EARTH’S HISTORY NAME HOUR Standard 3 Students will understand the processes of rock and fossil formation. Objective 3 Describe how rock and fossil evidence is used to infer Earth’s history. a.) Describe how the deposition of rock materials produces layering of sedimentary rocks over time. (sedimentation jar demo and slide show of layers) b.) Identify the assumptions scientists make to determine relative ages of rock layers. (SQR3 pg. 571-575 and application puzzles for rock interpretation and index fossil interpretation) c.) Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting). (group activity “how is this layer older than the layer under it?” Get some solutions and then wrap up with slides) d.) Research how fossils show evidence of the changing surface of the Earth. (paleontology fossil and drawing activity) e.) Propose why more recently deposited rock layers are more likely to contain fossils resembling existing species than older rock layers. (horse fossil activity) Objective 4 a.) Compare rapid and gradual changes to Earth’s surface. (inductive notes of examples) b.) Describe how energy from the Earth's interior causes changes to Earth’s surface (i.e., earthquakes, volcanoes). (Plate Tectonics SMARTNotes activity) c.) Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy). (Plate Tectonics SMARTNotes activity) d.) Model the process of energy buildup and release in earthquakes. (Plate Tectonics SMARTNotes activity) e.) Investigate and report possible reasons why the best engineering or ecological practices are not always followed in making decisions about building roads, dams, and other structures. (report) f.) Model how small changes over time add up to major changes to Earth’s surface. (erosion, deposition/sedimentation, finger nail calculation and relate to mountain building video examples) 1 UNIT VOCABULARY s3o3a sedimentation accumulation layer deposition s3o4a s3o3b and c relative age absolute age law of superposition intrusion fault law of crosscutting relationships unconformity fold uniformitarianism index fossil over turned fold s3o4b and c and d volcano earthquake seismic wave mechanical energy potential mechanical energy heat energy magma chamber plate tectonics lithosphere asthenosphere convection current/cell convergent plate boundary transverse plate boundary divergent plate boundary uplift 2 s3o3d and e inference evidence paleontology paleontologist fossil paleoenvironment recent s3o4e s3o4f gradual erosion deposition rate sedimentation accumulation layer deposition relative age absolute age law of superposition intrusion fault law of crosscutting relationships unconformity fold uniformitarianism index fossil over turned fold inference evidence paleontology paleontologist fossil paleoenvironment recent volcano earthquake seismic wave mechanical energy potential mechanical energy heat energy magma chamber plate tectonics lithosphere asthenosphere convection current/cell convergent plate boundary transverse plate boundary divergent plate boundary uplift gradual erosion rate 3 Unit Self Evaluation and Reflection As we do the quizzes calculate a percentage, record it and the title and the knowledge tag. I will give you the knowledge tag. Content Pre-test Vocabulary Pre-test Quiz title Quiz title Quiz title Quiz title Quiz title Quiz title Percent Percent Percent Percent Percent Percent tag Quiz title tag Quiz title tag Quiz title tag Quiz title tag Quiz title tag Quiz title Percent Percent Percent Percent Percent Percent tag tag tag tag tag tag GOAL Content Post-test percent Did you make your goal? GOAL Vocab. Post-test Did you make your goal? Find these tags on your Essential Questions and complete those questions. Show teacher to get checked and receive your extra credit. We will do this on review day. signature signature signature signature 1.) Did you make your goal for vocabulary? Why do you think this is? 2.) Did you make your goal for content? Y/N Why do you think this is? signature signature Y/N 3.) Did you turn in all the assignments for this unit? 4.) What can you do differently to improve your assignment scores? 5.) What can you do to improve your clicker quiz scores? 6.) What can you do to improve your content test score? 7.) What can you do to improve your vocabulary test score? 