Liberty Science Center 8^th Grade:

The Core

Grade level: 8th

OVERVIEW: Students have difficulty imagining rock layers and the wealth of information they contain. This particular activity allows students to take their own "core sample" and correlate the layers of the earth.

OBJECTIVE(s):

Students will be able to:

· graphically represent the layers of rock in the sample taken

· correlate the layers found

· describe conditions that can lead to the formations found

MATERIALS:

Teacher Materials: clay or playdough in several colors, a container in which to put the layers,

plastic straws, single edged razor blades, large piece of paper, course spices.

Student Materials: Color pencils, standard white paper

PROCEDURES:

1. Using playdough or clay of several different colors, make a series of different colored layers. Within some of the layers, mix small spices such as course ground pepper or dried parsley to simulate fossils found in different

types of rocks. Have some layers not cover the entire container (I used a small butter container). Fold or indent as needed to represent faults or other conditions you would like to simulate.

2. Divide the class in half. Divide the two groups into five smaller groups each. Give each group a plastic straw with a large diameter and a single edge razor. Each group should also have color pencils and paper. A large piece of

paper should be available for each half of the class.

3. Each small group will take a core sample of the clay layers with the straw. By cutting away the straw with the razor, they can then examine and represent on paper what they have found. Each of the halves of the class can

then arrange the drawings and correlate the layers to give an example of a Cross-section of the "earth".

4. Students can also be responsible for explaining the formations that they have found.

TYING IT ALL TOGETHER:

It is quite interesting to have the students do the sampling in lines that are at right angles to each other. The pictures that the two groups get are often quite different. The results must often be put together for an accurate picture to result. It is quite easy to expand this understanding to many of the other types of the test that scientists have (such as seismic studies) for students to see a different way of mapping the earth.

Closure:

1. Why are the samples different?

2. Can we get an accurate information if the samples are put together?

3. Do you think the real scientists work together to get accurate information?

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