GEOLOGY FOR TEACHERS
GEO 204 K3
SUMMARY OF LESSON PLANS AND CLASS PRESENTATIONS
APRIL 22nd, 2009
Winter Semester 2009
Dr. Sandy, Department of Geology,
University of Dayton
GEOLOGY FOR TEACHERS - GEO 204 K3 WINTER 2009
CLASS ACTIVITIES AND PRESENTATIONS
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Discovering Fossils page 3
Caitlin Tencate, Maggie Hermanson, Kelly Shoemaker
Grade: Middle Childhood
Earth Structure page 8
Mackenzie Harrington, Paige Gilligan, Michelle Abbate, and Ashley Scudder
Grade: 5
Wind Erosion page 13
Melissa Breisch, Emily Kelly, Tyler Sarkis
Grade: Fourth
Solar System page 16
Kayli White and Anne Riley
Grade: ?
Ohio’s Geological Time Line page 20
Livi Allegretti, Jenni Bucher, Kirstie Snyder, Amanda Wiegand
Grade: Middle School
mountain maker earth shaker page 22
Sarah Zinsser, Alexis Triffon, Lauren Lecklider, Leah Anaya
Grade: 8-9
Tornadoes page 25
Valerie Rozzo, Katie McHugh, and Kim Smethurst
Grades: 3-5
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Discovering Fossils
Caitlin Tencate, Maggie Hermanson, Kelly Shoemaker
Grade: Middle Childhood
1. Connections
Learning goal: The children will be able to identify the fossils that they find.
Assessment of Prior Learning: The students will be asked a few questions about fossils prior to the actual lesson to see what they already know about fossils.
Prior & Future Learning Standards Connections: The students will be able to work on their skills to identify fossils. They will be able to tell which fossils they have dug up. They will use the candy in the lesson as a connection to real fossils.
2. Learning Objective(s)
Learning Objective(s): The students will be able to identify all of the fossils they have dug up and a bit of background information on each fossil. The background information will be the time period that each of the fossils are from and the location where the fossils where found
Standards:
OH- Early Learning Content Standards•Content Area :Science
•Topic :Earth and Space Sciences for Middle childhood
•Middle childhood Grade 6 Organizer :Processes that
Shape the Earth
Indicator :4. Explore and compare changes in the environment over
time (e.g., soil erosion, fossils, outdoor temperature).
IEP Goal(s)/Objective(s): For those students who have an IEP based upon what is on their IEP they can complete the activity to the best of their ability. If needed they can work one on one with the teacher until they understand how to identify the fossils on their own.
3. Student Grouping
Student Grouping: The students can work together in groups of two or three to complete the lesson. It is important for the students to work together and then attempt to identify some of the fossils on their own. Working in a group is important for children’s social development.
4. Methods/Instructional Strategies
Methods/Instructional Strategies: We plan to present a power point explaining our activity and to show the students which fossils they will be digging for. We will give them a work sheet to work off of. Then we will explain to them the assignment and help them if they need too. The students can also use their notes from class if needed to help them identify the fossils.
Instructional Modifications/Differentiated Instruction
Instructional Modifications: For those students who do not fully understand the concept of digging for the fossils on their own then identifying them, that student can be assisted by another student who does understand. The student can also ask for assistance from the teacher if needed.
5. Activities:
Activitie: ?
The students will be allowed ten to fifteen minutes for the activity.
Fossil Identification:
The students will be given a cup filled with pudding and crushed Oreo’s. In side this mix will be gummy candies that the students will dig for. Once they have found all of the gummy candies they will attempt to identify which candies would be which fossils.
6. Resources and Materials (including technology)
· Resources and Materials:
- Power point
- Chocolate pudding
- 6 different types of Gummy candies
- Containers for the mixtures (plastic cups)
- Forks
7. Assessment/Evaluation
Assessment/Evaluation: Once the students have completed the activity they will be asked to tally the fossils they have found on the board.
Fossil Finding Worksheet
This activity would be appropriate for grades 5-7th in science class.
Materials needed:
Chocolate pudding
Gummies-around 6 different types (one for each fossil)
Containers to put the pudding gummy mixture in (cups, baggies, ect.)
Forks and Spoons
For our lesson we will be using a PowerPoint to teach the lesson. We will begin with the background information on fossils such as where they can be found and what types of fossils there are. We will then pass out the activity worksheet which will have some bullet points of background information and each gummy with what fossil it represents. There will be space by each “fossil” for the students to take notes of what it is. We will then have one slide for each gummy/fossil giving detailed information about each one. Once we have finished going over the fossils and gummies we will divide the class into groups of two or three and then pass out the pudding gummy mixture. The class will then be able to dig for fossils and mark down each one on the worksheet. As a class we will then make a chart of the number of each fossil found to show which fossils are more popular and easily found. We will then conclude the activity by wrapping up the activity discussing what each group found.
Lesson Plan Attached which explanation the Ohio Science Academic Content Standards
Discovering Fossils
Name:______
Background information:
Define Fossils:
Found in Fossil Park Sylvania, Caesar Creek Emergency Spillway, Hueston Woods State Park and a few other popular Cincinnati and Dayton locations.
Gummies/Fossils:
Coral-regular Gummy Worms
Bryozoa-Gummy Bears
Cephalopods- Sour Gummy Worms
Brachiopods-Gummy Cherries
Clams-Gummy Tarantulas
Trilobites-Sour Lighten Bugs
Five Questions for Discovering Fossils
True or False
1. Brachiopods are the state fossil?
2. The literal definition of fossils is “having been dug up”?
Multiple Choice
3. Popular fossils in Ohio can be found at:
A. Cedar Point
B. Caesar Creek
C. Baujan Field
D. Lake Michigan
4. What time period were fossils from Caeser Creek found?
A. Triassic
B. Cambrian
C. Ordovician
D. Paleogene
5. Define Trilobites:
Activity: Building a eatable layers of the crust model.
Mackenzie Harrington, Paige Gilligan, Michelle Abbate, and Ashley Scudder
Grade: 5
Standards: Grade 5: The Universe- Number 3: Describe the characteristics of the earth.
This is the description of our layers of the crust activity:
When the students arrive to class have them sit in groups of two or three depending on your class size. Then show your power point and you may want to include a worksheet with vocabulary words that relate to the earth’s crust. After the power point you can appoint a student to help you pass out the cups and spoons for each student. Then you start with the inner core, which ice cream is used for, and describe how the ice cream represents the inner core. Have the students put the ice cream into their cups. Then describe to the students the outer shell which Chocolate hard shell or crunched up cookies can represent. Explain to the students that the reason they use cookies or hard shell syrup is because the outer core is a partially melted core. Next comes the mantle. Tell your students the characteristics of the mantle and be sure to remind them that the mantle has crushed up rocks mixed in it. Tell them that sprinkles represent the rocks that are mixed into the mantle. Lastly tell the students about the crust which is the layer that human life exists on. You can use graham crackers to represent the crust. Then you can ask the students to look at the clear cups and use a sharpie and label the layers of the earth. Have the students split the treat and put some on the plate .
Vocabulary:
Mantel: A thick shell of rock that separates Earth’s crust above from the core below.
Crust: The thin outermost layer of Earth
Inner core: The inner most part of the earth that is solid
Outer core: The outer part of the core which is partially melted.
Materials: Clear plastic cups, Spoons, Ice cream, graham crackers, crunched up cookies, Chocolate hard shell syrup, and cool whip mixed with sprinkles, little plastic plates.
Pre-class Preparation: Split the students into groups of two or three. Create a power point to explain the layers of the earth’s crust and how each food item relates to each layer. On the power point include pictures that show the earth’s layers. Also, you need to have the cool whip and sprinkle mix already prepared.
Instruction Method: When the students arrive to class have them sit in groups of two or three depending on your class size. Then show your power point and you may want to include a worksheet with vocabulary words that relate to the earth’s crust. After the power point you can appoint a student to help you pass out the cups and spoons for each student. Then you start with the inner core, which ice cream is used for, and describe how the ice cream represents the inner core. Have the students put the ice cream into their cups. Then describe to the students the outer shell which Chocolate hard shell or crunched up cookies can represent. Explain to the students that the reason they use cookies or hard shell syrup is because the outer core is a partially melted core. Next comes the mantle. Tell your students the characteristics of the mantle and be sure to remind them that the mantle has crushed up rocks mixed in it. Tell them that sprinkles represent the rocks that are mixed into the mantle. Lastly tell the students about the crust which is the layer that human life exists on. You can use graham crackers to represent the crust. Then you can ask the students to look at the clear cups and use a sharpie and label the layers of the earth. Have the students split the treat and put some on the plate then Dig in and enjoy!
Motivational Adaptations: The main thing that motivates the students is that they get to eat their creation after they have correctly constructed it.
Classroom management/ Safety Concern: It could be a germ issue if the students do not split the dessert and use their own spoons. There could also be a problem if your students are disruptive and use the food for non classroom reasons.
Evaluation/ Assessment: You can ask the students to finish the second half of their worksheet after they finish their creation. Ask them to turn it in after class and grade it depending on how well they understood the material
Extensions: The class after the first class, group the students into groups of four and have a competition to see which group remembered the most about the lesson the previous day. You can also create a lesson focusing on the earth and the solar system.
Worksheet
Crust
1. Made of ______percent of the earth.
2. Made up of the ______and ______.
3. The crust is ______km thick (continents) and ______km thick (ocean basins).
4. It is ______degrees ______.
5. The crust is made of ______rocks which is composed of ______and ______.
Mantle
1. The mantle is separated into the ______and ______mantle.
2. The mantle is where most of the ______of the earth is located.
3. The mantle is about ______km thick.
4. The mantle is ______degrees ______.
5. It consists of rocks composed of elements ______, ______, and
______.
Outer Core
1. The outer core is made up of ______.
2. It is composed of ______, ______, and ______.
3. The outer core is very ______and is the ______part of earth.
4. It is ______degrees ______.
Inner Core
1. The inner core is ______.
2. It is composed mostly of ______.
3. The inner core is ______degrees ______.
4. The ______and ______are so great that the ______are squeezed together and not able to move.
Label the Layers of the Earth
1. What is the heaviest part of the earth that is in a liquid state?
2. What are the four layers of the earth?
3. Name one characteristic for each of the four layers of the earth.
4. The earth's core is divided into two parts. Name them.
5. What is the weakest layer of the earth?
Wind Erosion
Melissa Breisch, Emily Kelly, Tyler Sarkis
Grade Level: Fourth Grade
Description: The lesson will start with asking the students if they have a definition for what erosion is. We will then continue with an activity to give the students somewhat of an idea of what exactly erosion is. They will perform experiments in groups of 2 or 3 with sand to gain an understanding of when erosion occurs. We will then ask discussion questions about the activity and go on with further explanation. After the experiment takes place, we will talk about the five different types of erosion and ask the students which type of erosion they saw in the experiment. We will also make connections during the lecture with real life occurrences including the Sahara Desert and the Dust Bowl. To conclude our lesson, we will explain how we can be the cause of erosion and have somewhat of an effect on it.
Materials:
Sand
Cardboard Boxes
Pencils
Paper
Water
Plastic Chips
Pebbles
Coins
Lesson: Perform the activity to gain an understanding of erosion before getting a start on the actual lecture. We will introduce information about wind erosion using a power point presentation. It is important that we explain clearly and thoroughly the lesson so students understand. We will stop and make sure students are able to ask any questions they may have throughout the lesson.
Activity:
1. Begin with putting the class into groups of 2 or 3.
2. Each group should have a box with its top and one side removed.
3. Students should form a pile of sand in the middle of the box bottom.
4. Students will then be instructed to blow lightly over the sand from the open side of the box.