geologic time travel brochure

Geologic Time Brochure Project

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Transport your students through time with the  Geologic Time Brochure Project , a captivating and inventive resource designed to review or introduce geologic history. This travel brochure project challenges students to become time-travel guides, enticing explorers to visit past eras through an engaging blend of informative brochures and catchy songs. With background information on geologic history, clearly defined tasks, and assigned point values, this project is a no-prep gem for educators, ensuring a seamless integration into your curriculum.

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An invaluable addition to any Earth Science curriculum for middle and high school students, this project combines creativity with academic rigor. By tasking students with crafting informative brochures and songs, it not only reinforces their understanding of geologic time but also hones their research, presentation, and communication skills.

This resource fosters a dynamic learning environment, allowing students to actively participate in the exploration of Earth’s history while providing educators with an engaging and structured tool to assess student comprehension and creativity.

Grade Levels: 6th – 12th Total Pages: 13 Teaching Duration: 3 Days

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Students investigate and research earth's geologic time periods, they examine how fossils help us understand the past, they use the Internet to research and collect information about the animals, plants, and environment of each of the time periods. In this unit, students will use the Internet to conduct research and learn about geological time periods. Half of the activities take place in the classroom to introduce students to the geological time scale and its components.

The other half of the activities takes place in the school library, where students are taught how to properly access information on a given topic. Additionally, the computers with Internet access in the library serve as a crucial resource to support student activities. This project uses modern technology to allow students to investigate the past.

Objectives:

Students will:

• Investigate and research the geologic time periods and explore the basis by which they are defined.
• Comprehend how fossils help us broaden our understanding of the past.
• Collect information on the animals, plants, and environment of the time periods.
• Improve their skills in using the Internet to research topics.
• Create a travel brochure to depict what life was like during the time periods.

Information on fossils and geological times

http://enchantedlearning.com/subjects/Geologictime.html

http://museum.vic.gov.au/prehistoric/what/geotime.html

http://rom.on.ca/quiz/fossil

http://pubs.usgs.gov/gip/fossils/contents.html

Teaching Point: The earth's history is divided into segments.

Do Now: Name examples of things that are divided into separate sections.

The scale is divided into four subdivisions of time:

•  Eons-this is the longest subdivision and it is based on the abundance of fossils.

•  Eras-this is the next longest division and is based on major changes in the world and the fossils present.

•  Periods-these are subdivided eras and are characterized by what life existed worldwide.

•  Epochs-further subdivision of time and also takes into account different life forms but based on regions. For example the Mississippian, Pennsylvanian.

Activity: Make a time line based on either your day or your life so far. Divide the activities or events into eons, eras, periods, and epochs. Remember the longest subdivision of time (eons) and the shortest (epochs).

Share: We will discuss the timelines created by the student.

• Look for a medium sized shell at home. (I will hold up an example).
• Using enchantedlearning.com, print out the Geologic Time Scale: http://enchantedlearning.com/subjects/ Geologictime.html

Teaching Point: Fossils are one of the items or tools used by scientists to make a time line.

Do Now: I will pass around shark teeth. What are they? What information can you get from these items?

Fossils are remains, imprints, or traces of prehistoric organisms. They are the evidence of when and where an organism lived and how they lived.

Conditions needed for fossils to form.

•   Fossils can only be formed from hard parts, e.g. bones, shells, and teeth.
•   Scavengers are less likely to eat these parts.
•   These parts also decay very slowly.

If a dead organism is covered in sediments before being eaten by scavengers, it has a better chance of being fossilized.

Activity: Fossils will be handed out to groups of students. The fossils are numbered. The students will draw the individual fossils and try to figure out what the fossil was. The fossils will include bones, plants, teeth, and whole animals.

Share: I will put the numbers on the board and ask each group what they think the fossil is and we will discuss why they think it is an animal, plant, etc.

Homework: Using the Internet, look up the different ways organisms can be fossilized and take notes on your findings.

Use the following web sites: http://museum.vic.gov.au/prehistoric/what/geotime.html http://rom.on.ca/quiz/fossil http://pubs.usgs.gov/gip/fossils/contents.html

Teaching Point: There are 7 ways fossils can form. We will go over 3 of them today and 4 tomorrow.

Do Now: What are the conditions needed for fossils to form?

•  Mineral Replacement: Bones, teeth, and skulls have spaces and these spaces can be filled with mineral deposits from groundwater. These fossils are called per-mineralized remains. Sometimes minerals replace hard parts such as shells and leave silica in their place.

•  Carbon Films: Carbon films are silhouettes or images like a photograph on a rock that is caused by extreme pressure and heat. The image leaves a carbon residue or thin film showing the outline of the organism.

•  Coal: Plants in swampy areas that have died over millions of years ago are squeezed under intense pressure. This forms coal. These fossils are not used primarily for identification of individual plants because the plant structures have changed but are used for fuel (gas, oil, coal).

Activity: Making fossils. Students will use a medium sized shell, modeling clay, and plaster of Paris and Vaseline. (Teacher models making of the fossil).

First students will take the clay and make a round flat slab on a paper plate.

They will put a small amount of Vaseline on their shell and press it into the clay.

They will remove the shell and pour plaster of Paris into the imprint left in the clay.

Then the "fossil" will be left to dry overnight.

Teaching Point: We have already learned 3 ways fossils can be formed: mineral preservation, coal, and carbon films. Now, here are the other 4.

Do Now: How is coal formed?

•  Molds/Casts: -When hard parts of organisms fall into soft sediment, the organism gets buried in more sediment and compaction and cementation turn it into rock. -Cementation occurs when deposits of minerals from water go into the spaces between sediment particles. -With more air and water, the organism decays breaking the hard parts forming a mold. -More sediment is added and forms new rock and produces a copy or cast of the original.

•  Original Remain: -Preserved animals can be found in amber. Amber is tree resin that traps insects and other small organisms. -Mammoths have been found in frozen ground and animals have been found in Tar Pits in California.

•  Trace Fossils: These are animal foot prints that can tell us how organisms lived. They can also be images of seeds and leaves.

•  Tracks and Burrows: These are tracks made by worms or other burrowing animals. They are not originals of the organisms but the tracks of that organism.

Activity: The students will pop out their fossils from the clay. They will also write down what type of fossils they have made.

Share: We will discuss the types of fossils and look at the fossils made. They should realize that they made molds (the clay image) and casts (the part popped out of the clay).

Students will view teacher-created Power Point Presentation on Geological Time Periods.

Teacher will hand out and explain Travel Brochure Project.

Homework: Have project sheet signed by parent/guardian.

Teaching Point: What are Boolean Operators?

Purpose: What are Boolean Operators and how can they help use search the Internet and complete our Science project?

Objectives: Students will:

-Learn the definition of Boolean Operators (special words used to link search terms together so that a search will go faster and give more useful results. The words AND, NOT, and OR are examples of Boolean Operators). -Learn the ways in which the Boolean Operators AND, NOT, and OR can help them focus their search results on the Internet. -Learn that specificity is necessary when searching the Internet.

Materials: -Chart paper -AND workout, NOT workout, and OR workout questions

Procedure: The AND workout: Stand up if you have blond hair. Remain standing if you have blond hair AND blue eyes. Remain standing if you have blond hair AND blue eyes AND are wearing earrings.

Reflect: •  Did using AND make your search bigger or smaller? •  How would you use AND in a search?

The OR workout: Stand up if you have blond hair. Stand if you have blond hair OR brown hair.

Reflect: •  Did using OR make your search bigger or smaller? •  How would you use OR in a search?

The NOT workout: Stand up if you have blond hair. Stand up if you have blond hair NOT blue eyes.

Reflect: •  Did using NOT make your search bigger or smaller? •  How would you use NOT in a search?

