Unit: Geologic History
Length of Unit: 3 Weeks
Barnes & Armella
Stage 1 –Desired Results
Where are we going?
NY State Standards:
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system. Explain how
geologic history can be reconstructed by observing patters in rock types and fossils to correlate bed rock.
1.2h: The evolution of life caused dramatic changes in the composition of Earth’s atmosphere. Free oxygen did not
form in the atmosphere until photosynthetic plants evolved.
1.2i: The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.
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Fossil evidence indicates that a wide variety of life-forms have existed in the past and that most of these forms
have become extinct.
Human existence has been very brief compared to the expanse of geologic time.
1.2j: Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at
various locations.
 Geologists have divided Earth history into time units based upon the fossil record.
 Fossils preserved in rocks provide information about past environmental conditions.
 Age relationships among bodies of rocks can be determined using principles of original horizontality,
superposition, inclusions, cross-cutting relationships, contact metamorphism, and unconformities. The
presence of volcanic ash layers, index fossils and meteoritic debris can provide additional information. The
regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the
absolute age of minerals in some rocks
CCSS:
Reading:
(1) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
(8) Compare and contrast findings presented in a text to those from other sources (including their own
experiments), noting when the findings support or contradict previous explanations or accounts.
Writing:
(2) Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a) Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e) Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
f) Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
(9) Draw evidence from informational texts to support analysis, reflection, and research.
Shifts in Literacy :
 Balancing Informational Text and Literacy
X Knowledge in the Disciplines
 Staircase of Complexity
X Text-Based Answers
X Writing from Sources
X Academic Vocabulary
Learning Outcomes/Goals:
Students will be able to:
GEOLOGIC TIME:
Explain that humans and dinosaurs never lived at the same time.
 • Use the Earth Science Reference Tables to correctly place events on a geologic time line.
 • Use the Earth Science Reference Tables to identify where in NY State rocks containing fossils would be
 likely to be found and not found.
RELATIVE AGE:
 Determine the relative age of rock layers based on the following criteria:
• principle of superposition---oldest rock layers on bottom
• intrusions are younger than the rocks they cut through
• faults and folds are younger than the rocks they cut through
 Determine the relative age of an igneous intrusion/extrusion based on evidence of contact metamorphism.
 Explain what an unconformity is and why it is important in dating rock layers.
 Correlate rock layers based on index fossil evidence.
ABSOLUTE AGE:
 Explain how radioactive elements can be used to calculate the absolute age of a rock layer.
 Explain why radioactive isotopes are reliable to calculate absolute age.
 Calculate the absolute age of a rock based on radioactive decay data.
 Identify C14 as the radioactive isotope useful in determining the absolute age of organic materials
THEORY OF EVOLUTION:
 Explain the theory of evolution.
 Explain how the fossil record supports this theory
Enduring Understandings:
We will understand…
Essential Questions:
How do rocks tell a story?
There are many forces that shape our world.
Why does this planet have free oxygen in its
atmosphere while others don’t?
How do we determine a rock’s age?
How is time determined from rocks?
How do we know what happened in the past,
prior to humans?
Knowledge
We will know…
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Skills
We will be able to…
Oxygen is the result of life.
Evolution is preserved in rocks.
History is written in stone.
There is a correlation between rocks and/or
events at different locations that is determined
by using rock and fossil evidence.
Evolutionary concepts drive scientific
theories.
Actual geologic ages can be measured using
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Identify and distinguish:
-Relative dating
-Absolute dating
Explain and understand Superpostioning
Compare/contrast and Identify principles of
intrusion and extrusion.
Calculate age using radioactive data.
Describe oxygen build up in the atmosphere.
Describe a geologic column, how it is compiled
and what it represents.
radioactive decay.
Tier Three Words:
principle of uniformitarianism, correlation, outcrop, index
fossils, anomalies, xcsder4unconformity, isotopes,
outgassing, principle of superposition
Stage 2 – Assessment Evidence
Performance/Products Tasks:
How will we know we are there?
Other Evidence:
Matching Rock Layers
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Final Unit Assessment with questions pulled from last
year’s Regents exam. Teachers will compare student
responses/results between last year’s group and this year’s.
Sequencing of Events
Quizzes
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Do Now
Rock Correlation
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Radioactive Decay
Claim/Evidence/Interpretation Model for
Conclusions CCSS W(2)
Tickets out the Door
Stage 3 – Learning Plan
How will we get there?
Individual Lesson Plans with Resources
The following is the intended SLO for each day of the unit. SLOs for each day may change based on results
of embedded formative assessment.
Day 1: Identify the different properties if minerals and how to test for them.
a. Hand out unit plan
b. Start mineral power point
Day 2: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Finish mineral power point
b. Start Mineral ID lab
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Mineral sets (see lab) and sheets
Hardness kits, streak plates
Mineral ID books
Day 3: Use the Earth Science Reference Tables to identify rocks and minerals by their physical and
observable characteristics.
a. Work on the Mineral Lab- Memorization
b. Work on the Mineral Lab- Write Up
Day 4: Explain why each mineral has its own unique physical properties.
Explain and identify the silica tetrahedron. Explain how minerals are formed.
a. Mineral review sheets
b. NYS ESRT
Day 5: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Mineral Check Point quiz
b. Vocab exploration
Day 6: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power point Sedimentary
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Sedimentary: Conglomerate, Sandstone, siltstone & fossilifous limestone
Evaporates: Rock Salt, Gypsum
Day 7: Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Sedi rock lab
Day 8 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Rock Power Point Ing/Meta
- Samples of Gneiss, slate, banding & foliation
- Marble and
Day 9 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. Igneous rock lab
Day 10 : Classify a rock sample as either Igneous, Metamorphic or sedimentary and give a reason for your
identification.
a. metamorphic rock lab
Day 11: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. Wrap up 3 sections of rock lab conclusion
Day 12: Determine the rate of cooling using crystal size and explain the differences in formation and
characteristics of Extrusive and intrusive igneous rocks
a. ESRT Activity Sheet
b. Coloring Rock sheet
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ESRT Activity sheets
Coloring sheets
NYS ESRT
Colored pencils
Day 13: Analyze the physical characteristics of a rock to determine origin and formation.
Day 14: Work collaboratively to review the Enduring Understandings and Essential Question from the unit.
Day 15: Demonstrate knowledge of the unit’s learning objectives