8.) What do you think you did really well this unit? 9.) What will you do to do even better next unit? 4 signature unIT LEARNING OBJECTIVES: Each day copy the learning objective so you know what to focus on. DATE LEARNING OBJECTIVE 5 STANDARD 3 OBJECTIVE 3 AND 4 VOCABULARY: You only need to do the entries with the smiley faces UNLESS that word is a personal focus word then I need you to complete the entire box. You can alwayw do the entire box for a BUNCH of extra credit. WORD: sedimentation Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol accumulation Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: layer Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 6 WORD: deposition Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol relative age Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: absolute age Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 7 WORD: law of superposition Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol intrusion Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: fault Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 8 WORD: law of crosscutting Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol relationships Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: unconformity Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 9 WORD: fold Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol uniformitarianism Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: index fossil Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 10 WORD: over turned fold Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol inference Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: evidence Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 11 WORD: paleontology Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol paleontologist Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: fossil Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 12 WORD: paleoenvironment Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol recent Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: volcano Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 13 WORD: earthquake Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol seismic wave Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: mechanical energy Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 14 WORD: potential mechanical energy Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol heat energy Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: magma chamber Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 15 WORD: plate tectonics Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol lithosphere Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: asthenosphere Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 16 WORD: convection current/cell Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol convergent plate boundary Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: transverse plate boundary Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 17 WORD: divergent plate boundary Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol uplift Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: gradual Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 18 WORD: erosion Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol rate Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 19 WORD: Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: WORD: Picture/Graphic/Symbol Book Definition: Examples/Synonym: Nonexamples/Antonym: Definition in YOUR words: Use in a sentence: 20 INFERRING EARTHS PAST ESSENTIAL QUESTIONS NAME HOUR INSTRUCTIONS: Use these essential questions to review for clicker quiz redos or make up OR to review low areas of learning for the final unit test. s3o3a1.) Describe how the deposition of rock materials produces layering of sedimentary rocks over time. s3o3a 2.) Draw a sequence representing how sedimentation creates layers of rocks. First Step Drawing 2nd Step Drawing 3rd Step Drawing a.) Which layer has been there the longest? b.) Which layer has been there the shortest? c.) Which layer is the oldest? Explain d.) Which layer is the youngest? Explain s3o3b 3.) What can intrustions tell us about the past? s3o3b 4.) What can unconformities tell us about the past? 21 4th Step Drawing s3o3b 5.) What is older in the figure below? The fault or the intrusion? Explain s3o3b 6.) What is older in the figure below? Layer Y or layer T? Explain. D Unconformity M S X C A T Y B s3o3b 7.) Place all the events in order using the figure below. Use the diagram to the left to place the events in order. Youngest D Unconformity M S X C A T Y B 22 7.) 6.) 5.) 4.) 3.) 2.) 1.) Y Oldest s3o3c 8.) How can older layers actually get on top of younger layers? Explain 2 ways. Maybe draw a picture. s3o3d 9.) What can fossils tell us about the past? Give 2 examples. s3o3d 10.) What can fossils and rocks NOT tell us about the Earth’s past? s3o3d 11.) Write a strong inference and weak inference using the evidence below. Weak inference Palm tree fossils are found in the Arctic Strong inference s3o3d 12.) Where did the sediments that formed rock layers A, B,C,D most likely collect? 23 s3o3e 13.) Explain why fossils in deep layers will look LESS like the organisms we see today. s3o3e 14.) Explain why fossils in layers close to the surface will look MORE like the organisms we see today. s3o4a 15.) List 3 examples of rapid changes to Earth’s surface. 1.) 2.) 3.) s3o4a 16.) List 3 examples of gradual changes to Earth’s surface. 1.) 2.) 