This learning actvity familiarises students with the concept of relative dating, as well as the processes which form geological layers.
Using bread, smarties, nutella, marshmallows, jam and hundreds and thousands, students construct sandwiches made up of alternating layers of spreads. This is done as a class, layer by layer: the teacher draws the first layer on the board (the bedrock) and the students use the first slice of bread as this layer- then, diferent sized particles amd spreads are added, which relate to different geological events.Each layer is first drawn on the board and explained, then the students can add it to their sandwich. So a layer of nutella may indicate a fine silt, which turns into siltstone, then a layer of marshmallows and smarties may indicate a heavy rain event which washes boulders downstream, and so on until the sandwich is finished, and another layer of bread is placed on top of the whole pile. By the end the sandwich is quite large.
This activity is extremely engaging for students of any year level, and can be altered to include cheese, meat slices, lettuce, anything edible. Once the sandwich is completed, students carefully cut the sandwich in half, obtaining a cross section, which is sketched in their workbook. At this point the relative dating can take place- a few students can volunteer to draw their layers on the board, and then sections of each are drawn on the side, upside down, or with layers missing, and the class (as a whole) need to deduce the correct sequencing and orientation of the layers. The sandwich can also be twisted and bent in order to simulate geological processes such as mountain/valley formation and earthquake fractures. Only once the sandwiches have been made, the sketches completed and the cross sections studied can students eat their sandwiches.
Assessment:Workbook and class discussion
The assessment for this learning activity is for students to hand in their workbook at the end of the class, which will contain their sketches and notes about the prac. After the prac, there will be a class discussion about geoogical processes and dating techniques. This whole class is based upon a constant discourse between students and teacher, and as such the constant involvement of students will be adequate to guage involvement and understanding.
CURRICULUM MAP (Links to VCE Biology Study Design)
Learning Activity
Skills
Assessment
Geological Sandwich
'...construct hypotheses appropriate for conducting first-hand and second- hand investigations; interpret, transpose and communicate information and ideas effectively; select and use equipment and materials appropriate to the investigation'
As above
Area of Study
Key Knowledge
Learning Outcomes
2 - Change Over Time
'Geological time: scale; relative and actual dating techniques'
'...analyse and evaluate evidence for evolutionary change and evolutionary relationships'
Geological Sandwich
This learning actvity familiarises students with the concept of relative dating, as well as the processes which form geological layers.
Using bread, smarties, nutella, marshmallows, jam and hundreds and thousands, students construct sandwiches made up of alternating layers of spreads. This is done as a class, layer by layer: the teacher draws the first layer on the board (the bedrock) and the students use the first slice of bread as this layer- then, diferent sized particles amd spreads are added, which relate to different geological events.Each layer is first drawn on the board and explained, then the students can add it to their sandwich. So a layer of nutella may indicate a fine silt, which turns into siltstone, then a layer of marshmallows and smarties may indicate a heavy rain event which washes boulders downstream, and so on until the sandwich is finished, and another layer of bread is placed on top of the whole pile. By the end the sandwich is quite large.
This activity is extremely engaging for students of any year level, and can be altered to include cheese, meat slices, lettuce, anything edible. Once the sandwich is completed, students carefully cut the sandwich in half, obtaining a cross section, which is sketched in their workbook. At this point the relative dating can take place- a few students can volunteer to draw their layers on the board, and then sections of each are drawn on the side, upside down, or with layers missing, and the class (as a whole) need to deduce the correct sequencing and orientation of the layers. The sandwich can also be twisted and bent in order to simulate geological processes such as mountain/valley formation and earthquake fractures. Only once the sandwiches have been made, the sketches completed and the cross sections studied can students eat their sandwiches.
Assessment: Workbook and class discussion
The assessment for this learning activity is for students to hand in their workbook at the end of the class, which will contain their sketches and notes about the prac. After the prac, there will be a class discussion about geoogical processes and dating techniques. This whole class is based upon a constant discourse between students and teacher, and as such the constant involvement of students will be adequate to guage involvement and understanding.
CURRICULUM MAP (Links to VCE Biology Study Design)
interpret, transpose and communicate information and ideas effectively;
select and use equipment and materials appropriate to the investigation'