1 of 10

The Arizona STEM Acceleration Project

Stratigraphy: Modeling Folds and Faults

2 of 10

Stratigraphy: Modeling Folds and Faults

A high school Earth Science lesson

Author: Rebecca Booth

Date: April 16, 2024

3 of 10

Notes for teachers

This is the Explore part of a 5E lesson unit. Engage was a preconception probe and watching two short videos about fossils. They also explored sediments being layered by pouring different types of sand in a bottle.

​

This lesson is to help the students understand the order that sediments are deposited and folding and faulting occur.

List of Materials

  • Play-Doh (at least two different colors)
    • You could use clay, but it makes a mess on the desktops/tables
  • ruler
  • plastic knife or dental floss or string
  • Activity Guide

4 of 10

Standards

HS.E1U1.13 Evaluate explanations and theories about the role of energy and matter in geologic changes over time.

HS+E.E1U1.6 Obtain, evaluate, and communicate information of the theory of plate tectonics to explain the differences in age, structure, and composition of Earth’s crust.

  • ​
  • ​

Standards

ELA 9-10SL1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

ELA 9-10SL4 Present information, finding, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

5 of 10

Objective(s):

Students model formation of sedimentary rock layers using various types of sediment.

Students then model the cause and effect relationship between stress and deformation of rock layers using clay.

6 of 10

Agenda (1 or 2 50 minute class periods)

  1. Material is distributed to collaboration groups. (I packaged mine in ziplock bags for ease of distribution.)
  2. Students begin working through the tasks.
  3. There are clarifying questions in the activity guide.
  4. Wrap-up discussion when groups are finished.

7 of 10

Intro/Driving Question/Opening

​

​

What event took place first, deposition of rock layers or folding of rock layers?

Does the fact that the rock folded or cracked change which layer is oldest or youngest (relative age)?

​

8 of 10

Hands-on Activity Instructions

  • Students assigned to mixed ability groups
  • Distribute materials and activity guide to groups
  • Students will make three different models using the Play-Doh and describe the process on their activity guide
  • Teachers will circulate through the classroom to redirect students, listen to conversations and determine inaccuracies in student thinking
  • I found it helpful to review the 4 different formations in a whole-class discussion

​

​

9 of 10

Assessment

Assessments are made as the teacher circulates the classroom and listens to collaborative discussions. Also, as whole-class discussions are happening.

The students turn in their activity guides for grading.

10 of 10

Differentiation

Because the groups are mixed ability, there is not much remediation needed as students work collaboratively.

Remediation

Extension/Enrichment

Students that are quick to grasp the concepts are able to explain them to the rest of their group.