Law of Superposition – the principle that states that in sedimentary layers are deposited in a time order with the older layers on the bottom and younger layers on top.

Law of Horizontality – the principle that states that sedimentary rocks are all originally deposited in flat horizontal layers

Continuity – actions at work now are the same actions that were at work in the past

The students will be able to…

-       Explain how sedimentary rocks are formed in flat, horizontal layers, one layer at a time correctly on the lab sheet.

-       Construct a model of how layers form with the older layer below the younger layer in order to study the law of superposition.

1 class period (42 minutes)

Colored sand (at least 3 different colors), clear containers, lab sheet

W – Students will follow the standard lab procedure and the agenda on the board.  The lab procedure will include the question section that will help students to understand why they are doing the experiment. Students will understand they will be formally assessed with the lab sheet and informally assessed through teacher observations.

H – The Grand Canyon bell ringer is meant as the hook.  As they move through the lab I will work it back into my formative assessments as I circulate among the lab groups.

E – The lab itself is a real experience for my students.  They will be able to take an unclear law and make it something concrete.

R – Students will work within their lab groups to reflect and revise their lab answers. As we review the questions in class using the 3-peat questioning students will have to be able to rethink and rework their answers.

E – Students will express their knowledge in the class discussion and the lab report that they turn in.  The review questions will also allow students to evaluate their own understanding.

T – The time while there are collecting data and answering questions will allow the teacher to touch base with each student/group and tailor the instruction to them.

O – The lab set-up will allow for an easy transition from teacher-centered, to student-centered, to teacher-student discuss very easily.

1.  Bell Ringer:  Show the Grand Canyon Rock sequence with the question, “Which layer is older?  How do you know?”

2.  Students will work independently to answer the bell ringer in their notebooks.

3.  Instruct students to share their answers with their neighbor before class discussion.

4.  Ask for one response.  Call randomly on another student to summarize that answer.  Wrap up the first question by asking a third random student for an example.

5.  Repeat the question technique for the second bell ringer question.

6. Present to the class the definitions of law of superposition and horizontality for their notes.

7.  Distribute the lab sheet and have lab groups complete the lab. Circulate among the groups and check for understanding and that they are staying on task.

8.  Reconvene class and discuss the lab questions.  Repeat the 3-peat questioning technique for each of the questions.

9.  Students will then complete the exit questions. The first question will be a simple sequence of rock layers and they have to identify the oldest layer.  The second question will be another sequence except it will be tilted.  The students will still have to identify the oldest layer.

Students will be formatively assessed two ways;

-       Each student will turn in a lab sheet that will indicate understanding of the topic

-       Each student will respond to the review questions at the end of the lesson which will be tied directly to the activity for the day and a PA standard or anchor.

Student progress will be recorded with a grade on the lab and informally with the review questions that will be captured with a response system.