3.) s3o4b 17.) Where does the energy come from that drives plate tectonics? s3o4b 18.) What are the 2 ways that energy gets to the Earth’s surface? 1.) 2.) s3o4b 19.) Explain 2 ways that earthquakes can change the surface of the earth. 1.) 2.) s3o4b 20.) Explain 2 ways that volcanoes can change the surface of the earth. 1.) 2.) 24 s3o4c 21.) Explain the entire energy pathway that leads up to an earthquake. s3o4c 22.) Explain the entire energy pathway that leads up to a volcanic eruption. s3o4d 23.) Explain how how energy builds up and is released in an earthquake. s3o4e 24.) Explain why the best enegineering or ecological practices are NOT ALWAYS followed in building homes, roads, dams, or other structures. USE AT LEAST 2 EXAMPLES. 1.) 2.) s3o4f 25.) Explain how small changes over time can add up to major changes to Earth’s surface. USE AT LEAST TWO examples. 1.) 2.) 25 Sedimentation Demonstration First Step Drawing 2nd Step Drawing 3rd Step Drawing Wrap Up Questions 1.) Which layer has been there the longest? 2.) Which layer has been there the shortest? 3.) Which layer is the oldest? Explain 4.) Which layer is the youngest? Explain 26 4th Step Drawing Discussion Link 1 1.) What evidence needs to be found in order for people to think this is what it was like? Discussion Link 2 1.) What evidence needs to be found in order for people to think this is what it was like? 27 CONSTRUCT A CONCEPT: Which is most likely??????? Which would Occum choose???? Huge shark tooth is found in rocks in central Florida A fern fossil is found in rocks in the middle of a desert 1 cm web footed bird-like tracks are found in rocks from the side of a mountain 28 INTERPRETING THE PAST USING FOSSILS NAME HOUR MODERN LANDSCAPE 0.) SKETCH WHAT THE LANDSCAPE LOOKS LIKE NOW AT FOSSIL BUTTE NATIONAL MONUMENT. SKETCH the LANDSCAPE EXPLAIN THE CURRENT ENVIRONMENT (list geography, elevation, weather/climate, animals, plants, etc.) Sagebrush dry deer coyote Rolling hills to flat 29 SLIDE #1 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 4.) What can we NOT conclude/know from this fossil? SLIDE #2 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 30 4.) What can we NOT conclude/know from this fossil? SLIDE #3 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 4.) What can we NOT conclude/know from this fossil? SLIDE #4 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 31 4.) What can we NOT conclude/know from this fossil? SLIDE #5 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 4.) What can we NOT conclude/know from this fossil? SLIDE #6 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 32 4.) What can we NOT conclude/know from this fossil? SLIDE #7 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 4.) What can we NOT conclude/know from this fossil? SLIDE #8 1.) SKETCH the fossil-evidence 2.) Interpret the fossil. Inference. What is/was it? 3.) What kind of paleoenvironment was this? 33 4.) What can we NOT conclude/know from this fossil? FORMATIVE ASSESSMENT NAME HOUR INSTRUCTIONS: From the fossil evidence we have looked at and interpreted, draw and color the paleoenvironment that existed when all these animals were alive. Remember to follow Occums Razor AND Uniformitarianism, keep it based on the evidence and keep it simple. Color your picture. You Can either DRAW A PICTURE (see example) OR do the WRITING SAMPLE using the green sentence on the next page. WRITING GREEN: By describing what ALL the fossils looked like when they were alive, I will explain what the surface of the earth looked like when all the fossils were alive. DRAWING My drawing includes ALL the fossils I observed and what they looked like when they were alive AND what the earth looked like when all the fossils were alive. 34 FOSSIL AND PALEOENVIRONMENT INTERPRETATION PROJECT WORK SPACE 35 DRAWING CHOICE RUBRIC ) Above Standard Ideas: My DRAWING is accurate, clear, balanced and focused and is COMPLETELY based on the fossil evidence. (3) Standard Ideas: Ideas: My DRAWING is accurate, clear, balanced and focused and is MOSTLY based on the fossil evidence. Specific details ARE ALWAYS supported by evidence. Specific details SOMETIMES supported by evidence. (2) In Progress Ideas: Ideas: My DRAWING is NOT Very accurate, clear, balanced or focused and is RARELY based on the fossil evidence. Specific details ARE RARELY supported by evidence. (1) Minimal Ideas: My DRAWING is NOT accurate, clear, balanced or focused and is NOT based on the fossil evidence. Specific details ARE NOT supported by evidence. WRITING CHOICE RUBRIC (4) Above Standard (3) Standard (2) In Progress (1) Minimal Ideas: Ideas: Ideas: Ideas: My information is accurate, clear, balanced and focused. Specific details support my main idea. I anticipate and answer questions in the reader’s mind. My information is good and generally accurate, clear, focused and balanced. Most of my details are specific and support my main idea. I answer most questions