Riverbank rock identification
Gustavus Adolphus College
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- Alignment of Learning Goals, Activities, and Assessments
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This page first made public: May 2, 2008
Used this activity? Share your experiences and modifications
Students collect rocks from a sand-bed river, identify them, and place them on a bedrock geology map of Minnesota to identify the original rock sources.
I use this in an upper-level geomorphology course that is required for geology and environmental studies majors, so many of them have only had one intro-level geology course before. I have also used it in an introductory geology course.
Skills and concepts that students must have mastered
Students will benefit most if they can identify rocks in hand sample and know how to read a geologic map. It is a good exercise for introducing concepts of sediment transport by glaciers and by rivers.
How the activity is situated in the course
As part of a fieldtrip examining glacial till outcrops.
Content/concepts goals for this activity
1) Identifying rocks in hand sample
2) Reading geologic maps
3) Identifying source materials for glacial deposits
Higher order thinking skills goals for this activity
1) Interpreting glacial flow directions from till source rock locations
Other skills goals for this activity
Description of the activity/assignment
This exercise is part of a field trip lab in which we see map different till deposits. At a small, meandering sand-bed river in Minnesota, students are directed to wander along the riverbank and pick up gravel-sized rocks. When they each have a handful, I lay a table-sized, laminated map of Minnesota bedrock geology on the ground. I ask the students to identify their rocks, then find the corresponding bedrock units on the map and throw their rocks down in those regions. Soon we have a pile of rocks in northwestern Minnesota into Canada (weathered shales, weathered limestones), northern and northeastern Minnesota (granites, gneisses, basalts and rhyolites if we are lucky) and central Minnesota (dolomite, sandstones, granites). This visually demonstrates that glaciers transported stones from many distant locations and brought them here to southern Minnesota. In addition, we talk about how the river is down-cutting through consecutive layers of till and mixing those particles together in the stream deposits. The exercise gives students practice in identifying rocks, reading maps, and synthesizing different fields of geology to answer a geomorphic question about glacial transport.
Designed for a geomorphology course
Has minimal/no quantitative component
Determining whether students have met the goals
So far I only assess the activity by observing student participation in the activity and discussion.
More information about assessment tools and techniques.
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