Reflection: Perseverance Relative Age of Rocks - Section 5: Activity 2


Arranging the two sets of cards in "order" appears to be quite a simple activity that allows students some kinesthetic relief. However, offering it without much guidance tends to stump students. Cries from "where do we start?" to "the letters make no sense", are often heard. 

I handle the "where do we start?" by pointing out that it does not really matter, as long as they understand that at least one letter (or organism) present in the first card they handle is present on the card that follows (or comes before it). I also remind students that once a letter (or organism) is gone, it cannot just magically reappear later on.

I also remind them that this is not a silent activity, if they have something to say, they need to speak up - "You might just be catching something that your group missed".

Having the students persevere through the task offers several benefits. It increases the understanding of the concept. It also offers students an opportunity to participate in scientific discourse. Most importantly, it instills a sense of accomplishment once it is done. Students report being baffled at first, but happy to have completed the task without my intervention, since they can see the how sometimes science is about discovering things for yourself. 


  Persevering through the Law of Superposition
  Perseverance: Persevering through the Law of Superposition
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Relative Age of Rocks

Unit 7: Geologic Time
Lesson 2 of 4

Objective: Students will be able to infer the relative age of rocks and fossils from index fossils and the ordering of the rock layers.

Big Idea: Rocks, fossils, and other types of natural evidence tell Earth’s story.

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law of superposition
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