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Lesson Plan in Stratified Rocks
Teaching as a Profession (West Visayas State University)
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Lambunao National High School
Lambunao, Iloilo
Lesson Plan in Determining the Age of Stratified Rocks
Date:
July 22, 2019
Topic: Relative and Absolute Dating
Learning Competency:
The learners will describe the different methods
(relative and absolute dating) to determine the age of stratified rocks (S11/12ES-Id-26).
Specific Objectives:
1. To describe the laws of superposition, cross-cutting and inclusion (relative dating) to
determine the age of rocks
2. To describe absolute dating and solve problems in determining the age of rock
Integration: Explain how fossil records, comparative anatomy, and genetic information
provide evidence for evolution (S10LTIIIf-39)
Review
Review on how rocks are stratified
Engage
Spread the letter cards and determine the correct sequence of the eight cards by
comparing letters that are common to individual cards and, therefore, overlap.
Guide Questions:
1) After you have arranged the cards in order, write your sequence of letters (using each
letter only once) on a separate piece of paper. Starting with the top card, the letters
should be in order from youngest to oldest.
2) How do you know that "X" is older than "M"?
3) Explain why "D" represented by DM is the same age as "M."
4) Explain why "D" represented by OXD is older than "D" in card represented by DM
(Tell students they will be learning about the age of the rock and how scientists determined it. )
Explore:
The learner-centered station lab is set up so learners can begin to explore the different
methods to determine the age of stratified rocks. Each of the stations is differentiated to
challenge students using a different learning style.
Station 1 (Visual Learners)
Materials:
4 colours of sand
Two beakers – one upright, one at an angle of 45°
Into the upright beaker:
1. Place several spoonfuls of one coloured sand in the beaker.
2. Place several spoonfuls of another colour sand on top of this.
3. Do another two layers once again so you have four layers.
4. Draw the sequence and label the layers (A, B, C, D) – A being the bottom layer. The
boundary of each change in colour represents a bedding plane.
Guide Questions:
a. Which layer went in first?
b. Which layer went in last?
c. Which layer is the “oldest” in the sequence?
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d. What was the overall sequence of events if there was no disturbance (from oldest
to youngest)?
This is the law of Superposition!
Station 2 (Visual Learners)
Into the beaker at angle of 45° -angle
1. Position the beaker 45°.angle.
2. Follow the same procedure in A (#1-3).
3. Let the beaker stand upright. Observe what happened.
4. Draw the sequence and label the layers (A, B, C, D) – A being the bottom
layer.
Guide Questions:
a. Which layer went in first?
b. Which layer went in last?
c. Which layer is the “oldest” in the sequence?
d. What was the overall sequence of events if there was no disturbance (from oldest
to youngest)?
This is the law of Crosscutting!
Station 3 (Visual Learners)
Into an upright beaker
Materials: sand of one color, pebbles
1. Place the pieces of stones in a beaker.
2. Place several spoonfuls of sand on it.
3. Draw the sequence and label.
Guide Question:
a. Which is older? Why?
This is the law of Inclusion!
(The learners will sketch the three images to explain the laws of relative rock
dating).
1. The Law of Superposition
2. The Law of Crosscutting
3. The law of Inclusions
Station 4. Linguistics Learners
Who’s Younger? Who’s Older?
Steno’s and Smith’s principles are essential for determining the relative ages of rocks and rock
layers. In the process of relative dating, scientists do not determine the exact age of a fossil or rock
but look at a sequence of rocks to try to decipher the times that an event occurred relative to the
other events represented in that sequence. The relative age of a rock then is its age in comparison
with other rocks. Based on the figure below, describe the ages of rocks from the youngest to the
oldest.
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Station 5. Mathematical Learners
What’s My Age?
One way scientists determine the age of fossils or rocks is by checking the amount of
radioactive carbon-14 in the fossil found in rock. Carbon 14 breaks down or decays to form
Nitrogen-14; the rate of this decay is constant. The half of the remaining Carbon-14 breaks down
every 5 730 years. Use this information and compute the hypothetical age of fossils on the
following table.
Fossil
50%
Age of Fossil in Years
5 730
A
Carbon -14
25%
Nitrogen -14
5 730
5 730
Carbon-14
Nitrogen 14
B
12.5%
C
Carbon-14
5730
5 730
5 730
Nitrogen 14
Guide Questions
1. Which fossil is the oldest? The youngest?
2. Why is it important to know the age of fossil?
Note! Each group will discuss the concepts they have internalized from doing the exploration.
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Explain
Show the following pictures and let the learners describe the age of rocks and fossils using the
relative (law of superposition, cross-cutting and inclusion) and absolute dating (C only).
A
B
C
Elaborate
1. Learners will relate relative and absolute dating in the development of the geologic time
scale
2. Learners will describe the 3 Laws of Relative Dating: Law of Superposition, Law of Crosscutting and Law of Inclusion and the Absolute Dating
3.
Learners will give practical applications of relative and absolute dating in the field of
Accountancy, Business and Management
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Evaluate
1. What kind of rock was deposited first?
a. Sandstone
b. conglomerate
c. shale
d. limestone
2. What is the sequence of rock units in Figure below, from oldest to youngest?
a. ABCDE
b. ADBCE
c. ECBDA
d. ECDBA
3. What fossils are of the same age?
a. Trilobite and gastropod c. gastropod and ammonite
b. Fern and coral
d. crinoid and ammonite
Prepared by:
JEAN S. LARRODER
Subject Teacher
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