Analysis of the geochronological table. Major geological events

The picture shows Archeopteryx, an extinct animal that lived 150-147 million years ago.

Using a fragment of the “Geochronological Table”, determine in what era and what period did this organism live?

Scientists consider this animal to be a transitional form. Name the classes to which the depicted animal can be classified. What features of the external structure allow it to be classified into these classes?

Geochronological table

Explanation.

In order to answer the questions, you need to use the corresponding columns of the Geochronological Table and make basic mathematical calculations.

Era: the period of residence of Archeopteryx is indicated: 150-147 million years ago. We carry out calculations using the second column, which indicates the beginning of the periods. The Mesozoic began 230 million years ago, and the Cenozoic began 67 million years ago. This means that Archeopteryx lived in the Mesozoic era.

Period: we take the beginning of the era 230 million years ago, subtract the duration of the Periods, - Triassic 230-35 = 195 million years ago;

minus Jurassic 195-58=137 million years ago. It turns out that Archeopteryx lived in the Jurassic period.

We determine the ancestor using column 4 (or use our knowledge).

Response elements:

1) Era – Mesozoic; Period – Jurassic;

2) an animal can be classified as a reptile based on the presence

jaws with teeth, long tail and developed fingers;

3) an animal can be classified as a bird based on the presence

feather cover and wings

The picture shows Medullosa Noe - a seed fern - a plant that became extinct about 270 million years ago.

Using a fragment of a geochronological table, establish the era and period in which this organism goes extinct, as well as its possible “close relative” in the modern flora (the answer is at the department level).

What structural features characterize the Noe medullosa plant as a higher seed plant?

Explanation.

Let's use the table, CALCULATE the period, focus on the indicated date of extinction - 270 million years ago. We find the closest date - 230 million years ago - Mesozoic, there are no seed ferns here anymore, which means they died out in the previous era - PALEOZOIC, by 230 +55 (Duration of the Permian period) = 285 million years ago

in the fourth column we will find the extinction of ferns - correct!; We determine by the first and third columns the era and period when seed ferns die out.

Seed ferns are the most primitive group among gymnosperms. Some scientists conclude that they occupy an intermediate position between true ferns and gymnosperms, while others consider these groups to have arisen and evolved in parallel.

Response elements:

1) Era: Paleozoic

Period: Permian (Perm)

2) “Close relatives” of this plant in the modern flora: Gymnosperms

3) Characteristics of higher seed plants:

The body is divided into roots, stems, leaves and reproductive organs. Reproduction of seed ferns occurred using seeds. The sporophyte is the dominant generation; the gametophyte is extremely reduced. Sporophyte heterosporous, i.e. forms two types of spores: microspores and megaspores; microspore – pollen grain, megaspore – embryo sac. Water is not needed for sexual reproduction.

Note.

There is a point of view according to which seed ferns did not have a true seed, although they did have an ovule. In this regard, they, as well as modern cycads and ginkgos, were classified not as seed plants, but as so-called ovule plants.

Tree-like plants, the appearance and structure of the leaves resembled real ferns, but reproduced with the help of seeds. The development of the embryo most likely occurred after the seed fell to the ground. The large stems of seed ferns contained secondary xylem; pinnate leaves differed from true ferns only in the structure of the epidermis, stomata and petioles.

Section: Fundamentals of evolutionary teaching

Source: I WILL SOLVE the Unified State Exam

The picture shows a trilobite, an animal that became extinct about 270 million years ago.

Using a fragment of a geochronological table, establish the era and period in which the given organism became extinct, as well as the type to which the depicted organism belongs. Indicate the characteristics by which it belongs to the type you specified.

Explanation.

Let's use the table, CALCULATE the period, focus on the indicated date of extinction - 270 million years ago. We find the closest date - 230 million years ago - Mesozoic, there are no trilobites here anymore, which means they died out in the previous era - PALEOZOIC, by 230 +55 (Duration of the Permian period) = 285 million years ago

in the fourth column we find the extinction of trilobites - correct!; We determine by the first and third columns the era and period when trilobites become extinct.

Answer:

1) Era: Paleozoic

Period: Permian.

2) Trilobite belongs to Arthropods.

3) Trilobites belong to the phylum Arthropods - characteristics: segmented body and limbs.

Source: Unified State Exam - 2018, I will solve the Unified State Exam

The picture shows psilophytes - extinct plants.

