172 The History of the Earth: Supplemental Guide CA | Culminating Activities
representatives to prepare their cards and explain that when you
say, “Organize Your Fossils,” each representative should go stand
on the timeline paper in the order that their fossils appeared on
earth. [Optional] If you are timing the formation, to compare with
subsequent rounds, start your watch or look at your clock now.
Check over the positioning and, if relevant, announce how long it
took. Repeat as necessary.
[Note: this game can be repeated as many times as there are
students in each group, so everyone can have a turn standing on
the timeline.]Rock and Mineral Collections
If your school has a rock or mineral collection, you may want to
share it with your class.
If feasible, you may invite students to bring in interesting rocks to
share with the class.Response Card Memory Game
Materials: Student Response Cards (Sets One and Two)
Working with their partner, students will combine their Response
Card Sets to create a twelve-card memory game. Students mix
up their cards and lay them face down on the carpet or table.
The youngest student goes fi rst; he or she turns over two cards
and looks to see if they are a match. If the cards are a match, the
student names the card pair and puts those cards aside. If the
cards are not a match, they return to play, but the student can earn
another turn by explaining the relationship between the two cards.
For example, if the student turns over the card for heat and the
card for igneous rock, they might say, “Igneous rocks are formed
by heat.” Students play until all the cards have been matched.