Title of Lesson:
Water to Land Lab
Discipline Focus:
Geology
Grades:
11-12
Benchmarks:
Earth and Space Science
Earth Systems #6
Explain how interactions among Earth’s lithosphere hydrosphere, atmosphere and
biosphere have resulted in the ongoing changes of the Earth’s system.
Scientific Inquiry
Earth Systems #8
Describe the normal adjustments of Earth, which may have been hazardous for humans.
Scientific Inquiry
Doing Scientific Inquiry #5
Summarize data and construct a reasonable argument based on those data and other
known information.
Purpose
Students will create a basic model of how fossils are related to transgressive and
regressive sequences. They will also experience simple field work.
Context
Teacher should be familiar with
1. Basic sedimentation laws
a. Law of original horizontality/superposition
b. Law of uniformitarianism
c. Unconformities
2. Sedimentary environments
3. Grand Canyon stratigraphy, for discussion purposes
4. Basic fossil record
Prerequisite student knowledge:
1. Deposition processes
2. Weathering and erosion
3. Topography
4. Map reading
5. Geologic time
6. Basic biology
7. Use of research materials
Lesson Series
This lesson could fit in several series such as a sedimentary rock/deposition unit, global
warming unit, geologic time, or a paleontology unit.
Planning Ahead
Materials
1. 30 flags
2. 30 pictures of organisms to attach on flags
3. Data table
4. Stopwatch/whistle
5. Blank map of field site. This is a simple outline of the site only.
6. US map
7. Clipboards
8. GPS if available
Preparation
1. Flag preparation. Prepare the flags by attaching pictures of organisms to flags
with staples or tape etc.
2. Make copies of data tables, and maps
3. Place flags at field site to represent a land/beach/water environment. Group
land/beach/water organisms together respectively. The flag numbers should not
correspond
4. Make key for field site so that it is understood which flag numbers are where.
This is for the teacher only.
5. On a blank map of the United States on 8.5 x 11 paper, draw field site so that it
fits on map. This is to represent the occurrence of fossils across the United States
representing a transgressive sequence.
6. On a rainy day, the classroom could be used as the field site. An map of the
classroom could become the map of the field site.
Additional resources
JLM visuals CD ROM
Earth Revealed: #17 Sedimentary Rocks, the Key to Past Environments
(Annenberg/CPB Collection)
Internet
Transgression and Regression worksheets from Earth Science: Geology, the
Environment, and the Universe---McGraw-Hill Companies
Motivation
Short clip of Indiana Jones to inspire the thrill of what sediments/organisms mean
about the history of the earth
OR
Remind students that global sea levels are currently rising. This is a relevant
issue, not just a historical lesson.
OR
Class discussion on where Dinosaurs/Mosasaurs have been found. Ask the
question, “Why are they there?”
The Lesson
Day 1: Data collection
1. Students receive clip boards, blank map of field site, and data table.
2. Class goes to designated field site.
3. Students canvas the field site reading each flag and filling in data table by
drawing the creature from each flag at the appropriate flag number on the date
table.
4. They must also make a mark on map where flag is found.
5. The teacher should stress to students that this is like real field work for museum
or university where time is money, they can’t take all day.
6. Students are finished with field work when all 30 flags are on data table.
Day 2: Data transfer and interpretation of data
1. Ask students if they can make anything out of the information on the data table
2. They probably can’t, and that is okay.
3. Have the students look for commonalities
a. Can they find related groups of creatures? Three different groups?
4. Look at data again for common themes.
5. Can students place organisms in particular environment?
6. May have to look up the creatures they don’t know on the internet or in books. At
this time remind them that in university/professional life other people and
recourses would be available to them.
7. Eventually they should have three groups of organisms (can be any kind of group
at this point).
8. Students should realize that the characteristics of the animals dictate they
environment they live in.
9. Students have three groups of organisms representing land, the beach, and the
ocean.
10. Make a larger scale comparison by positioning the flag location map on top of a
map of the United States. This can be done by drawing the flag map on the US
map or by the use of transparencies.
11. Ask students what this pattern means.
12. They should be able to identify that a transgression of the ocean occurred across
the US.
Assessment
Participation (based on discussion)
1. Did students fill in the data table and map?
2. Did students draw informed conclusions?
Data table and map completion (graded)
This information is part of a unit test
Attachments
fossil pictures, example flag numbering scheme, example of field site map, data table,
US Map with field site superimposed
Example Flag Numbering Scheme
Land
1-3
6-8
11-13
16,17,21,22,26,27
Beach
4,9,14,18,19,23,28
Water
5,10,15,20,24,25,29,30
Data Table and Observations
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Notes: