Time Line Reporters
photo: Andrew MacRae


Author:
Dan Green, Necedah Area Schools, Necedah, WI 54646 dgreen@necedah.k12.wi.us

Grades:
8-9, Earth Science

Overview of Lesson:
This activity is used to develop the concept of a geologic time line. Students use prior knowledge and misconceptions to place animal life on a geological time line. The students then research to place the animals in the correct position and develop theories as to their inaccuracies. Students then break the time lines into zones to be identified as periods in geological history.

Suggested Time:
90 minutes or 2 45-minute class periods

Students' Prior Knowledge:
The students need a basic knowledge of number lines. The students will use information and misconceptions about the geological history of animal life on earth they have learned from previous classes and media.

Materials:

• meter sticks
• cutouts of animals (living and extinct)
• time line paper (tape sheets of computer paper together end to end or use banner paper)
• transparent tape
• colored pencils

Teacher Notes:

• Tape 4.6 meters of paper on the board or on a wall. Draw a line through the center of the paper. Label one end of the line today and the opposite end of the paper 4.6 billion years ago.  Divide the students into small cooperative groups (2 or3 students per group) have each group place a drawing of and the name of an animal directly beneath the time line to represent when they feel the animal would have first existed and draw an arrow to when they feel that the species would have died off. (Give each group only one animal)

• Give the students the un-graded pretest and activity sheet.

• Explain the student activity, and grading procedure if it is going to be graded. (A student developed rubric works well for this activity) Allow the students time to research and to prepare a five-minute presentation about their animal.  (About 30 minutes, or the remainder of the class period)

• At the beginning of the second class period, allow some time (5-10 minutes) for completion of the small group reports. Have the students present their reports and place a picture and name of their animal above the timeline to represent when the animal first came into existence and then draw and arrow to show when the species died off.

 

Student Activity Sheet

Pre-activity Test Questions:

• Could fish (ocean dwelling) remains be found in the central part of the United States? (Kansas)
  
  
• Why do we not find dinosaur fossils in Wisconsin?
  
  
• When did dinosaurs live?
  
  
• When did mammoths live in relation to when dinosaurs lived?
  
  
• What size were dinosaurs?
  
  
• On a geological time line when did Homo sapiens first appear?
  
  
• How long ago did the animal you are going to research appear and when did it disappear?
  
  

Student Activity:

1.Within your groups, discuss when you feel the animal you selected first existed and when that species went extinct if it no longer exists.

2. Place the drawing and the name of the species you selected under the time line to indicate when you feel it evolved, draw a line to indicate when it became extinct.

3. Working in your groups, complete the pre-activity test.  The pre-test will not be graded.

4. Working in your groups, investigate the animal you have selected. Remember to find out:

• When the animal lived, calculate where to place the time frame on the timeline.
  
  
• What the animal ate.
  
  
• The size of the animal.
  
  
• What type of environment the animal lived in.
  
  
• What part of the world the animal lived. (Where it did not live)
  
  
• How the animal moved. (Walked on four legs, two legs, flew, crawled, fast, slow, etc.)
  
  
• Animals we could use for a comparison. (living today)
  
  
• Where could we go to see one? (A particular museum, library books, your back yard)
  
  
• Include photographs or drawings.
  
  

5. Develop a five to ten minute oral presentation for the class.  The presentation will be grade by your peers using student-developed rubrics.

Vocabulary:  
(words you learned during the investigation, include definitions)

Teacher resources: 
Prehistoric plant and Animal picture sheets are available at:

Denver Earth Science Project
Office of Special Programs and Continuing Ed.
Colorado School of Mines
Golden, Colorado 80401

Interdisciplinary Connections:
Math- Development of ratios, time line,
Language Arts- Writing reports, using reference materials,
Art- Drawing

Extension Activities:
After the students have finished their reports and have placed the animals that they have researched onto the time line in the correct place. Discuss with the students the natural divisions on the time line and use the time line to introduce geological periods.

Wisconsin State Science Standards:
A.12.6
http://www.dpi.state.wi.us/standards/scia12.html
Identify* and, using evidence* learned or discovered, replace inaccurate
personal models* and explanations* of science-related events

B.12.5
http://www.dpi.state.wi.us/standards/scib12.html
Explain* how science is based on assumptions about the natural world and
themes* that describe the natural world

C.12.3
http://www.dpi.state.wi.us/standards/scic12.html
Evaluate* the data collected during an investigation*, critique the data-collection
procedures and results, and suggest ways to make any needed improvements

C.12.6
http://www.dpi.state.wi.us/standards/scic12.html
Present the results of investigations* to groups concerned with the issues,
explaining* the meaning and implications of the results, and answering questions in terms the audience can understand

F.12.7
http://www.dpi.state.wi.us/standards/scif12.html
Investigate* how organisms both cooperate and compete in ecosystems

F.12.8
http://www.dpi.state.wi.us/standards/scif12.html
Using the science themes*, infer* changes in ecosystems prompted by the
introduction of new species, environmental conditions, chemicals, and air, water, or earth pollution