Field Lab - Ecosystem and Paleoenvironment analysis
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jun 4, 2009
- Undergraduate (300-level) required course in paleontology for environmental science majors and elective for biology majors.The course is oriented towards 'environmental and ecosystem change'.
- Students will have already had 200-level ecology (which has 100-level biology as a prereq). 100-level geology is recommended but not required (the environmental science majors are likely to have taken geology already; biology majors will not).
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
- Students will identify lithologies, sedimentary structures and fossils, in order to reconstruct the physical environments and ecosystems represented at this sites.
- Students will analyze the assemblages in order to ascertain whether they are life or death assemblages
Higher order thinking skills goals for this activity
Other skills goals for this activity
- Students will work collaboratively throughout the field trip.
- Students who have not had an introductory geology class may observe features but be unable to identify or interpret them; students who have had introductory geology will act as teachers to the other students in the class.
- Students will organize their field observations and site interpretations into a formal written report.
- Students will gain practice making detailed field observations, and using prior knowledge and first principles to interpret their observations.
Description of the activity/assignment
Determining whether students have met the goals
Download teaching materials and tips
- Activity Description/Assignment:Field lab handout (Acrobat (PDF) 144kB Jun4 09)
- Instructors Notes:Published descriptions of sites (Acrobat (PDF) 1.6MB Aug2 09)
- Solution Set: