UT Standards Academy Lesson Plan Template:
TITLE – With Grade Level and Topic
Geological Columns of Fossils, Faulting, Folding, and Layers
8th Grade Science
GENERAL:
Summary – 3- 4 sentences
Students are able to tie together many geological features and identification in this
lesson. They will recognize and highlight the importance of index fossils in
geological columns and how index fossils can help with relative dating of rock layers,
even after folding and faulting. Working collaboratively as a class and groups, they
will create two different geological time columns.
Science Curriculum Standard Tie – Disciplinary Core Idea (K-12 Framework)
UT SCIENCE CORE CURRICULUM
Standard III Objective 3
b. Identify the assumptions scientists make to determine relative ages of relative
ages of rock layers
c. Explain why some sedimentary rock layers may not always appear with youngest
rock on top and older rocks below (e.g., folding, faulting)
d. Research how fossils show evidence of the changing surface of the Earth
e. Propose why more recently deposited rock layers are more likely to contain fossils
resembling existing species than older rock layers.
NGSS
MS-ESS 1-4
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
ILO – Science and Engineering Practice (K-12 Framework)
UT SCIENCE CORE ILO
6.e. Understand that scientific conclusions are based on the assumption that natural
laws operate today as they did in the past and that they will continue to do so in the
future.
NGSS
Developing and Using Models
Constructing Explanations and Designing Solutions
Cross Cutting Concepts (K-12 Framework)
Patterns
Systems and Systems Models
Math and/or ELA Curriculum Tie
WHST.6-8.1 Write arguments focused on discipline-specific content
Time Frame: Number of Class Periods – Number of Minutes
4- 45 minute periods
Group Size
30-36 students
Technology Tools Utilized
Evernote App
iTunes/AppleStore and Google Play
Photobooth App
Preinstalled on iTunes/AppleStore and Google Play
Padlet
Example-Reference ONLY and Make Your Own
Review Game
Computer or Device with Flash
Bibliography
Intro Video
http://www.youtube.com/watch?feature=player_embedded&v=tkxWmh-tFGs
Videos on law of superposition and index fossils/geologic column
http://www.youtube.com/watch?v=oAJhGbs54zw
http://www.youtube.com/watch?v=YgE-dSx-fPc
Layers of Time Review Game
http://www.amnh.org/explore/ology/paleontology
Faulting and Folding Website
http://ees.as.uky.edu/sites/default/files/elearning/module10swf.swf
Folding and Faulting Picture
(SEE ATTATCHMENT NAMED: Folding and Faulting Padlet.jpg)
http://www.troy.k12.ny.us/old%20sites/faculty/dibarij/earth%20science/answer
13_14.html
Grand Canyon Picture
http://4.bp.blogspot.com/kLBr72ROrAE/TVjJMJ5hGKI/AAAAAAAAEPQ/hGS55Yt4LtI/s1600/sed%2Brock.jpg
Grand Canyon Information on Layers
http://www.bobspixels.com/kaibab.org/geology/gc_layer.htm
Key Words
Fossils, index fossils, geological column, relative dating, folding and faulting, law of
superposition, rock layers, unconformities, erosion, and weathering
INSTRUCTIONAL:
Materials – Quantity and Vendor if necessary
White Butcher paper
Crayons
Colored Pencils
Markers
iPads or Android Tablets
Teacher Computer
Computer Lab
Background for Teachers – Website
It is important for students to understand that the Earth and the rock layers have
been forming and reformed and changed over millions of years. Most of the time,
the oldest layers are on the bottom of rock layers and the youngest lie on top. Often,
changes from heat, pressure, and earthquakes change the order of layers.
Determining rock ages and layers are from carbon or radioactive layers or relative
dating based on layering and key fossils.
Here is a helpful video for teachers and students to see how the Grand Canyon was
formed and changed over the years: http://www.youtube.com/watch?v=YgE-dSxfPc
Teacher Preparation
Introduction/Attention Grabber
1. As a class starting activity, play this video
2. Use these questions as a starter or a discussion:
a. How old is the Earth based on scientists and radioactive dating?
b. Why was the Cambrian explosion important?
c. Which explanation or analogy was easiest for you to understand the
age of the Earth? Why?
Geological Column Class Activity: Cut the worksheets found at:
http://geology.utah.gov/online/pi/pi-93 (See attachment called Fossil
Environments in Utah) into strips.
1. Split the class into 10 groups, depending on your size about 2-4 students a
group.
2. Each of the ten groups will be given:
a. A strip of butcher paper or poster paper to represent a rock layer of a
specific time period
b. A small information strip of their rock layer with fossil information,
climate and geography of time, and age
c. Colored pencils, markers, and crayons
3. Give the students about 10- 15 minutes to quickly draw and diagram the
index fossils and time period on their strips as well as a sketch of what the
land looked like at the time.
4. Then, as a class, they place their rock layer in the right order based on index
fossils as they flow throughout the geological time column. The decision of
the layer placement is first from the group and then approval from the class.
Overview of the Law of Superposition and the Grand Canyon; Index Fossils
1. Watch Videos of law of superposition and index fossils/geologic column
2. http://www.youtube.com/watch?v=oAJhGbs54zw
3. http://www.youtube.com/watch?v=YgE-dSx-fPc
4. After showing either video or both, have students write a summary or
discuss in small groups the law of superposition and the importance of index
fossils in relative dating.
Layers of Time Review Game
1. This is a fun game that can be played as a class or individually in class or a
computer lab. It requires Flash so it cannot be played on an iPad.
2. Layers of Time Game
Faulting and Folding Website
1. This website gives an animation and written explanation on how folding and
faulting change established rock layers. This animation can be done as a
class or individually. After doing the animation, students can discuss or write
a summary of what they saw.
2. The website says it is unsafe when you click on the link but after it loads, it
goes straight to the animation.
http://ees.as.uky.edu/sites/default/files/elearning/module10swf.swf
Photobooth  Padlet Formative Assessment
1. Students are given a printed picture or download the photo from a class
website.
2. Use picture printed (SEE ATTATCHMENT NAMED: Folding and Faulting
Padlet.jpg)
3. Students manipulate the options of the photobooth app and the picture to
create two pictures. One picture is of folding and the other is faulting.
4. As a teacher, prepare beforehand two Padlets websites to have students post
their pictures online of Folding and Faulting and a written explanation of
how and what events make these geological features occur. This is a
simplified example of a Padlet wall. Please do not have your students post on
the example. Example-Reference ONLY
Performance Task
A. Group Collaborative Assignment
1. (SEE ATTATCHMENTs NAMED: Geological Columns Student Sheet and
Geological Columns Teacher )
2. The students will be working together collaboratively to create and solve a
new geological column where folding, faulting, intrusions, and erosion are
present. There are four similar landmasses with similar index fossils and
layers to help them solve it. However, not all the pages have the same
information so they will work together as a group, each member has a
different paper.
3. First students read their own card and discuss their research as the geologist
specializing in that area of the Grand Canyon. Collaboratively, they use the
smaller pieces of the layers to determine the relative dating and layers of the
rocks from oldest to youngest and make a complete geological column
together.
4. This is Formative Assessment to see if they can show how to make a
geological column from the evidence of similar geological forms.
B. Writing Prompt
1. After the Performance task, students will complete the writing task using the
Evernote app.
You are a famous geologist. A colleague from India sends you a photograph
of rock layers that contain fossils. He claims that because he found a human
fossil in a lower layer than a dinosaur fossils, that humans were alive before
dinosaurs. Write him a letter giving other possible explanations as to why the
human fossil was found below the dinosaur fossil.
Possible words to include: folding, faulting, erosion, intrusion, extrusion,
uplift
Strategies for Diverse Learners
ELL or SPED students can be paired with other students for the performance task.
A guided outline of vocabulary with space to write the definition, example, sentence,
and a picture can be helpful for all students to refer to during the performance and
writing task.
Extensions
Students can create a presentation or video of their Performance task to share with
the class.
Students are given a similar picture to the one used for the Padlet activity and they
write a history of the land and explain the changes that occurred in forming their
geological column.
Students create a video or presentation for a nearby elementary class to explain
Earth’s surface and rock layers. The classes can connect via Skype or simply record
their presentation and upload it to YouTube.
ASSESSMENT:
Assessment Plan
Pre-Assessment:
1. Class Geological Columns: The teacher is able to identify their misconceptions
and lack of understanding of rock layers, index fossils, and the law of
superposition.
Formative:
1. Performance Task: Students show how to make a geological column from the
evidence of similar geological forms.
Summative
1. Performance Task: Students show that they can use the principles of relative
dating and the law of superposition to create a geological column.
2. Padlet: Students show the difference between folding and faulting.
3. Writing Task: Students explain all of the criteria, geological features, time
scale, and fossilization of Earth’s surface rock layers.
Assessment Rubric –