Summary of activities: Laws of Stratigraphy

An activity that has been presented to explain Stenos Laws of

Stratigraphy is called Rising Tide Project. The teacher will need to prep four
cups with different colored Jell-o, each representing a different coastal or upland

sedimentary environment: (marine, beach, marsh, subtidal (tidal creek or estuary),

and fresh-water swamp. Before starting the activity, the teacher facilitates a
discussion and explanations on the Laws of Stratigraphy, changes in sedimentary
environments as a result of sea-level change, and how layers are correlated from
cores. Once the cups with the Jell-o are passed out to each table, the students will
make observations of the color surface and predict what they think is below the
surface layer. The students will find the depth sample by first measuring the total
length of the outside of the cup, and then find the depth from the top of the cup to
the surface of Jell-o. Then you will subtract the two to obtain the depth of the
sample. Students will record their observations when they stick the straw in the
cups of Jell-o, the students will determine whether the core length matches the
depth. I think this is good activity so that students can actually what they are doing
to the Jell-o and how they apply to the four Laws of Stratigraphy.
Another activity called Layers Upon Layers has been presented to students to
study the Laws of Stratigraphy. In this activity students will use sediments to
explore the Laws of Stratigrpahy. Each student will have a cup of water and access
to sediment materials, the students will be gradually creating several layers of
sediment in their cups. Students will learn that it takes time for each layer to form,
and when you put the sediments into the cups, you should spread them out evenly.
Out of this activity, students will learn that gravel settles fastest while the powdered
clay stays suspended, perhaps even floating in a layer on the surface. Students will
observe the surface of the cup, after the sediments have time to form, then once
they have observed the first layer, the students will put more sediments in the cup
to create a second layer. Then once the second layer settles, the students will be
able to observe the changes after time has elapsed when the sediments have time
to form.