Activity: Students will begin to research a geological time period of their choice and will use the Internet to research it. Students will perform a minimum of four searches for their subject using Boolean Operators to link together search terms.

Conclusion: Students will gather as a class to discuss their search strategies and results, along with the benefits of using Boolean Operators when searching the Internet for specific information.

Days 7 & 8:

Using the computers in the library, students will continue to gather information on their geological time periods.

Science Standards

Life Sciences Concepts: Demonstrates an understanding of interdependence of organisms. Demonstrates an understanding in evolution, diversity, and adaptation of organisms.

Scientific Connections and Applications: Demonstrates an understanding of big ideas and unifying concepts.

Scientific Thinking: Uses evidence from reliable sources to develop descriptions, explanations, and models. Works individually and in teams to collect and share information and ideas.

Information Literacy Standards:

Accesses information efficiently and effectively. Evaluates information critically and competently. Uses information effectively and creatively. Strives for excellence in information seeking and knowledge generation. Contributes positively to the learning community and to society and practices ethical behavior in regard to information and information technology. Participates effectively in groups to pursue and generate information.

English Language Arts Standards:

Reading: Read and comprehend informational materials.

Writing: Produce a report of information.

Speaking, Listening, and Viewing: Participate in one-to-one conferences with the teacher. Participate in group meetings. Prepare and deliver an individual presentation.

Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | Day 6 | Days 7 & 8 | Days 9 & 10 | Standards | Top | Home

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Welcome to our Time Travel Program - Brochures

Geologic Time Resorts

This activity was selected for the On the Cutting Edge Reviewed Teaching Collection

This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

This is a capstone project in Historical Geology. Students are assigned a geologic time period, spend the term doing specific, defined research on that time period and then act as the director of media and marketing for an ecotourism company. As such they must create a brochure marketing their time period.

Expand for more detail and links to related resources

Activity Classification and Connections to Related Resources Collapse

Grade level, learning goals.

• comprehend information from the lecture section and laboratory exercises
• synthesize information from research and lecture
• apply that information to the creation of a brochure
• write scientifically
• be able to present this information clearly to their colleagues
• perform internet research
• evaluate what's important to create higher level multiple choice questions
• learn to use PowerPoint to create a presentation

Context for Use

Description and teaching materials.

Geologic Time Resorts Student Handout (Microsoft Word 45kB Jun20 10)

Teaching Notes and Tips

• After completing a lab exercise on geologic time students randomly choose a folded playing card out of a "hat" -any bucket type container you have handy. Each card represents a geologic time period during the Phanerozoic Eon. They are allowed three minutes to trade with anyone. Once they have a period, they will spend the time investigating all aspects of it.
• It is important that the instructor stick to the due dates. Students will have a short paper due at the first class of every week.
• students need help synthesizing the information they've collected into a brief brochure
• students need help with the computer generation of the brochure
• I have found that students have a hard time being creative with this and thinking there's only one RIGHT way to do it.
• some students don't understand the concept of "ecotourism"
• I stress QUALITY and COMPLETENESS of information while keeping it brief
• Each completed assignment is worth up to 10 points. Therefore these assignments are worth 50 points (half) of the term project grade.
• The brochure is worth 25 points
• The PowerPoint presentation is worth 25 points
• Your questions will be used in the final exam.

References and Resources

See more Activities »

Ideas for Teaching Geologic Time Scale

Calling all geology teachers! Teaching middle schoolers about the major events in earth’s history may sound dull initially, but it certainly doesn’t have to be! In fact, I’ve made it my personal mission to find unique and exciting lesson plans to help my students understand geological events. If you’re looking for a great way to teach the history of life on earth, here are my best ideas for teaching geologic time scale.

Geological Time Scale Activities

The “Geologic Time Scale” is essential the timeline or calendar of events that have occurred within the history of the earth. This geologic timeline is broken up into different time period segments, known as eon’s. Geologists have learned a lot about the age of the earth and evolution of life by examining the fossil record. Different rock layers containing fossil evidence help tell the story of the significant events in earth’s history.

