Science
SCI.V.1.4
Grade: 7
Strand V:
Using Scientific Knowledge in Earth Science
Standard 1:
Geosphere - All students will describe and explain how the earth’s features
change over time.
Benchmark 4:
Explain how rocks and fossils are used to understand the age and
geological history of the earth.
Constructing and Reflecting:
SCI.I.1.1 - Generate scientific questions about the world based on observation.
• Construct questions for each of the investigations suggested below to guide the design of the investigation.
SCI.I.1.2 - Design and conduct scientific investigations.
SCI.I.1.3 - Use tools and equipment appropriate to scientific investigations.
SCI.I.1.4 - Use metric measurement devices to provide consistency in an investigation.
SCI.I.1.5 - Use sources of information in support of scientific investigations.
SCI.I.1.6 - Write and follow procedures in the form of step-by-step instructions, formulas, flow diagrams, and
sketches.
SCI.II.1.1 - Evaluate the strengths and weaknesses of claims, arguments, or data.
SCI.II.1.3 - Show how common themes of science, mathematics, and technology apply in real-world contexts.
SCI.II.1.5 - Develop an awareness of and sensitivity to the natural world.
SCI.II.1.6 - Recognize the contributions made in science by cultures and individuals of diverse backgrounds.
Vocabulary / Key Concepts
Context
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Fossils found in:
• gravel
• mines and quarries
• beaches (Petoskey stones)
• museum displays
• Michigan examples of layered rocks
• Specific examples of extinct plants and
animals such as dinosaurs
fossils
extinct plants and animals
ages of fossils
rock layers
timelines
relative dating
Knowledge and Skills
Fossil records are used to support the everchanging nature of the earth’s surface. Students
will recognize that these records can be used to
determine and date the age of a specific rock layer.
Resources
Coloma Resources:
Resources included in Strand II Standard 4
Benchmark 1. Strand III & V should be taught as a
unit – so resources overlap.
How can you make models of carbon film fossils?
(attached)
Other Resources
• Geological Survey of Canada Education
Resources – EXTENSIVE links – Science Spot
•
Excavating Your Recycling Bin as a Fossil
Record - lesson
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Globe Soil Science Education Home Page –
Awesome, enormous site with TONS of info on
soil.
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Soil Formation Links – Soil Science Education
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ThinkQuest – Get Ready to Rock – Rock info,
activities, games and more.
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Franklin Institute – Rocks and Minerals – links
to many web sites with LOTS of info!
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UCMP Berkeley – Geology Wing – History of
the Earth timeline in geologic timescale
including fossils.
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Plate Tectonics – USGS – This Dynamic Earth
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UND – Volcano World – premier web site of
volcano info.
Other Resources (continued from column at right)
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Michigan Teacher Network Resources
Videoconferences Available
For more information, see www.remc11.k12.mi.us/dl or
call Janine Lim 471-7725x101 or email
jlim@remc11.k12.mi.us
•
Bill Nye: Atmosphere, Earth Quakes, Earth
Crust, Rocks & Soil, Volcanoes
•
Science Explosion: Landfill Blues “Geosphere”
V.1.MS.4 Explain how rocks and fossils are used to
understand the age and geological history of the
earth.
Rocks & Fossils from Liberty Science Center
Michigan Fossils from Michigan State University
Museum
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MEADE Video – Strip Mining vs. Open Pit
Mining
Common Ground – video
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http://www.amnh.org (American Museum of
Natural History)
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http://www.nationalgeographic.com
Instruction
Focus Question: How is rock layering used to
explain the age or geologic history of the
earth?
Students use a variety of common fossils (see
Science Olympiad list), and visual aids / media.
Students will research to collect data on when
each fossil was formed. Students interpret data
and use this information to order their fossil in the
appropriate rock layer.
Students will discuss timelines:
• What are they?
• Who uses them?
• How could they be useful in the study of the
Earth? The teacher will display and explain a
geologic timeline.
Students will:
• use a variety of maps, rocks, fossils, and visual
aids/media to collect data on rock layers.
• use this information to classify various fossil
types found within specific rock layers.
