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?
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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?
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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?
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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
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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
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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
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-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.)
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