Activity descriptions for teaching geoscientific thinking
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Results 11 - 20 of 33 matches
Interpreting the Geologic History of Canyon de Chelly
Holly Godsey, University of Utah
The is a two part lesson designed to given in-service teacher an experience in field geology. The lesson is designed by Canyon de Chelly, AZ but can be used anywhere there are outcrops of two or more rock types.
Collaborative Research Project: Geoscience Undergraduate Curricula
Barbara Bekken, Virginia Tech
Collaborative research project in which undergraduate geoscience curricula at Research 1 institutions are compared. This project uses the methods of science to explore a topic that beginning students can understand. This project uses rubrics for self, peer, and instructor assessment.
Lahar Risk Assessment
Declan De Paor, Old Dominion University
Students act as first responders assessing Lahar risks associated with eruptions. Teacher sets an alert placemark on the Google Earth web browser plug-in and gives students X minutes to decide whether to evacuate a down-slope town. Students collaborate by text messages.
Calculating the radius of the Earth
Basil Tikoff, University of Wisconsin-Madison
Science students often have difficulty thinking about large spatial scales. The purpose of the exercise is to redo Eratosthenes' calculation of the radius of the Earth using data from to sites in ancient Egypt. The excercise teaches about the methodology of science - how Eratothenes figured it out - rather than worried about what the "right" answer is. It can also be used to discuss the role of models in geological thinking.
Evaluating the lines of evidence for plate tectonics
Becca Walker, Mt. San Antonio College
In this in-class exercise, students compare several lines of evidence that support the ideas of continental drift and plate tectonics. Before the class meeting, each student is given a preparation assignment in which he/she studies one "continental drift" and one "ocean floor data" map. In class, students divide into teams of 3, with each team member having prepared different specialties. They discuss their respective maps and look for spatial patterns among the data.
Florida River Project: Semester-long group project
Kim Hannula, Fort Lewis College
Kim Hannula, Department of Geosciences, Fort Lewis College.This page is a supplement to the original activity description found hereShort description of the activity:This group research project serves as the focus ...
Exploring the Link Between Hurricanes and Climate Using GCM Results
Cindy Shellito, University of Northern Colorado
Cindy Shellito, Department of Earth Sciences, University of Northern Colorado.This page is a supplement to the original activity description found hereShort description of the activity:This activity requires ...
Demonstrating P and S Waves with a Slinky
Pier Bartow, Klamath Community College
Pier Bartow, Klamath Community College.This page is a supplement to the original activity description found hereShort description of the activity:P and S seismic waves can be demonstrated with a slinky. P waves ...
Making the "black box" model more transparent
Kaatje Kraft, Mesa Community College
Kaatje Kraft, Department of Physical Science, Mesa Community College.Original authors: Kaatje Kraft, Annia Fayon, Merry Wilson, Erin Peters, Nicole LaDue, Christy Briles, Jim McDougall, and Ron NarodeThis page is ...
Transport of heavy metals in the Clark Fork River
Kathleen Harper, University of Montana-Missoula, The
This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs.