EARTH AND LIFE SCIENCE ORIGIN AND STRUCTURE OF THE EARTH

CONTENT The properties of Earth: Geologic timeline

CONTENT STANDARDS The learners demonstrate an understanding of:

1. The properties of earth necessary to support life

PERFORMANCE STANDARD The learners shall be able to:

1. conduct a survey to assess the possible geologic hazards that your community may experience. (Note: Select this performance standard if your
school is in an area near faultlines, volcanoes, and steep slope
LEARNING COMPETENCIES The learners shall be able to:

1. recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life

SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners will be able to:

1. describe how Earths history can be interpreted from the geologic time scale
2. recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life
3. Display scientific values and attitudes
4. Devise ways to facilitate own learning
TIME ALLOTMENT 1 hour
PROCEDURE MEETING THE STUDENTS NEED

VI. INTRODUCTION
Communicate learning objectives:

Students will describe Earths history interpreted from the geologic time scale
Students will recognize the properties of Earth necessary to support life.
Students will utilize the Internet and library resources to research their assigned topic.
Students will enhance their presentation skills
Review

Students will briefly narrate their previous lesson.

VII. MOTIVATION Figure 1. Picture to be used

Story telling. Students will make a story out of the picture presented. This will give students the opportunity during motivation
to think and express their own ideas.

VIII. INSTRUCTION TEACHER TIPS:

Review the standard clock. Let the students identify and describe the Second Hand, Minute Hand Materials to be used:
and Hour hand. Standard clock
A clock of eras chart
Demonstrate the Clock of Eras. Key Concepts It shows time that has already passed. It shows the A blank or non-colored chart
time that has passed since the Earth was formed. The intervals show us time periods when the Earth An arrow to use as the han on the clock of Eras
looked a certain way and certain animals and plants lived on it. The Earth has not always looked the Labels for the Eras (color-coded)
way it does now. Use the printable version of clock of eras chart from
For each turn of the Clock or Eras, students will describe each picture that represents different era http://www.fossils-facts-and-
 Let the students discuss the geologic time scale. Have them answer the following guide questions: finds.com/earth_science_lesson_plans_on_geologic_time_introductio
o Describe what happened during the Precambrian period. n.html
o Why is Cenozoic era called the age of mammals, Mesozoic era the age of dinosaurs, and the
Paleozoic era the age of ancient life? figure 2. Surface of the
After studying geologic time, let students answer the question: Is a 100 year-old person old and Earth during Hadean Era
1000 year-old artifact ancient? Justify your answer.

Figure 3. Artists impression

of the landscape during the
early Archean

Figure 4. The Proterozoic

sea

IX. Practice TEACHER tips:

Divide the class into two groups. Teacher will provide the distance table while let students make the
Group 1 will make a string timeline using strings and event cards. event cards for the timeline.
 Group 2 will make a Flowchart Fun. Students will create their own posters with flowcharts explaining
how the oxygen made by bacteria lead to the ozone layer, plants and animals colonizing the land,
and eventually our own evolution.
X. EVALUATION (4 minutes) Answers of the quiz
Short quiz. TRUE or FALSE
1. The Earth is thousands of millions of years old. 1. true
2. Oxygen has been in our atmospheres since the Earth first formed. 2. false
3. Animals colonized the land before the plants did. 3. false
4. The first life on Earth was plants 4. false
5. The first animals with backbones were fish. 5. true
6. Modern humans have only been around for 6, 000 years 6. false