Geologic Time Scale

By Karen Swayne, Peebles High School

Lesson Summary:
Students will investigate the length of time encompassed by the
Geologic Time Scale by comparing it to the length of one calendar year.
Estimated Duration:
One class period
Commentary:
Students of this age start to explore Earths history and development. Studying fossils of past life forms is one
way we learn about Earths past, including environmental information. Students may have trouble conceptualizing
the length of time Earths history involves, which spans 4.6 billion years. This activity gives a familiar, concrete
comparison (a calendar) for students to compare the length of time past events on Earth have spanned.
Ohio Standards Connections:
Grade 3
Life Science
Benchmark C: Compare changes in an organisms ecosystem/habitat that affect its survival.
Indicator 5: Observe and explore how fossils provide evidence about animals that lived long ago and the
nature of the environment at that time.

Grade 4
Life Science
Benchmark C: Compare changes in an organisms ecosystem/habitat that affect its survival.
Indicator 5: Observe and explore how fossils provide evidence about plants that lived long ago and the
nature of the environment at that time.
Earth and Space
Benchmark B: Summarize the processes that shape Earths surface and describe evidence of those processes.
Indicator 10: Describe evidence of changes on Earths surface in terms of slow processes (e.g., erosion,
weathering, mountain building and deposition) and rapid processes (e.g., volcanic eruptions, earthquakes and
landslides).

Pre-Assessment:
Discuss the following questions with students to determine their knowledge of the Geologic Time Scale:
What is the Geologic Time Scale?
How long has Earth existed?
Why does the Geologic Time Scale divide Earths development into different periods?
How do we know about Earths environment and life forms from so many years ago?
What was happening on Earth during the rst half of the time it has existed?
Note: *This lesson builds on concepts developed in Ohio Rocks!: Geology. There are reconstructed pictures of the
environments that are believed to have existed during the Paleozoic Era available on the Ohio Rocks! Resource CD. These may be
used as prompts for discussion of Paleozoic life and conditions.

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Scoring Guidelines:
Student responses will help determine students prior knowledge and/or misconceptions. Look for student
understanding that the Geologic Time Scale is a chart of the earths history, spanning 4.6 billion yearsa
very long time. The earths history is divided into different Periods to mark major changes in the earths
environment. We learn about these past changes by studying fossils and rocks. During the rst half of the
earths existence, the earth was being formed into a planet with water and an atmosphere, an environment that
could now support the development of living organisms.

Post-Assessment:
*Assessment

Scoring Guidelines:
4

The students written response is accurate and shows understanding that Earths history spans a very long
time of about 4.6 billion years (4,600,000,000 years), and that the different divisions (Eons, Eras, Periods,
Epochs) represent changes in the earths environment.

The students written response is mostly accurate and shows understanding that Earths history spans a very
long time of about 4.6 billion years (4,600,000,000 years), and/or that the different divisions (Eons, Eras,
Periods, Epochs) represent changes in the earths environment.

The students written response is somewhat accurate or shows limited understanding that Earths history
spans a very long time of about 4.6 billion years (4,600,000,000 years), and/or that the different divisions
(Eons, Eras, Periods, Epochs) represent changes in the earths environment.

The students written response is mostly inaccurate or shows little understanding that Earths history spans
a very long time of about 4.6 billion years (4,600,000,000 years), or that the different divisions (Eons, Eras,
Periods, Epochs) represent changes in the earths environment.

Instructional Procedures:
*The Geologic Time Scale
*Geologic Time Scale Calendar Conversion Answers
*The Geologic Time Scale Answer Key
*Year-Long Calendar
*Geologic Time Scale Calendar Conversion Directions
Note: Different sources of geologic time scales may have minor discrepancies in the dates determined for each Period.

1. Distribute The Geologic Time Scale. Discuss the format and content of the chart. Discuss the major divisions
of time: Eon, Era, Period and Epoch. (The divisions have been established through analysis of rock layers and fossil
evidence, and mark changes in Earths environment, climate and life forms). Explain that the chart is like a calendar
of all the time Earth has existed. Eons can be compared to years; Eras can be compared to months; Periods can
be compared to weeks; and Epochs can be compared to days.
2. Distribute Geologic Time Scale Calendar Conversion Directions. This is a guided lesson for calculating the number
of the day in a year and the calendar date. The process can be modeled with the use of an overhead projector
and calculator. Guide students through steps 1-3, the process of calculating the length of time each Period or
Epoch is equivalent to when compared to the length of time of one calendar year. Start working from the bottom
of the Geologic Time Scale chart to present time at the top. Answers should be recorded in the column for Day #
on the Geologic Time Scale.
3. Distribute Year-Long Calendar. Students will convert the Day # into a calendar date. To do this, start with January 1
as the beginning of time. Circle January 1. Then count the days (in January (31), February (28), etc.) until you reach
the number for the Day # you found for the Archean Eon (Day 63). Circle this number on the calendar (March 4).
Continue counting until you reach the number you calculated for the Proterozoic Eon
(Day 167), and circle it on the calendar (June 16). Continue until you have recorded
all the calendar days for the different geologic time periods.
Note: Answers will be days for all but the most recent epochs. Optional steps 4-8 on Attachment D will
compute hours or minutes of one day for further comparisons of the Pliocene, Pleistocene and Holocene Epochs.

Differentiated Instructional Support:

This activity can be modied by providing some or all of the calculated answers for the day number and/or the
calendar date, or omit steps 4-8 on Geologic Time Scale Calendar Conversion Directions.
Extension:
Once the Year-Long Calendar has been completed, students could cut apart the calendar (week by week) and
glue them onto a long strip of paper to create a linear time line.
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Homework Options and Home Connections:

Students can investigate one time period to learn more about the environment and events occurring on Earth.
Interdisciplinary Connections:
Grade 3: Mathematics, Number, Number Sense and Operations, A. 2. Use place value concepts to represent
whole numbers and decimals using numerals, words, expanded notation and physical models. Data Analysis
and Probability, B. 7. Analyze and interpret information represented on a time line.
Grade 4: Mathematics, Number, Number Sense and Operations, A. 3. Round whole numbers to a given place value.
Grade 3: Social Studies: History, Chronology 1. Dene and measure time by years, decades and centuries.
Grade 4: Social Studies: History, Chronology 1. Construct time lines with evenly spaced intervals for years,
decades and centuries to show the order of signicant events in Ohio history.

Materials and Resources:

For Teachers
Assessment
*Geologic Time Scale
*Geologic Time Scale Answer Key
*Geologic Time Scale Calendar Conversion Directions
*Geologic Time Scale Calendar Conversion Answers
*Year-Long Calendar
*Optional: Overhead Calculator

For Students
*Assessment
*Geologic Time Scale
*Geologic Time Scale Calendar Conversion Directions
*Year-Long Calendar
Optional: Calculator

Key Vocabulary:
Geologic Time Scale: Used by geologists and other scientists to describe the t
iming and relationships among events that have occurred during Earths history.
Era: A major division of geological time; an era is usually divided into two or more Periods.
Period: A unit of geological time during which a system of rocks formed.

Technology Connections:
Use in conjunction with Ohio Rocks!
Research Connections:
Marzano, R. et al. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.
Alexandria,Va.: Association for Supervision and Curriculum Development, 2001.
Identifying similarities and differences is explicit in the process of comparing. It is also critical to classifying. The
authors suggest that teachers introduce the process of comparing by presenting students with highly structured
tasks. The use of graphic organizers for representing similarities and differences enhances students understanding
and ability to use knowledge.

General Tips:
I suggest completing Geologic Time Scale and Geologic Time Scale Calendar conversion through a guided instruction
lesson.

Resources:
1. Fossils of Ohio, Bulletin 70, edited by Rodney M. Feldmann and Merrianne Hackathorn. 577 p., 1996.
More information found at http://www.ohiodnr.com/geosurvey/pub/bulletin/b70.htm
2. Hedeen, Stanley. Natural History of the Cincinnati Region. Cincinnati: Cincinnati Museum Center.
3. ODNR GeoFacts GF 23. A Brief Summary of the Geologic History of Ohio:
http://www.dnr.ohio.gov/geosurvey/geo_fact/geo_f23.htm.
4. Ohio Department of Natural Resources: http://www.dnr.state.oh.us/
5. CET: http://www.cetconnect.org/
18 *Available on the Ohio Rocks! Resource CD