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Timeframe: 10 minutes

Materials: Sticky notes (1 per student), Earth’s History in 1 Minute Youtube Video (Abroad in the Yard, 2014)

Learning Activity Instructions:

1. As students enter the classroom, they should be given a sticky note.

2. The question, “How do we know about the events in Earth’s history?” should be displayed for students.

3. The teacher should show students Earth’s History in 1 Minute Youtube Video (Abroad in the Yard, 2014).

4. Students should be guided through a double Think-Write-Pair-Share activity.

5. Students should be given 2 minutes to write their answer to the displayed question on their sticky note.

6. Next, students should pair up and discuss their ideas for 1 minute.

7. Next, the pairs of students should find another pair, then discuss as a group of four.

8. The teacher should then call on small groups to share the comments that came from their small-group discussions. The teacher should lead students to the conclusion that rock layers inform us of events from Earth’s history.

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Timeframe: 25-30 minutes
Materials: 2 bite-size candy bars for each student (preferably 1 bite-size snickers and 1 other bite-size candy bar), plastic knife, paper plate, edible rocks lab sheet
Learning Activity Instructions:
1. Before the lesson, the teacher should purchase bite-size candy bars, plastic knives, and paper plates and move students’ desks into collaborative groups (2-3 students).
2. Based on students’ contributions on their individual sticky notes and contributions to the  small- and large-group discussions, the teacher should place students in their Edible Rock Lab collaborative small groups.
3. The teacher should distribute supplies to each student, remind students not to eat their lab supplies until told to do so, and instruct students to unwrap their first candy car (Suggested: snickers bar).
4. The teacher should instruct the students to cut their candy bar “rock” in half.
5. Students should be instructed to draw the cross section of the Snickers bar and to observe the layers found within the “rock.” Suggest that each student draw the chocolate, the nougat, the caramel and the peanuts.
6. The teacher should ask the students which layers or features may have formed first.
7. After class discussion, students should complete questions 2-4 on the lab sheet, citing specific reasons why they answered the way they did.
8. Discussion Question: How can studying rock strata inform us about Earth’s history?
9. Throughout the activity, the teacher should move throughout the room helping students complete the activity, asking guiding questions, and encouraging discussion among students. 10. The teacher should then lead students in a class discussion of how rocks form. For example, lava flows, solidification of sand or mud, etc.
11. The teacher should then ask students to draw step-by-step pictures of how they think the snickers rock formed. For example, the caramel could represent a lava flow, the peanuts could represent large boulders, the nougat could represent solidified sand, etc.
12. Students should be guided to draw the oldest layer first, then the next oldest layer, then the next oldest layer, then the youngest layer.
13. The teacher should then provide students with another bite size candy bar (suggested: KitKat, Baby Ruth, etc.)
14. Students should complete questions 1-4 on the back of the Edible Rock Lab Sheet about their new rock independently.
15. The teacher, throughout this independent portion of the activity, should provide students with critical feedback. This will serve as a formative assessment for this activity.

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Timeframe: 25 Minutes

Materials: Relative Ages of Rock Article and Laws and Layers Explain Section Formative Assessment

Learning Activity Instructions:

1. The teacher should place students in pairs and provide each student with a copy of the Relative Ages of Rock Article (CK-12, 2015).

2. The teacher should introduce the article by explaining that this article describes the observations students made in the Edible Rock Lab and introduces some new challenges that scientists face when determining the age of rocks.

3. The teacher should explain that the pairs should complete a partner read in which one partner reads one paragraph then the other partner summarizes what was read in 10 words or less. In the right margin, students should write the 10-word or less summary next to the paragraph. Students should switch roles for the next paragraph and repeat the process until they have finished the article.

4. At the end of the article, in the blank space provided, students should write what they think are the 3 big ideas from the article.

5. What were the key takeaways from the Relative Ages of Rock article?

6. Once all students have finished reading the article, the teacher should lead the class in a discussion of the “big ideas” students found in the article. Specifically, the teacher should address the Law of Superposition, The Law of Lateral Continuity, The law of Original Horizontality, The Law of Crosscutting Relationships, and Unconformities. If necessary, the teacher should review the diagrams provided in the text to explain each concept more clearly.

7. Students should be provided with the Laws and Layers Explain Section Formative Assessment. The teacher should explain that this is a quick check-in to see how each students' learning is progressing and that each student would receive specific feedback that would help them better understand this tricky concept!

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Welcome to CK-12 Foundation | CK-12 Foundation

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Timeframe: 160 minutes (minimum)

Materials: Law of Superposition 3D Model Project, various craft supplies (clay, cardboard, construction paper, glue, tape, scissors, pipe cleaners, etc.)

Learning Activity Instructions:

1. The teacher should introduce the activity by explaining that around the world, the rocks below the surface we walk on look very different. The teacher should engage students in a conversation about where they live, places they would like to visit, etc.

2. Students should choose a location they would like to know more about.

3. The teacher should discuss the project requirement with all students, specifically addressing all aspects of the provided rubric.

4. Students should begin by planning their project, researching their selected area, and gathering supplies. The teacher should constantly move throughout to address any questions or concerns.

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Timeframe: 15-20 minutes

Materials: Attached image.

Learning Activity Instructions: The teacher should instruct each student to, on a sheet of paper, rank (from oldest to youngest) the age of the rock layers in the diagram attached (A – H).

Students should then carefully explain their reasoning for ranking this way. They should include terms such as The Law of Superposition, The Law of Lateral Continuity, The Law of Original Horizontality, The Law of Crosscutting Relationships, Fault, and Unconformities