• interpret data and place their fossils in the
appropriate geological time period.
Once this process is complete, students will apply
the information to a new fossil and correctly place
the new fossil in the correct geological time period.
Assessment
Students research a fossil including climate, how the
organism moved, what it ate, and what it looked like.
Based on the understanding of that information,
students create a travel brochure showing what life
was like during the time period and why people
would want to visit that time period. The brochure
should include information about their fossil,
illustrations including a drawing of their fossil, and
details about the geological period.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Completeness of fossil articleApprentice –Writes an article that incorporates one
of the required components.
Basic - Writes an article that incorporates any two
required components.
Meets - Writes an article that incorporates any three
of the required components.
Exceeds - Writes an article that incorporates all of
the required components.
Criteria: Completeness of geological period
brochure - Apprentice - Designs a brochure that is
complete on all sides.
Basic - Designs a brochure that is complete on all
sides and partially labeled.
Meets - Designs a brochure that is complete on all
sides, is labeled, and is neatly done.
Exceeds - Designs a brochure that is complete on
all sides, is accurately labeled, shows creativity, and
is neatly done.
Criteria: Accuracy of illustrations Apprentice - Attempts to illustrate a fossil but it is
unidentifiable.
Basic - Illustrates a fossil that resembles the
specimen and is labeled.
Meets - Neatly illustrates and labels a fossil and
other objects of the environment.
Exceeds - Illustrates a fossil and many aspects of
the environment neatly and with labels and details.
Teacher Notes:
Fossils provide important evidence of how life and environmental conditions have changed. (NSES)
Focus Question:
• How is rock layering used to understand and explain the age of the Earth?
NAME
CLASS
DATE
How Can You Make Models of Carbon Film Fossils?
Carbon film fossils may be formed when an organism is buried. The organism decays,
leaving only a thin film of carbon in the rocks. In this laboratory you will make models of
carbon film fossils. The process you use will be different from the way these fossils actually
form. However, you will be able to see what carbon film fossils look like. You will discover the
kinds of information scientists can obtain from carbon film fossils.
Materials
1000-mL Pyrex beaker; apron; safety goggles; matches; heatproof, fireproof glove; candle in
candle-holder; petroleum jelly; paper towels; newspaper; two or more different types of
leaves; forceps
Procedure
1. Put on your apron and safety goggles. Roll up your sleeves.
2. Put a very
small amount of petroleum
jelly on a paper towel. Use
CHAPTER
19 LABORATORY
(Continued)
this to coat the outside bottom of the beaker with a very thin film
of petroleum jelly. Coat only the bottom of the beaker.
3. Light the candle. CAUTION: Put on a heatproof glove. Carefully
Carbon Imprints of Leaves
hold the beaker so the bottom is over the candle (Figure 1). Be
careful not to let your hand or clothing get anywhere near the
flame. Move the beaker back and forth until it becomes heavily
coated with black carbon. Then blow the candle out.
4. Set the beaker upside down on a flat surface so the carbon side
is up. Allow the beaker to cool for at least 3 minutes.
5. Remove the stem from a plant leaf. Place the leaf face-down on
the carbon-coated beaker surface; as shown in Figure 2. Cover
the leaf with a folded piece of newspaper just large enough to
cover it.
6. Press firmly on the newspaper and leaf. Rub .the paper with one
finger so that some carbon sticks to the leaf.
7. Remove the newspaper. Use forceps to lift the leaf from the
beaker. Be careful not to smudge the carbon on the leaf.
8. Place the carbon side of the leaf down in the space provided on
the next page. Cover the leaf with a clean piece of folded
newspaper. Apply pressure and rub as before.
9. Remove the newspaper. Again use forceps to peel off the leaf,
being careful not to smear the print.
10. Repeat the process for the other leaves.
Carbon Imprints of Leaves
Conclusion
1. Explain how the process by which these leaf imprints were produced is different from the
way in which carbon film fossils actually form.
2. From examining these models of carbon film fossils, what can you learn about the
organisms from which they were produced?
3. What can't be learned about organisms from carbon film fossils?