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# How can we correlate fossil evidence

By Norma Wood,2014-05-06 12:27
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How can we correlate fossil evidence

How can we correlate fossil evidence?

Student Hand-out

1. Creating Initial Models

a. In the box below draw and/or write the different fossils that you know.

b. Draw and explain how you think scientists sequence events to determine

the age of the layers of rock using fossils?

2. Observations and activities (student’s gathering and/or using observational data; highlighting the Nature of Science)

a. Reconstruct a scrambled comic strip. How did you decide the sequence of

events in the comic strip?

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_______________________________________________________________

b. Nonsense syllables sequencing activity 1 (guided)- spread the cards with

the nonsense syllables on the table and determine the correct sequence of

the eight cards comparing the letters that are common to individual cards,

and therefore, overlap. The first card in the sequence has “C 1, Set A” in

the lower left-hand corner and represents the bottom of the sequence. The

“TC” card is the oldest of the fossils and the cards on top of it are the

younger fossils in the younger layers of the rock. Interpretation questions:

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i. How do you know that “X” is older than “M”?

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ii. Explain why “D” in the rock layer represented by DM is the

same age as “M.”

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iii. Explain why “D” in the rock layer represents by OXD is older

than “D” in DM.

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iv. Name the index fossils on the list.

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c. Nonsense syllables sequencing activity 2 (independent)- interpretation

questions:

i. Name the index fossils

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ii. Name the youngest index fossil

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iii. How did you decide on the correct sequencing of the fossil C?

Which one, C, is the oldest and in what layer can you find it? ____________________________________________________

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iv. If I find a fossil G in North America, in what layer do you

think I can (possible locations) find G in Asia?

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v. If a scientist in Russia finds a fossil X in the third layer of

rocks from the top (youngest), will you believe him? Explain.

If he/she insists that he/she truly found X in the third layer of

the younger rocks, what should happen to support his claim?

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3. Revision of models (students revise their models based on new data). Based on what

you learned from the activities above, revise your model below.

a. Draw and explain how you think scientists sequence events to determine

the age of the layers of rock using fossils?

____________________________________________________

____________________________________________________

3

4. Additional Experiments (students performing basic experimentations and gathering

data using pictorial models)

a. Carefully examine the second set of cards which have sketches of

fossils on them. The oldest rock layer is marked with the letter “M” in

the lower left-hand corner. Arrange the fossils from oldest to youngest

with the oldest layer in the bottom and the youngest on the top. Keep

in mind that extinction is forever. Once an organism disappears from

the sequence it cannot reappear later.

i. Which fossil organisms could possibly be used as index fossils?

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ii. Name three organisms represented that could not be used as

index fossils and explain why.

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b. Nonsense syllables sequencing activity 3, working with other

groups/other scientists (independent).

i. Which one is the youngest fossil?

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ii. Name the index fossils.

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iii. Based on this activity, how do scientists work with other

scientists to create a sequence of events?

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5. Revision of models (students revise their models based on new data). Based on what

you learned from the activities above, revise your model below.

a. In the box below draw and/or write the different fossils that you know.

b. Draw and explain how you think scientists sequence events to determine

the age of the layers of rock using fossils?

6. Analysis of Models: Building Analogies (think-pair-share; discussion of strengths

and limitations of models)

Model Target Strength of the Analogy Weakness(es) or

limitations of the Analogy

i.e. groups in scientists Students can see how Scientists work with a

class sharing working group’s data gets global network/macro

findings to with each incorporated to create a level and it usually takes

other groups other to pattern and establish decades for them to find,

to create a create a sequence in a micro scale establish, and test patterns,

pattern and sequence, level. models, or theory.

establish theory, or

sequence models

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7. Sharing data, models & explanations (group reporting and class discussion)

8. Argumentations- Presentation of models (initial model, revised model, rationale,

etc.), explanations, differences among models, questions about models, etc.

Making a final class model.

9. Further questions (from students; optional as time permits)

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