in the reader’s mind. My information is vague, unclear, and may be inaccurate. My details are general and offer little support. I leave many questions in the reader’s mind. Organization: My writing is well-organized and allows my ideas to be fully developed. Details fit where they are placed. My introduction brings readers in, and my conclusion offers closure. My transitions are smooth and enhance the writing. Organization: My writing is organized. Details are generally well-placed. My introduction and conclusion are fairly solid. My transitions are smooth. My information is somewhat defined, but broad. My knowledge is general and/or not always accurate. I attempt to support my main idea with details. I leave some questions in the reader’s mind. Organization: Organization is attempted, but not always logical. Placement or relevance of details is occasionally confusing. My introduction and conclusion are not always well crafted. I may have some transitions, but they are weak. 36 Organization: My writing lacks a clear sense of direction. Details are minimal and/or confusing. My introduction and/or conclusion are missing. Transitions are missing. ROCKS AND UNRAVELLING THE PAST START WITH BOOK DEFINITION IN BOXES FOR… Fault Fold Intrusion Magma Unconformity ONLINE PLATE TECTONIC DIAGRAM EXAMPLE DRAW IT HOW DOES IT WORK? Watch/listen the demo and write a summary. WHAT DOES IT TELL US OF THE PAST? WHAT WAS HAPPENING? Melt rock into magma Near ancient subduction zone. FAULT FOLD UNCONFORMITY INTRUSION 37 ROCK LAYER PHOTO SEDIMENTATION SEDIMENTATION DEMO EXAMPLE 1 A 2 B 3 A R G COMPARE THE B 3 EXAMPLES M SIMS: C D A M Z YOUNGEST EVENT DIFFS: NEXT OLDEST EVENT WHAT IS THE RULE OR PATTERN HERE? NEXT OLDEST EVENT OLDEST EVENT WHICH TERM DOES THIS BEST FIT? If you see rock layers what can you infer happened in this area in the past? THINKER: Are oldest rocks always on the bottom? DEFEND 38 OH 1.) How are sediments laid down? EXAMPLE 1 2 A R A 3 G B D M C E M COMPARE THE 3 EXAMPLES SIMS: A Z YOUNGEST EVENT DIFFS: NEXT OLDEST EVENT WHAT IS THE RULE OR PATTERN HERE? NEXT OLDEST EVENT NEXT OLDEST EVENT WHICH TERM DOES THIS BEST FIT? OLDEST EVENT Foam Folding Demo HOW FORMED Folding/Tilting 39 WHAT CAUSED IT/ WHAT HAPPENED IN THIS AREA IN THE PAST? THINKER: Are oldest rocks always on the bottom? DEFEND U,I,F-LOCXR EXAMPLE COMPARE EXAMPLES 1-4 SIMS YOUNGEST EVENT DIFFS NEXT YOUNGEST WHAT IS THE GENERAL RULE HERE? NEST YOUNGEST EVENT NEXT YOUNGEST EVENT WHAT TERM DOES THIS RELATIONSHIP BEST FIT? NEXT YOUNGEST EVENT OLDEST EVENT Demo for each of the terms. HOW FORMED WHAT CAUSED IT/WHAT HAPPENED IN THIS AREA IN THE PAST? Unconformity Fault Intrusion 40 LET’S PUT IT ALL TOGETHER EXAMPLES 1 EVENT 1.) LAW 2.) 3.) 4.) 5.) 6.) 7.) INFERING THE PAST IN THIS AREA 1.) What has happened in this area in the past? DEFEND your answer by providing evidence that 8.) 9.) OLDEST 1.) What is older the intrusion of the unconformity? How do you know? 2.) What is older layer P or layer K? How do you know? 41 EXAMPLE 2 EVENT 1.) LAW LOSP 2.) LOSP 3.) LOSP 4.) LOSP 5.) 6.) 7.) LOCCR or LOSP LOOH Z B Z LOCCR P 8.) LOSP 9.) LOSP 10.) LOSP 11.) LOSP 12.) OLDEST (B) Tilting of folding layers Q,O, N,M,L Q INFERING THE PAST IN THIS AREA 1.) What has happened in this area in the past? DEFEND your answer by providing evidence that you can see in the diagram. LOSP 1.) What is older layer L or the unconformity (z)? How do you know? 2.) What is older the intrusion (P) or layer O? How do you know? 42 EXAMPLE 3 EVENT 1.) 2.) LAW (Y) Tilting/folding layers M, D, N, K, B 3.) R 4.) J 5.) 6.) Q Z 7.) 8.) 9.) 10.) (X) Tilting/folding layers E, G, L and C INFERING THE PAST IN THIS AREA 1.) What has happened in this area in the past? DEFEND your answer by providing evidence that you can see in the diagram. 11.) 12.) 13.) 14.) 15.) 16.) 17.) 18.) OLDEST 1.) What is older the fault or the unconformity (Z)? HOW DO YOU KNOW? 43 EXAMPLE 4 EVENT 1.) Unconformity R LAW 2.) 3.) (X) Tilting/folding layers H,I,J,K 4.) 5.) 6.) 7.) 8.) (Y) Tilting/folding layers A,B,C,D,E Unconformity M 9.) 10.) 11.) INFERING THE PAST IN THIS AREA 1.) What has happened in this area in the past? DEFEND your answer by providing evidence that you can see in the diagram. 12.) 13.) 14.) 15.) 16.) 17.) OLDEST 1.) What is older the fault (G) or the intrusion (F)? How do you know? 44 FOSSILS, LAYERS, AND AGE Use the information that you have learned in this unit to answer the following two puzzlers. 