Using a fragment of a geochronological table, establish the era and period in which these organisms appeared, as well as a possible ancestor of the plant division level.

Indicate by what characteristics psilophytes are classified as higher spore plants.

Geochronological table

Explanation.

Because the task does not specify a time interval, then →

Let's use the table and find psilophytes in the third column; We determine by the second and first columns the era and period when psilophytes lived

Answer:

1) Era: Paleozoic

Period: Silurian

2) The ancestors of psilophytes are multicellular green algae.

3) The characteristics of higher spore plants are:

Dividing the body into two parts - aboveground and underground

The presence of multicellular reproductive organs - sexual (gametangia) and asexual (sporangium)

Primitive conductive system, integumentary tissue

Note.

Psilophytes had a tree-like shape; individual thread-like processes served them to attach to the soil and absorb water and minerals from it. Along with the formation of a semblance of roots, stems and a primitive conducting system, psilophytes have developed integumentary tissue that protects them from drying out.

Higher plants are multicellular phototrophic organisms adapted to life in a terrestrial environment and characterized by the correct alternation of sexual and asexual generations and the presence of differentiated tissues and organs.

The main characteristics that distinguish higher plants from lower ones:

Adaptation to living in a terrestrial environment;

The presence of clearly differentiated tissues that perform specific specialized functions;

The presence of multicellular reproductive organs - sexual (gametangia) and asexual (sporangium). Male gametangia of higher plants are called antheridia, female gametangia are called archegonia. Gametangia of higher plants (unlike lower ones) are protected by membranes of sterile (sterile) cells and (in certain groups of plants) can be reduced, i.e. reduced and simplified;

Transformation of the zygote into a typical multicellular embryo, the cells of which are initially undifferentiated, but are genetically determined to specialize in a certain direction;

Correct alternation of two generations - haploid sexual (gametophyte), developing from a spore, and diploid asexual (sporophyte), developing from a zygote;

Dominance in the sporophyte life cycle (in all divisions except Bryophytes);

Division of the sporophyte body (in most departments of higher plants) into specialized vegetative organs - root, stem and leaves.

Class 8 "A,B,C,D"
Lesson #9
Lesson topic: Geological chronology, geochronological table.
date
8 "a" "8 b" "8 c" "8 d"
Goals:
Educational: Introduce students to methods for determining the absolute and relative ages of rocks. Study the features of geological chronology.
Developmental: develop skills in working with a geochronological table.
Educational: To form an idea of ​​the work of a paleontologist.
Lesson type: learning new material
Equipment: rock collection, geochronological table, 8th grade textbook.
Learning Objectives All students will be able to name:
1. Stages of development of the Earth: planetary and geological.

3. Eras of development of the Earth.
Most students will be able to
Use a geochronological table.
Correlate eras-periods-duration
Some students will be able to
Solve problems to determine the age of rocks.
Students can
Reason, explain the patterns of geographical processes, work with a geochronological table.
Success Criteria
Rating "5"
Name:
1. Stages of Earth's development
2. Methods for determining the age of rocks.

Explain the structure and contents of the geochronological table.
Know how to use a geochronological table. Key words and phrases:
Geology, geological stage, geochronology, geochronological table, era, period, absolute and relative age of rocks.
Issues for discussion:
What stages is the geological history of the Earth divided into?
Which stage of the Earth's development is geological?
How can you determine the age of rocks?
Name the methods for determining the age of rocks.
What is reflected in the geochronological table?
A series of useful phrases for dialogue/writing
The history of the development of planet Earth is divided into...
The age of the Earth is...
The age of the Earth is divided into...
Methods for determining the age of mountain rocks include...
Analysis of the geochronological table indicates...
The units of the geochronological scale are...
Hints: geochronological table (handout),
Thin and thick questions (examples)
Prior knowledge
Geological chronology and geochronological table, grade 7
Time Plan 1-2 Challenge
Greetings.
Creating a collaborative environment: complimenting each other
When children enter the class, they choose pictures - they are divided into groups
1 Archaean-Paleozoic geochronological table
2nd calendar
3 rocks
4 geochronological table Mesozoic-Cenozoic
Election of group speakers.
Working with pictures, students independently determine the topic of the lesson.
The teacher coordinates the work of groups if necessary, commenting on the students’ answers. So students come up with the topic of the lesson, write down the topic of the lesson in their notebooks and discuss the goals of the lesson.
Setting lesson goals and creating success criteria.
Individual work turning into group work
Reception "Basket of Ideas"
1. Students write down everything they know on this topic in a notebook within 2 minutes.
2. Students in groups exchange recorded information
3. Students suggest the most important terms/facts in their opinion
result "Basket of ideas"

