Introduction
In this performance assessment task students will apply their working knowledge of radiometric dating and relative dating in order to support a scientific explanation about how the events of Earth’s geologic history are organized. They will be assigned an Era, Period or an Epoch and be directed to use their interactive science notebook, graphical displays of radiometric data and evidence from index fossils to develop an evidence based explanation which sequences events that occur during their assigned period of Earth’s history. They will use this sequence to develop a scavenger hunt with clues based on radiometric and relative dating data which fellow student will use to correctly organize events appropriately alonga geologic time scale.
Assessable Standards
(Standards completely highlighted in bold are fully assessed by the task; where all parts of the standard are not assessed by the task, bolding represents the parts assessed.)
NGSS:
MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year old history.
SEP: Constructing Explanations and Designing Solutions
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS1-4)(MS-ESS2-2)
DCI:
ESS1.C: The History of Planet EarthThe geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)
CCC:
Scale, Proportion, and Quantity
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-4),(MS-ESS2-2)
Information for Classroom Use
Connections to Instruction
Students have been learning about radioactive decay and geologic time. They are going to collect more details on a specific era.
Approximate Duration for the Task(Based on 45 minute class sessions)
●Formative Assessment #1; Relative Dating - 2-3 sessions
●Formative Assessment #2: Geologic Time Scavenger Hunt Part 2 - 3 sessions
●Summative Assessment: Geologic Time Scavenger Hunt - 1-2 Days sessions
Assumptions
It is assumed that students can:
- Create and/or use a timeline.
- Describe the components and structure of an atom.
- Explain the characteristics of an isotope.
- Describe fossils and explain how they are formed.
- Describe the key features of sedimentary and igneous rocks and explain how the different rock types form. Had the opportunity to learn all content prerequisites prior to engaging in the summative assessment component of this task.
- Been assessed through embedded formative assessments during all of the associated learning experiences and received appropriate support as needed for mastery of the targeted concepts.
- Received explicit instruction and practice on grade level appropriate NGSS Science and Engineering Practices required for successful completion of these formative and summative assessment tasks (See grade band 6-8 in NGSS Appendix F). Such as:
- Use evidence to construct or support a scientific explanation
- Obtain and combine information from books and/or other reliable media to explain phenomena.
- Diagrams of cliffs that can be relatively dated (Google Images)
- Geologic Time Scales
Connecting Targets and Evidence
Claim / Evidence
Looks like/sound like
Science and Engineering Practice: Constructing Explanations and Designing Solutions
Select appropriate evidence from available data to support a claim (Task components 1) / Students use evidence from index fossils to correctly correlate and explain how two layers of rock must have been formed at the same time
Apply scientific principles and evidence to support ascientific model or theory that explainsa real-world phenomena or event. (Task components 1, 2, 3) / Students use Steno’s Laws to relatively date rock formations.
Use evidence obtained from research or from scavenger hunt clues to sequence a events from Earth’s History
Develop and use a model to represent a scientific explanation (Task component 2) / Design and use a model that explains the relative sequence event of geologic time.
Identify gaps or weaknesses in explanatory accounts (their own or those of others).
(Task component 3) / Students provide feedback to developers of ascavenger hunt after using clues and data provided for sequencing task.
Knowledge (HSCE/GLCE or DCI): The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)
Explain how index fossils can only be used to determine relative time scales. (Task component 1, 2 and 3) / Use observations of fossils to identify appropriate location on geologic time scale to determine when the fossil was created.
Describe major events and changes in Earth’s history (geological and environmental.)
(Task component 2) / Research and sequence of events in Earth’s history, using fossil and rock strata data along with the principles of relative dating.
Explain how to use data from rock strata as a way to sequence event’s in Earth’s history.
(Task component 2, 3) / Identify and organize major events in Earth’s history recent to very old (ice age, volcanic eruption, meteor strikes, mass extinctions)
Cross Cutting Concept:Scale Proportion and Quantity- Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Sequencing events according to a unique, relative scale. (Task component 2, 3) / Organize major geologic events into a sequential time scale
Compare and contrast scales used to describe events. (Task component 2, 3) / Explain the similarities and differences between regular time and geologic time.
Assessment Task Overview (Formative and Summative Components)
Core Idea / Crosscutting / Practices / Purpose / Target PE
Relative Dating / Scale, Proportion and Quantity / Constructing Explanations and Designing Solutions / Formative #1 / Relatively date rock formations
Geologic Time Scales / Scale, Proportion and Quantity / Constructing Explanations and Designing Solutions / Formative #2 / Sequence and model geologic events
Geologic Time Scale / Scale, Proportion and Quality / Constructing Explanations and Designing Solutions / Summative / Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6 billion year old history
Assessment Task Components:
Context
This assessment task is composed of 3 components (2 formative and 1 summative.) All of the component tasks are designed to be embedded within a unit on the Earth History. The 3 component assessment tasks provide a map for designing the unit’s lesson sequence.
