Historical Geology Benchmarks
[Constructing and Reflecting] [Historical Geology]
What do you want students to:
know, do, be like?
How will you know if benchmarks have been achieved?
What possible instructional resources
could be used?
What topics should be taught?

The MiCLimb links (on the left side of this document) clarify the benchmark, and list key concepts and vocabulary.

The Student will: Teacher Resources
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    IRC Activities: Check calendar frequently for new events.

    Units of Practice:
    Each UOP, located on the Utica Learning Interchange (ULI), is developed by one of your colleagues, an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Search the UOPs by Subject and Level or by Keyword.

    Web Links

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    Translate rock sequences into time sequences; .
    Interpret a world physical map in terms of plate tectonics; .
    Express how plate movement effects living organisms; .
    List the geologic time sequences in order; .
    Evaluiate how systemic change and speciation occurs; .
    List the ways fossils can form;

    Identify types of areas where fossils are likely to form; .
    Recognize common fossils;

    Organize common fossils by kingdom, phylum, and class; .
    Discuss how cells operate;

    Locate in a dissection of fish, starfish, and clam, the major organs and organ systems; .
    Assess and evaluate current dinosaur data regarding their metabolism; .
    Evaluate theories about periodic extinction; .
    Analyze graphical data;

    List important hominid finds;

    Discuss the development of man;

    Describe the role of land bridges during Mesozoic and Cenozoic; .
    Interpret a paleogeographic map; and

    Sequence animal life through geologic time. .
    Committee Members: