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Fossils, Rocks, and Time This online book, published by the U. Geological Survey, discusses the use of fossils in determining the age of rocks.
The book covers how to place events in correct temporal order, a description of the geologic time scale, the use of fossils to indicate rock ages, the law of fossil succession, index fossils, and radioactive dating.
Ask your colleague teaching history: She or he can tell you students have difficulty conceptualizing and contrasting the different historical eras, such as the medieval period in Europe and the colonial period in America.
However, to many middle school students, these answers boil down to variation on a single theme: really old, a long time ago, and for a long time.
A Formative Assessment of Geologic Time for High School Earth Science Students Earth science courses typically include the concept of geological time.
The authors of this study attempt to move past traditional assessment practices and develop a formative assessment of students’ understanding of the construction of the geologic time scale and how it is interpreted.
Through this approach, students are challenged to conceptualize the geologic time scale by comparing it to a student-produced time scale for an older adult’s life.
This formative assessment allows the teacher to alter instruction based on students’ feedback.
It is based on AAAS Project 2061’s curriculum-materials analysis procedure which was developed over several years with funding from the National Science Foundation and in consultation with K–12 teachers, materials developers, scientists, teacher educators, and cognitive researchers nationwide.
Geologic Time: Online Edition An online edition of a general interest publication from the U. Geological Survey gives an overview of the concepts associated with the age of the earth.
Section headers are: Geologic Time, Relative Time Scale, Major Divisions of Geologic Time, Index Fossils, Radiometric Time Scale, and Age of the Earth.
The answers to most of these questions differ by billions of years.
In order to gain that understanding, students need numerical literacy, including both comprehension of scientific notation and an accurate concept of the difference between a million and a billion. This publication contains resources designed to do three things.
Additionally, knowledge of the nature of science in general, and geologic science in particular, is needed. The first is to complement teacher content knowledge and its relationship to the nature of geologic science.