Scientists cannot go back in time and therefore in order to understand the Earth of the past, scientists must use the concept of uniformitarianism and apply indirect evidence to discover what Earth was like millions of years ago. Students learn about relative and actual dating techniques, then apply them to construct a scavenger hunt used to identify a specific time period in Earth’s history. The student is then asked to analyze and interpret the data they get from following the scavenger hunt to construct a scientific explanation placing the evidence they have into the correct Era.
Task Components
●Task Component 1 (Formative): Relative Dating
●Task Componet 2 (Formative): Developing a Geologic Time Scavenger Hunt
●Task Component 2 (Summative): Geologic Time Scavenger Hunt Part 2
Formative Assessment Task #1: Relative Dating
Directions: Students are given a series of pictures, which show a cross section of different sedimentary rock layers that have been disrupted by intrusions, faults, and other distortions over time. Diagrams can be found on Google by searching for relative dating diagrams. The student uses Steno’s Laws and Index fossil data to sequence the order of events that created the final rock formation.
Evidence Statements:
- Students describe how fossil records provide only relative time scale for rock strata formations
- Studentsuse evidence from fossil record to support rock strata age comparisons.
- Students use understanding of rock formation and fossil formationto make connections between evidence used and claims of relative rock layer ages.
The following link is for an activity that uses relative dating diagrams to relatively date rock sequences.
Formative Assessment Task 2: Developing a Geological Time Scavenger Hunt
Directions: In this performance assessment task teams of students are assigned an Era. Teams use multiple sources of information to gather evidence of the life forms, major geologic events and changes to air/water that were characteristic of the time period. Students use this information to develop a scavenger hunt in which fellow studentswill follow clues from radiometric and relative dating data to correctly place the time period into the geologic time scale.
Evidence Statements:
●Student identifies relative and/or radiometric dating information that corresponds to the time period.
●Student uses multiple sources of evidence to form their clues for the scavenger hunt.
●Student will use the evidence from multiple sources (radiometric and relative dating data) to determine which time period their sample originated.
●Student’s claim will correctly identify the evidence that supports their claim and be able to discuss through correct scientific reasoning why that evidence supports their claim.
Summative Assessment Task: What’s the Era?: Constructing a Scientific Explanation:
Directions: In this performance assessment task students follow a scavenger hunt designed by a team of classmates that uses fossil and geologic evidence to identify the Era of Earth’s history the evidence came from. The studentsindividually analyze and interpret the data provided in order to constructs a scientific explanation to support their conclusion. If students disagree with the conclusion used by the developing team of the scavenger hunt,they should present and support their alternative explanation using appropriate claim, evidence and reasoning.
Evidence Statements:
●Student makes a correct claim based on the available evidence.
●Student correctly identifies multiple pieces of evidence that support the claim from the data and clues provided.
●Student correctly use reasoning to apply their understanding of rock strata formation, fossil formation and relative dating in order to connect their evidence to their claim.
Levels / Level Descriptors
4 / ●Claim is scientifically correct based on the evidence
●Multiple pieces of evidence of multiple types are used and all evidence supports the claim
●All pieces of evidence are linked to the claim through scientific reasoning
3 / ●Claim is scientifically correct based on the evidence
●Multiple pieces of evidence of a single type are used to support the claim (either fossil evidence or geologic evidence but not both)
●Some evidence is linked to the claim through scientific reasoning
2 / ●Claim is scientifically correct based on the evidence
●A single piece of evidence is used to support the claim
●A single piece of evidence is linked to the claim through scientific reasoning
1 / ●Claim is made but is not supported by the evidence
●Evidence is identified but it does not support the claim
●Does not provide reasoning or reasoning is not linked through evidence.
Attachments:
Summative Assessment Task: “Designing a Geologic Time Scale Scavenger Hunt”
Student Directions
Developed by: Amanda Kramer, Karen Kudla; Laura Amatulli
“Designing a Geologic Time Scale Scavenger Hunt”
Student Directions
Instructions for Formative Task Component #2
Instructions: You are geologist that has gathered evidence of Earth’s geologic time events for an era. After gathering the evidence, you decide to see if your geology class can identify the correct Erat that your evidence comes from. You use the fossil and geologic evidence you have discovered to create a time scale of important events and then develop a scavenger hunt that can be used to identify your era.
Research the fossils of life forms, major geologic events and major changes to the air in the atmosphere or water on Earth that occur during the era you have been assigned. You can record your data in the table below.
Fossil and Geologic Evidence
ERA Choice(Precambrian, Paleozoic , Mesozoic, Cenozoic) / Periods of the Era / 2 New Life Forms / 1 Major Geologic Event / 1 Major Change to Air OR Water
1)
2)
Use the evidence in the table above to design a scavenger hunt that will lead a fellow student to be able to identify the era your rock evidence comes from.
What’s the Era? : Constructing a Scientific Explanation
Instructions for Summative Task Component #3
You will be assigned a scavenger hunt designed by a fellow student. Follow the clues and use the evidence you find to identify the era the evidence formed in. Construct a scientific explanation to support your conclusion. Make sure to use appropriate claim, evidence and reasoning.
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