Steve Mattox

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Geology
Grand Valley State University

Materials Contributed through SERC-hosted Projects

Activity

Relative Dating of Geologic Materials part of Teacher Preparation:Resource Collections:Activities
Students progress step by step to build a foundation for how geologists constructed the time scale. Learn more about the course for which this activity was developed.

Courses (7)

Dynamic Planet part of Cutting Edge:Introductory Courses:Virtual Workshop 2014:Course Descriptions
This physical geology course is a traditional lecture/lab course that needs updating/modification. Students commonly have three 1-hour lectures per week and one 2-hour lab. The course covers materials, landforms, and plate tectonics. Clickers are commonly used to increase interaction.

Grand Valley State University: Hydrospere For K-8 Teachers part of Teacher Preparation:Resource Collections:Courses
Introduction to how the hydrosphere works emphasizing a descriptive approach. Includes river, groundwater, glacial, ocean, and shoreline systems and human interaction with those systems. For Dr. Mattox's reflections on the course and its design, see Hydrosphere for K-8 Teachers: Role in the Program.

Grand Valley State University: Earth Science in Elementary Education part of Teacher Preparation:Resource Collections:Courses
Earth Science in Elementary Education is the geologic content course in the integrated science teacher development sequence. The six hour combined lecture/lab course requires students to work in teams to solve problems and think critically and creatively to actively explore numerous materials and processes of the physical Earth while developing pedagogical techniques to transmit this content to K-8 students. Methods will include hands-on/minds-on experiences, inquiry-oriented investigations, constructivism, concept maps, group discussions, demonstrations, and student presentations. Students learn by doing hands-on, inquiry-based cooperative learning that will not be limited to scheduled labs and may also be done during lecture time. Students will work with a classroom earth science teacher in a clinical experience before preparing a detailed classroom lesson related to the course content. A two day field trip to the Canadian shield is required. For Dr. Mattox's reflections on the course and its design, see Earth Science in Elementary Education: Role in the Program.

Grand Valley State University: Weather for K-8 Preservice Teachers part of Teacher Preparation:Resource Collections:Courses
Weather for K-8 Pre-service Teachers is the atmospheric science content course in the integrated science teacher development sequence. The course uses hands-on, inquiry-based laboratory experiments in a combined three-hour lecture/lab format that introduces students to weather, to the climate and human interactions with it and to dependence on the atmospheric system. A constructivist pedagogical approach to teaching is modeled for students who have not yet had an introduction to the practice of education at this point in their program. Students prepare a detailed classroom lesson related to the course content, but do not actually engage in clinical activities with students at this point in their program. For Dr. Mattox's reflections on the course and its design, see Weather for K-8 Teachers: Role in the Course.

Grand Valley State University: Astronomy for K-8 Preservice Teachers part of Teacher Preparation:Resource Collections:Courses
Astronomy for K-8 Pre-Service Teachers is the space science content course in the integrated science teacher development sequence. The three-hour combined lecture/lab course requires students to work in teams to solve problems and think critically and creatively to actively explore the solar system and universe while developing pedagogical techniques to transmitting this content to K-8 students. Solar system bodies, motion of objects in the universe, solar evolution and human exploration of space are all discussed. Methods will include hands-on/minds-on experiences, inquiry-oriented investigations, constructivism, concept maps, group discussions, demonstrations, and student presentations. Students learn by doing hands-on, inquiry-based cooperative learning that will not be limited to scheduled labs and may also be done during lecture time. Students prepare a detailed classroom lesson related to the course content but do not actually engage in clinical activities with students at this point in their program. For Dr. Mattox's reflections on the course and its design, see Astronomy for K-8 Teachers: Role in the Program.

Grand Valley State University: Exploring the Hydrospere part of Teacher Preparation:Resource Collections:Courses
Exploring the Hydrosphere is the earth science content course in the integrated science teacher development sequence. It is focused on water in the ocean, groundwater systems, river systems, glaciers and as a resource for humans. The six-hour combined lecture/lab course requires students to work in teams to solve problems and think critically and creatively to actively explore the hydrosphere while developing pedagogical techniques to transmit this content to K-8 students. Methods will include hands-on/minds-on experiences, inquiry-oriented investigations, constructivism, concept maps, group discussions, demonstrations, and student presentations. Students learn by doing hands-on, inquiry-based cooperative learning that will not be limited to scheduled labs and may also be done during lecture time. A stream research project focuses around the ravines on the GVSU campus and it is enhanced by local field trips. Students prepare two detailed classroom lessons related to the course content and present the lessons to their peers, but they do not actually engage in clinical activities with K-8 students at this point in their program. For Dr. Mattox's reflections on the course and its design, see Role in the Program. You can also view an updated version of this course.

Grand Valley State University: Earth Science in Secondary Education part of Teacher Preparation:Resource Collections:Courses
Earth Science in Secondary Education is designed to prepare students to teach Earth Science at the secondary level. The three-hour combined lecture/lab course requires students to review major content areas in Earth Science, build new and compile existing lessons and units in these areas, compile a variety of teaching resources, carry out a small research project and start down the path of being a professional science teacher. Several projects help students develop accurate and concise writing in both teaching and scientific formats working in teams and as individuals. Students conduct an earth science research project relating to a local geologic event (such as the Grand River Flood of 1904). Pedagogical experience is gained through work with a practicing teacher. Students develop an original lesson and unit plan, presenting their work orally and in writing, preparing a paper ready for peer review and publication. For Dr. Mattox's reflections on the course and its design, see Earth Science in Secondary: Role in the Program.

Essays (2)

GVSU GEO 111 Dynamic Planet Physical Geology part of Cutting Edge:Introductory Courses:Virtual Workshop 2014:Essay Collection
Stephen R. Mattox, Dept of Geology, Grand Valley State University The course serves the students as a basic introduction to geology, especially materials, landforms, and plate tectonics. For the department it is a ...

Steve Mattox part of Teacher Preparation:Resource Collections:Essays
Essays on Teacher Preparation by Workshop Participants Grand Valley State University Allendale, Michigan GVSU is a four-year public institution located 12 miles west of Grand Rapids, Michigan's second largest ...

Other Contribution

Forecast the Next Mauna Loa Eruption part of Quantitative Skills:Activity Collection
Use inquiry-based learning centered on Mauna Loa eruptions to teach students about recurrence intervals and how to use data to make predictions on eruption events, vent location, and volume of lava emitted. First, use cards to convey the concept of recurrence intervals. Have a student cut a deck of cards once per minute. Every time an ace is cut (analogous to eruption start), plot it on a graph. Repeat about 100 times then find the mean recurrence time. Then start looking at Mauna Loa data and guide students through the scientific thought process through a series of questions, allowing students to apply their math and map-reading skills to make testable predictions.


Events and Communities

Teacher Preparation Workshop 2007 Participants

Strategies for Successful Recruitment of Geoscience Majors Participants

Teacher Preparation '03 Participants

Getting the Most out of Your Intro Courses 2014

Grand Valley State University Visiting Workshop