1.) You have discovered 5 layers of rocks, starting with a layer of shale, sandstone, limestone, shale again, and then sandstone again (draw it). You are trying to find the oldest fossils. Where will you start looking for fossils? Why? 2.) OK, now you have collected some fossils from each of the layers. You think something is weird based on the fossils you have collected. You find ancient fossils in the top layers and very modern-like fossils in the bottom layers. What the…? a.) Is this possible? b.) Explain c.) What does this information suggest happened in this area in the past? 45 INFERRING EARTHS PAST FORMATIVE ASSESSMENT NAME HOUR Standard III: Students will understand the processes of rock and fossil formation. Objective 3: Describe how rock and fossil evidence is used to infer Earth’s history. ******************************************************************************** a.) Describe how the deposition of rock materials produces layering of sedimentary rocks over time. 1.) How are sediments laid down (deposited) and nothing has happened to them? a.) tilted b.) faulted c.) folded d.) flat 2.) Which best describes how sediments are laid down (deposited) and nothing has happened to them? a.) layered b.) twisted c.) broken d.) melted 3.) If sedimentation occurs slowly how can you have thick deposits of layers? a.) some sediments are big b.) some sediments are small c.) sediments pile up over long periods of time d.) some sediments are round ******************************************************************************** b.) Identify the assumptions scientists make to determine relative ages of rock layers. 4.) Use the diagram to the left to place the events in order. D Unconformity M S Youngest X C A T Y B 46 7.) 6.) 5.) 4.) 3.) 2.) 1.) Y Oldest Unconformity R (X) Tilting/folding layers H,I,J,K (Y) Tilting/folding layers A,B,C,D,E Unconformity M G is a fault USE THE ABOVE FIGURE FOR 5-7 5.) There was an earthquake in this area in the past. What is the strongest evidence of this? a.) sedimentary layers b.) intrusion c.) unconformity d.) fault 6.) Where are older rocks located if they are undisturbed? a.) bottom b.) middle c.) top 7.) How do you know that layer D is older than fault G? a.) Fault G cuts across layer D b.) Layer D cuts across Fault G c.) Layer D is under Fault G c.) Layer D is folded 8.) The law of cross cutting relationships says…. a.) That the oldest layers are on the bottom b.) faults are younger than the rocks they break c.) sediments pile up very slowly d.) magma is always old 9.) Law of superposition states….. a.) That the oldest layers are on the bottom b.) faults are younger than the rocks they break c.) sediments pile up very slowly d.) magma is always old 10.) What tells us that an area had uplift and erosion happening in an area? a.) sedimentary layers b.) intrusion c.) unconformity d.) fault 47 11.) How can older rocks be on top of younger rocks? a.) magma and intrusions b.) intrusions and unconformities b.) magma and unconformities d.) fold and faults 12.) What best describes what fossils tell us about the Earth’s past? a.) The types of fossils can suggest what the environment used to be b.) The types of fossils can tell us exactly what the environment used to be c.) The types of fossils have nothing to do with what the environment used to be d.) The types of fossils cannot tell us what the environment used to be 13.) You are collecting fossils and find the following fossils. Interpret them to determine what the paleoenvironment was. Fossils you find in the same layer: - large cat similar to lion -fossils of gazelle (deer) toes -a chimp jawbone fossil -termites in amber a.) plains d.) temperate forest b.) warm ocean e.) tropical forest -fossil teeth of a large horse c.) river f.) cold ocean 14.) You are collecting fossils and find the following fossils. Interpret them to determine what the paleoenvironment was. Fossils you find in the same layer: - small fish fossils -shark teeth -coral fossils - clam fossils -the jawbone of an eel a.) plains c.) river d.) temperate forest b.) warm ocean e.) tropical forest -vertebrae of a whale f.) cold ocean 15.) You are collecting fossils and find the following fossils. Interpret them to determine what the paleoenvironment was. Fossils you find in the same layer: - fish fossils -turtle shell fossil -duck footprints -fern fossil - alligator leg and toe fossils a.) plains d.) temperate forest b.) warm ocean e.) tropical forest c.) river f.) cold ocean 48 -frog leg fossil 16.) Most dead things do not form fossils because. a.) They have lots of hard parts b.) They get buried right away c.) They decompose or are scavenged 17.) What things will help a fossil to form? a.) hard parts and quick burial b.)soft parts and decomposition c.) slow burial and soft parts d.) hard parts and scavenging 18.) How can you get older layers on top of younger layers? a.) unconformity and fault b.) fault and overturned fold c.) unconformity and fold d.) layers and fold INFERRING EARTHS PAST VOCABULARY TEST 49 TEACHER NOTES 1.) Puzzles that students do on their own are a little too hard. Too many that can be switched. Make them a little more concise with one at the end that is ambiguous. Actually, get them started on example 3 and let them finish on own. That one is pretty straight forward. Use Example 4 as a real thinker. 2.) 50