Lesson plan relative dating

06-Mar-2017 13:49 by 3 Comments

Lesson plan relative dating

Determining the Age of Rocks and Fossils, University of California, Berkeley.

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They then see some new vocabulary and get to practice applying it before closing out for the day.

It is the concept, regardless of shape, sediments are always deposited in flat layers.

That also means if the layers are not flat, something has happened to them.

I ask them to concentrate on the bottom shape of the container, and the shape of the sand after it's poured in.

I then pose the question to the class - again, usually focusing on the words "horizontal" and "originality" - what they think this process means.

This 5-12-grade activity introduces students to the idea of sequencing information in overlapping data sets and the Principle of Superposition, which is a core concept in relative dating. Offers history of age dating, stratigraphic principles, rock correlation, fossil correlations, radiometric dating, and the geologic time scale. Short discussion of radioactive dating and stratigraphic principles.

Radiometric Dating and the Geologic Time Scale, The Talk Origins Archive. Provides brief overview of (1) relative dating and stratigraphic methods, (2) absolute dating and radiometric dating, including a table with parent to daughter isotopes and half lives of those isotopes commonly used in radiometric dating, (3) paleomagnetics and (4) geologic time. Includes tables of common radioactive parent isotopes and their stable daughter products, and half lives of common radioactive isotopes.

), and I always have to do things like pass out a new Exit Ticket Tracker (where they keep their exit tickets scores throughout the unit) and give them the opportunity (or at least the instructions) to clean out their binder of unnecessary materials and/or work from the previous unit.

I've never particularly focused on things like essential questions and enduring understandings from a student perspective, as I've always generally felt that those tend to come up organically.

Students come in silently and complete the (attached) Do Now.

After time expires (anywhere from 2-4 minutes depending on the type of Do Now and number of questions), we collectively go over the responses (usually involving a series of cold calls and/or volunteers), before I call on a student and ask them to read the objective out loud to start the lesson.

Most of them are able to do this pretty easily, after which I ask "why? But in the discussion, I also mention that even though we know who is oldest, youngest, and their relative order, we don't know [Note: This reflection is a general thought process for me on starting a new unit.

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