ES: Geologic History and Evolution of Life

9 Components
Unit Overview
Geologic History & Evolution of Life Unit Plan Does This Fossil Exist in New York State? Performance Task Unit 4 Regents-Based Item Bank
5E Instructional Model Plans
Stratigraphy 5E Instructional Model Plan Absolute Dating 5E Instructional Model Plan
Laboratory Experience
Modeling Stratigraphic Columns Modeling Nuclear Decay
Highlighted Resources
Geologic History of New York State ESRT - Three Level Reading Guide Unit 4 Professional Development Booklet
ES Unit 4: ES: Geologic History and Evolution of Life
Browse Components
Unit Overview
Geologic History & Evolution of Life Unit Plan Does This Fossil Exist in New York State? Performance Task Unit 4 Regents-Based Item Bank
5E Instructional Model Plans
Stratigraphy 5E Instructional Model Plan Absolute Dating 5E Instructional Model Plan
Laboratory Experience
Modeling Stratigraphic Columns Modeling Nuclear Decay
Highlighted Resources
Geologic History of New York State ESRT - Three Level Reading Guide Unit 4 Professional Development Booklet
5E Instructional Model Plan:

Absolute Dating 5E Instructional Model Plan

Plan for teaching about absolute dating using the 5E Instructional Model as a framework

5-7 days
See Standards
Earth Science (NY State Core Curriculum, 2005) - Standard 4:
ES 1

Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.

ES 1.2

PERFORMANCE INDICATOR 1.2: Describe current theories about the origin of the universe and solar system.

ES 1.2e

MAJOR UNDERSTANDING 1.2e: Earth's early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior.

ES 1.2f

MAJOR UNDERSTANDING 1.2f: Earth's oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years.

ES 1.2h

MAJOR UNDERSTANDING 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 oxygen-producing organisms evolved.

ES 1.2i

MAJOR UNDERSTANDING 1.2i: The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.

ES 1.2i.i
  • Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct.
ES 1.2i.ii
  • Human existence has been very brief compared to the expanse of geologic time.
ES 1.2j.iii
  • Geologists have divided Earth history into time units based upon the fossil record.
ES 2

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

ES 2.1

PERFORMANCE INDICATOR 2.1: Use the concepts of density and heat energy to explain observations of weather patterns, seasonal changes, and the movements of Earth's plates.

Analysis, Inquiry, and Design SCIENTIFIC INQUIRY (NY State Core Curriculum, 2005) - Standard 1:
SI 1

KEY IDEA 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process

SI 1.2

PERFORMANCE INDICATOR 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts

SI 1.4

PERFORMANCE INDICATOR 1.4: Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world.

NY State Earth Science Reference Tables:
ESRT 7

Generalized Bedrock Geology of New York State (p.3)

Common Core Learning Standards - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:
9-10.R.ST.4

Reading: Craft and Structure

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

9-10.R.ST.5

Reading: Craft and Structure

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 

9-10.R.ST.6

Reading: Craft and Structure

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.

9-10.R.ST.7

Reading: Integration of Knowledge and Ideas

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

9-10.R.ST.9

Reading: Integration of Knowledge and Ideas

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.

9-10.R.ST.10

Reading: Range of Reading and Level of Text Complexity

By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

9-10.W.HST.10

Writing: Range of Writing

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

In this 5E sequence students create their own geologic time scale by researching and sequencing important geologic and evolutionary events. Students then compare and contrast their geologic time scales to the ESRT, and refine their work based on what they learned. Finally, students apply their new learning by creating another geologic time scale within a more familiar time frame such as a year, month, or day.

Resources: