students into the field as much as possible. To this end, we include ideas for virtual and actual field trips. The former recognizes the limitations of the K-12 classroom setting. Field learning provides a chance to encourage the ability to see features that are important to professional practice. Indeed, many geoscientists report that fieldwork was a key factor influencing their choice of geoscience as a career.

Careers

Show career resources and example pathways

Meet Chief Meteorologist Alan Sealls and listen as he discusses his typical day at work, the qualifications needed for the job, and the best and worst parts of the job. A very important part of his job is keeping the public informed about the weather, especially hurricanes.

Meet Geoscience Ambassador Thomas Quintero who as a Boy Scout developed a deep love and appreciation for the outdoors. n high school he participated int eh GeoFORCE Program where he learned about geology and its relevance to the lives of people every day.

Meet Geoscience Ambassador Preston Fusee-Durham. Preston graduated from The University of Texas at Austin with a B.Sc in Geological Sciences, a B.Sc in Mathematical Sciences, and two certificates in Computational Science and Engineering as well as Scientific Computation and Data Science. Preston currently works as a Computational Engineer in Houston, Texas. He plans to pursue a graduate degree in Computational and Mathematical Engineering to develop efficient and robust numerical solutions to Earth Science problems using high-performance computing.

Meet Geoscience Ambassador Sophie Goliber. Sophie graduated from the Minisink Valley High School in 2013 and went on to the University of Buffalo for my B.S. in Geology. She was excited to move to a city, although she missed the beautiful outdoors of her hometown. During her undergraduate education, she focused on research in planetary and polar remote sensing. Now at the University of Texas at Austin, she is studying glaciers in Greenland and will be receiving her Ph.D. in Geology in 2022. After that, she would like to pursue a career in Science Policy in Washington, D.C.

Scaffolding Notes

Teachers must develop their own individual plan for how they will teach the unit. The learning activities and educational resources in this unit are intended to complement other instructional activities led by the teacher. Many of the selected learning experiences provide links to excellent background preparatory materials, additional hands-on resources, teaching tips, and cross-curricular connections.

Teachers will need to create their own multimedia presentations, deliver lectures and assign ancillary work to their students in order to set the stage for effective use of the learning activities contained herein. Therefore, it is imperative to allocate time to review the activities and background material prior to using the learning experiences in this unit and to probe students for their prior knowledge before starting an activity.

In addition, although some activities may incorporate assessments, teachers may need to create their own assessments to ensure that are appropriate for the students they teach.

Asterisks (*) indicate teacher resource and background information recommendations for activity support.

_________________________________________________________

Show scaffolding notes and activity details

*This unit focuses on the processes by which the ocean and life in the ocean shape the features of the Earth. Many sedimentary rocks that are now exposed on land were formed in the ocean, thus giving us a way to look at and to interpret the record of Earth's ever-evolving surface. Therefore, we begin with an activity to review sedimentary, metamorphic and igneous rocks, with the suggestion of emphasizing marine sedimentary rocks. The selected activities teach how the sequence of sedimentary rock layers and relationships between different rock units are used to establish the relative age of a rock unit. The key stratigraphic principles of superposition, original horizontality and lateral continuity are examined.

*As a teacher resource, we suggest the teacher read the following article by Aaron Cavosie: When did oceans form on Earth? What evidence is preserved in the rock record? in Teaching About the Early Earth: Evolution of Tectonics, Life and the Early Atmosphere. This article describes how oceans form and change through time and provides ideas on how to link this topic to the classroom.

The Big Idea 5 video can also be found on YouTube.

After watching the short introductory video, Big Idea 5, the following activity has students engage in a review of rocks. The TXESS Revolution unit, Rock Identification, is normally taught at the elementary and middle school levels, but it serves as a good review and helps set the stage for many learning activities that focus on geology. Marine sediments and sedimentary rocks are especially important for the activities in this unit. Therefore, emphasis should be placed on marine sedimentary rocks. We recommend that teachers review the different types of sedimentary rocks, especially those associated with marine environments. Note that this activity requires Ward's Natural Science classroom rock collection kit # 45H 3445.

*We include an advanced activity, Rock and Mineral Bingo, under "Additional Resources." Although the activity was designed for undergraduate student learners, it is a good fit for classrooms in which students have a well-developed knowledge of the properties of minerals and rocks.

Understanding Geologic Time requires that students have Internet access. The website has a student and a teacher portal. This activity is a part of the University of California at Berkeley's Explorations Through Time series. Each module includes pre and post-tests, focus questions, and answer keys.

Before utilizing Stratigraphy and Evolution: Using Fossils to Tell Deep Time, teachers should review the processes of weathering, erosion, and deposition, which are taught at the elementary and middle school levels, and introduce the stratigraphic principles of superposition, original horizontality and the law of faunal succession. Teachers should teach about the origin of life on Earth approximately 3.5 billion years ago, and the mass extinctions that have punctuated geologic time throughout Earth's history. This activity requires teacher prep ahead of time to create and cut out the fossil cards.

The Climate Detectives module from SERC's EarthLabs series requires teacher prep ahead of time in determining how best to present the activities. Videos included can be shown to the whole class, or students can watch them on their own individual computers. There are handouts for the "Stop and Think" questions in the module in addition to the lab activities. Lab 2: Coring Isn't Boring! requires collection of materials to construct a model drill ahead of time. Although Lab 1B: Meet the Scientists on Board Expedition 341 was not included in this unit, the teacher may choose to include it as an extra activity or may choose to highlight the roles of specific scientists on board by showing a few of the videos.

The Describing Cores Activity requires the construction of model sediment cores. The instructions, along with variations, are posted here: Instructions for making model cores. The required student documents are also found via the link provided with the resource. It is important that the teacher model/explain instructions for describing the core once the visual core description sheets have been distributed, so as to avoid any confusion. It is also important to discuss depositional environments, specifically marine depositional environments, during this activity. A possible resource for this is included here: Depositional Environment descriptions chart.

In Retreating Shorelines along the Texas Gulf Coast, an article in EarthSky online magazine, J. Paine discusses the dynamic nature of the Texas Gulf coast. There is a 90-second podcast that gives a synopsis. In the article, Mr. Paine gives a number of causes of the overall negative change in coastline in terms of natural sources, such as the melting of glaciers from the last ice age, subsidence, and storms, as well as anthropogenic sources such as the the use of groundwater, oil and gas drilling, urbanization, and climate change. He also discusses the use of mapmaking technologies, with maps included in the article.

We include a virtual field trip comprising ten short video clips from the BBC program NATURE: Prehistoric Life. Teachers may choose specific video clips and design a web quest or create a guided worksheet or a virtual field notebook.

@@ if need another resource, power point on What Grains Can Tell Us from UK GS site @@

http://www.geolsoc.org.uk/lessonplans#grains

Next Generation Science Standards

We anticipate that students should be able to achieve the NGSS Performance Expectation(s) listed after completing the activities in this unit. However, we have not carried out educational research to verify this.

Show NGSS performance expectations

MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

These Performance Expectations integrate the Disciplinary Core Ideas, Cross Cutting Concepts and Science and Engineering Practices of the NGSS as shown in the unit table NGSS Congruence: Marine Sediments and Sedimentary Rocks (Acrobat (PDF) 173kB Jan24 16).

Additional Resources

The recommended additional resources may be used to extend or augment the storyline.

Rock and Mineral Bingo

This activity from the On the Cutting Edge Peer reviewed Teaching Collection is a fun way of assessing students' knowledge and rock and mineral identification skills. The activity requires a basic rock collection kit. Although initially designed for a specific rock and mineral kit, it can be adapted for any suite of samples.

Explorations Through Time

http://www.ucmp.berkeley.edu/education/explotime.html

This series of interactive modules explores the history of life on Earth, while focusing on the processes of science. Each module contains suggested lesson plans and an extensive teacher's guide.

Hogan, Michael C. 2010, Limestone, Encyclopedia of Earth

http://www.eoearth.org/view/article/51cbee577896bb431f697268/

This resource presents concepts related to the formation of marine sedimentary rocks, particularly limestone. The ideas can be tied to transgressive and regressive sequences on ocean settings, marine sedimentary processes, and discussions about societal uses for limestone. This scholarly article would make a good outside reading assignment and will take between 15-30 minutes.

Live units may have permissions pending and are subject to revision.

« Carbon, Climate and Energy Resources Earth's History: Events, Places and Impacts »

Marine Sediments and Sedimentary Rocks: A Dozen Dead Oceans

Time required to complete this unit:

Earth Science Content:

Overview

Quick Links

Students will be able to (do)

Students will know

Activities

Understanding Geologic Time

Climate Detectives

For this unit, we have selected the following labs:

Field Trips

Careers

Scaffolding Notes

Next Generation Science Standards

Additional Resources

Live units may have permissions pending and are subject to revision.

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