External formative assessment
Comprehension
Teacher:
Of great importance for geographical science is the ability to determine the age of the Earth and the earth's crust, as well as the time of significant events that occurred in the history of their development. 1. The history of the development of the planet is divided into two stages:
Watch video. (ICT)
Discuss the features of each stage in your group. Write a 2-sentence entry
2. The work is carried out with the aim of mastering the content using phones/tablets with Internet access (ICT)
Mutual learning “student-group”: a strong student of each group explains the meaning (terms, patterns, characteristics) to the group, then one of the students of the group presents the idea that was conveyed to him.
1 group 2 group 3 group 4 group
Poster presentation “Methods for determining age” geochronological table of Archaea Proterozoic, geochronological table
Paleozoic geochronological table
Mesozoic Cenozoic
Compose an example of a task to determine the age of a child / write 5 true-false questions, compose 3 thick and thin questions / a sample is attached. Completing 2 matching tasks
formative assessment (comments to groups on work performance),
Physical exercise. “Determining the sides of the horizon” north - arms and head up, south - tilt-down, west - tilt to the left, east - tilt to the right, repeat 2 - 3 times
*student speech “geological history of the Karabalyk region”
Reflection
Memory training VOUD Open test solution (VOUD)
How many eras are there in the development of the Earth?
Name the youngest era
Name the period we live in
What is the age of the Earth?
When did the geological stage of the Earth's development begin?
Name the era that has the most periods
Name the era we live in
Make a memo of “eras and periods of development of the Earth”
formative criteria-based peer assessment and grading Grading and commenting.
D/z §12 read and answer the questions on page 46.
Reflection 1. Today in the lesson I liked/didn’t like...
2. I learned / I didn’t learn anything new.....
3. it was very interesting. / not interesting
4. there were difficulties / there weren’t 5. I learned…..

Attached files

Literature

1. Polyansky Yu. I., Brown A. D., Verzilin N. M., textbook for grades 9-10 of high school “General Biology”, Moscow, “Prosveshchenie”, 1987, 287 p.

2. Lemeza N. A., Morozik M. S., Morozov E. I., “A manual on biology for applicants to universities,” Minsk, IP “Ekoperspektiva”, 2000, 576 p.

3. Prokhorov A.L., “The Emergence of Life on Earth” based on an article by Richard Monasterski in National Geographic magazine, 1998.

1 Abiogenesis- the formation of organic compounds common in living nature outside the body without the participation of enzymes; the emergence of living things from non-living things.

2 Biogenesis- formation of organic compounds by living organisms; an empirical generalization that states that all living things come from living things.

“Spreadsheet” - Basic parameters of spreadsheets. Forms of control. Review everything we know about spreadsheets today. All educational activities are based on specifically formulated educational goals. Basic data types and formats. And performing practical tasks will require accuracy and attentiveness.

“Table diagram” - Task 4. Preliminary information about constructing diagrams. Pie chart. Task 2. Enter the names and heights of the students in the class. Graphs of elementary functions. Plot the function y=cos(3x+4), specifying the values ​​of the argument x from the interval [-3.14;3.14] with a step of 0.5. Compare your results. Task 6.

“Spreadsheets 9th grade” - Rows are numbered with integers, and columns are numbered with letters of the Latin alphabet. A document created in a spreadsheet is called a workbook. And how does it work? At the intersection of a column and a row there is a cell. We believe that using spreadsheets will make calculations faster!

“Truth table” - Fundamentals of logic. Solution: Let's highlight simple statements B - wind P - cloudy D - rain. Solution: ¬ ((X>2) ? (X>3)) = 1 (X>2) ? (X>3) = 0. Solution: (50 (X+1)2) = 1 From the truth table of the implication (X2>50) = 1 (X+1)2< 50 = 1 x<-?50 или x>?50 -?50< (x+1) 50) = 0 (X+1)2< 50 = 1 [-7; 7] [-8; 6) [-7; 6).