Building Blocks part of Cutting Edge:Environmental Geology:Activities
In association with rock and mineral ID tables, this lab introduces students to basic rocks and minerals via grouping and comparison, rather than as individual samples. I use this lab in my environmental geology course, where we don't have enough lab time to examine each set of rocks and minerals separately, but students need a basic familiarity with these materials and a context in which to place them. I find these groupings teach them how to look at rocks and minerals and give them the cursory experience identifying geologic materials necessary to go on successfully in the course.
Dynamic Reservoir - In-class activity part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Activities
This is an in-class activity analyzing our drinking water reservoir, but would apply to any reservoir for which there are basic crest/elevation data and maps available.
Getting a Feel for Soils - Lab part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Activities
This is a lab activity in which students start to put together what they have learned as separate soil attributes in the context of the world they know. This activity involves hypothesizing geologic and soils relationships using state and world maps, conducting texture-by-feel tests, reflecting on the definition of 'soil', and evaluating soil granulometric methods.
Geochemistry - Soils Analysis part of Cutting Edge:Early Career:Previous Workshops:Workshop 2010:Teaching Activities
Students conduct a geochemical analysis of a soil. Choice of activity and group-size allows students to play to their strengths. Each group chooses one of the following analyses: conductivity buffer solution, conductivity, acidity, mineralogy, grain size, or loss on ignition. The follow-up lab requires that they evaluate each group's data presentation and interpret the combined dataset.
GEOS 430 Hydrogeology part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Courses
Many of Earth's surface environments are governed by the interaction of water with earth materials. This course introduces students to the nature of these interactions, utilizing qualitative, quantitative, physical, and chemical perspectives.
GEOS 431 Soils part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Courses
This course introduces students to the skin of the Earth, examining soil as both a geological material and a natural resource. We explore the awesome complexity of soils from molecular- to landscape-scale and examine the particular problems soils pose to human-landscape interaction.
GEOS 316 Geochemistry part of Cutting Edge:Hydrogeology:Hydrogeology, Soils, Geochemistry 2013:Courses
This introduction to the chemical Earth helps students understand fundamental geological interactions and the occurrence of geoscientific phenomena. This course emphasizes the manner in which our experience of Earth materials and environments is shaped by the chemical and physical tendencies of the universe.
GEOS 201 Environmental Geology part of Cutting Edge:Environmental Geology:Courses
This course introduces whole-Earth materials & processes with a focus on the formation of & human interaction with surficial environments. We examine phenomena such as volcanoes, earthquakes, wasting, flooding, desertification, & climate change. Discussions and lectures employ case studies allowing students to place geologic phenomena in human context, including analysis of sustainable development, water supply, mining, agriculture, and waste disposal practices. Laboratory and field trip exercises employ maps, specimens, real-world datasets, and local geological sites and resources. This course is designed for students who want to understand Earth and how it works.
Case Study 5.1 - Interactions: Climate's Tangled Web part of Climate of Change
I designed this activity as a role-playing game to help students understand both the concept of climate modeling and how the climate system works. Students take on the role of a climate system component, examining their personal reactions to climate stimuli and building a future scenario based on their group's reactions. You can implement this teaching collection as part of the Climate of Change InTeGrate Module, Unit 5, or as a stand-alone activity.
Case Study 3.1 - Predicting Patterns: What Does La Niña Look Like? part of Climate of Change
This activity is designed to allow students who have been exposed to the El Niño-Southern Oscillation to analyze the La Niña mechanism and predict its outcomes. Students create an SST map for La Niña and both temperature and precipitation maps for the three states of ENSO. The exercise can be completed as part of the complete Climate of Change InTeGrate Module, Unit 3, or as a stand alone activity.
Case Study 5.2 - Interpretations: Reading the Book of Earth part of Climate of Change
I designed this activity to provide students with a comprehensive experience working with real climate data. Students graph, analyze, and critically interpret ice core data from Greenland. You can implement this teaching collection as part of the Climate of Change InTeGrate Module, Unit 5, or as a stand-alone activity.
Case Study 3.2 - Exploring Patterns: ENSO on the Global Stage part of Climate of Change
I designed this activity to allow students who have become somewhat familiar with the El Niño-Southern Oscillation to explore the reality of ocean surface temperature data. Students analyze a time series of SST anomaly maps to create an ENSO timeline. You can implement this teaching collection as part of the Climate of Change InTeGrate Module, Unit 3, or as a stand alone activity.