Cycle 1

Prior to this earth science module, in the lower elementary grades, students have been introduced to the idea of stability and change on Earth. They have analyzed and interpreted maps of Earth to show where things are located, and explain that maps are models that depict the shapes and kinds of land and water in any area. In the upper elementary grades, students have analyzed and interpreted rock strata to explain that certain features on Earth can be used to order events that have occurred in a landscape. They have analyzed and interpreted maps to explain that Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events.
In this cycle, students will construct an explanation that answers the guiding question: What is geologic time? How do we use models and analogies to understand geologic time?This cycle sets the foundation for understanding the module driving question: How can we as geoscientists and engineers use data to decide where and how to build structures to minimize damage from earthquakes, volcanoes and tsunamis? To begin with, students will develop a model of the geologic timescale to explain the organization of Earth’s 4.6 billion year history. Students will construct an analogy of geologic time, using the timeline of their life to explain how Earth’s history is divided into large quantities of time, which are marked by major geologic and biologic events. They will analyze and interpret data from an online model to explain how geologic events and biological events affected each other throughout the Earth’s development and history.
In the next cycle, students will develop and use models to explain the evidence used to construct Earth’s history, including relative dating.