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" Oftentimes, students point to characteristics like size, clothing, facial structure, presence of wrinkles, etc. On the bottom of the first page of the Definitions & Text resource, they're given a profile of a rock layer, which I use to first talk about the idea of superposition - the concept that the bottom-most rock layers are oldest, while the youngest rock layers are found at the top (this Superposition Picture can also be used in class to illustrate the concept).
But this post is not about that type of “relative dating”. This fragment, considering its great size, its solitary position, and its foliated structure parallel to that of the surrounding rock, is, as far as I know, a unique case: and I will not attempt any explanation of its origin.” ( Darwin may not be willing to explain its origin, but we’ll try. One of the things geologists are interested in (obsessed with in some cases) is the age of rocks.
Usually, before starting practice, we tend to go over some steps for self-help ("What should you do if you're stuck?
"), and I might reference a previously used multiple-choice or free response strategy in order to build their skills while simultaneously learning content (as an example - one popular one we always use - "If you aren't sure what the right answer is, see if you can eliminate some wrong answer choices").
Finally, students may need their Earth Science Reference Tables [ESRT] for parts of the lesson (a document used widely in the New York State Earth Science Regents course) as well.] This is the first, and one of the most important, lessons in the new unit.
The lesson starts with a brief introduction into dating techniques, eventually flowing into a distinction between relative and absolute dating (which will be discussed again later in the unit).
In the last few minutes of class, I have students complete the daily Exit Ticket.