To put it simply, geology is more than just a bunch of rock units — the geological timeline is as much a history lesson about planet earth as it is a science lesson.

So…how do you make this “ancient history” exciting and engaging for your students? Here are my favorite activities and ideas for teaching geologic time scale:

Geologic Time Periods Webquest

Looking for an extension activity for your geology unit? Do you need a straightforward activity that students can complete without too much teacher assistance? Skip note taking and empower your students with this  Geologic time periods webquest!

In this activity, students will be assigned a period based on their birth month. Then, students will independently research the major features of that period and create some sort of presentation (up to teacher discretion, although some one pager templates are included) to show their learning. Finally, all students will complete a graphic organizer using the information they gather from their peers.

Check it out:

Dioramas of the Different Eras

Working in small groups, students are assigned a specific geologic era (ex: mesozoic era, cenozoic era, etc.) to represent within their diorama. Together, they will build their diorama and write a paragraph explaining each of the features they chose to include within their model. Once all of the dioramas are complete, we line them up in time line order for students to complete a gallery walk through earth’s major geologic events.

Geologic Time Scale Board Games

Who doesn’t love a good game day?! For this activity, students work in partners or small groups to create their own board games. They are encouraged to use their creativity in designing their board games. They can model it off of an existing board game or create their own, entirely unique game concept! The only instruction is that their games must include the major events in earth’s history. This activity is truly where science class becomes a fun art project!

Create Your Own Jurassic Park

This has to be one of my most popular ideas for teaching geologic time scale. Truly – my students LOVED this activity! They were given the direction to “create their own Jurassic Park” themed by one of the three eras. The parks can be showcased in a variety of ways.

Students might:

• Build a 3D model of their park
• Create a Google Slides presentation detailing their park plans
• Design a “park brochure” the offers a description of the park and it’s attractions

Consider playing the “Jurassic Park” soundtrack in the background while your students work. It adds an extra fun element to the work day.

Geologic Time Travel Agents

This activity provides a different way for students to showcase their understanding of the concept of geologic time. They are instructed to choose (or you could assign) a specific time period within earth’s history to research. Once they’ve taken time to research and learn as much as they can about their assigned era, students will be given the task to SELL this time in history, as though it were a fantastic vacation destination.

This project makes a great oral presentation opportunity, but would also work well as a poster project or travel brochure.

Once all presentations have been made, each student will walk around the room and put their “ticket” in the time period they would most enjoy traveling to.

Large Paper Timelines

Begin by measuring out 5 meters of paper and have your students work together to construct a numerical time line from the beginning of the earth to present time.

Here are the steps they should follow:

• Measure out that 1 meter = 1 BYA.
• Measure the eras.
• Research and find at least 3 events per time period and measure them out.

This activity really helps with understanding how vast earths time is!

Looking for additional resources?

I’ve got you covered. In my FREE Geology Unit Guide , I offer practical suggestions and time-tested tips for teaching geologic history to middle schoolers. This unit guide will save you time, engage your students, and wow your administrators! Unit overview, NGSS standards, and a pacing guide are all included with links to relevant resources to make planning a breeze.

This free unit plan includes:

• Enduring understandings
• NGSS Standards
• A brief description of all resources included in the full unit bundle
• Suggested pacing
• Key vocabulary with definitions
• Additional resources

Here’s a sneak peak of some of the additional resources you’ll find within my FULL GEOLOGY UNIT.

Let’s Stay Connected!

Continue the discussion in my Facebook Group for Middle School Science Teachers or my Classroom Management Facebook Group .

Or get free science resources delivered straight to your inbox by signing up for my newsletter! I promise to never be spammy. I’m just a regular teacher who likes helping teachers teach and students learn.

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Related posts.

Unique Ways to Start Your Science Class

Independent Work Ideas for Middle School Students

Pros & Cons of Going Paperless in the Science Classroom

7 Activities to Include in your Middle School Science Stations

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