"Adopt an Outcrop" part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
In this lab, each student or small student group "adopts" a different outcrop or roadcut, describing and interpreting both the outcrop scale features and hand specimens.
Intro to Environmental Geology Writing Assignment part of Cutting Edge:Student Learning: Observing and Assessing:Activities with Rubrics
In this writing assingment, students research and analyze the Dust Bowl. Students analyze data, analyze and integrate different sources of information, and present a well developed written argument.
Studying Aquifers in Outcrop part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
In this field lab, students describe two (or more) different rock types in outcrop, with an emphasis on the hydrogeologic properties of the rocks. The field lab culminates with a paper that may be a layperson's account of aquifer behavior, a scientific report on the outcrops studied or a number of other models.
Post-Settlement Erosion and Deposition part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
In this example, a field laboratory in introductory geology becomes a test of a hypothesis: Does the model proposed by Stanley Trimble for Coon Creek, Wisconsin adequately describe the history of post-European-settlement erosion and deposition in a small drainage in southeast Minnesota?
Assembling a Geologic History part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
Students can combine information from several field labs to construct an overall geologic history of the local region.
Floodplains in the field (with GIS) part of Starting Point-Teaching Entry Level Geoscience:Teaching with GIS:Examples
In the original version of this lab, students measure a topographic and geologic cross-section across a floodplain by simple surveying and auguring techniques. This example demonstrates how simple GIS elements can enhance learning through added spatial context and the introduction of mapping techniques. The GIS elements encourage the students to consider the spatial context of the field observations, introduce GPS measurements, and can involve desktop GIS analyses. Original Floodplains in the field lab (without GIS) The GIS enhancements to the lab are italicized.
Groundwater Pump Test part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
Students conduct a groundwater pump test and interpret aquifer properties.
Cemetery Geology part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
In this field exercise, you will determine the susceptibility of different rocks to weathering and perhaps even estimate some weathering rates. This cemetery exercise is also a good opportunity to identify the processes of rock weathering. Cemeteries are ideal places to study rock weathering because, in most cases, the dates on the stones give a good idea of the amount of time the rock slabs have been exposed to the elements. If you should happen to see a cemetery caretaker, be sure to ask how the headstones and monuments are maintained and cleaned. This will help you assess any human causes of accelerated weathering.
The Changing Geographic Distribution of Malaria with Global Climate Warming part of Quantitative Skills:Activity Collection
In this exercise, students analyze climate data to find areas in the southern United States that are now close to having conditions in which the malaria parasite and its mosquito hosts thrive and then attempt to forecast when areas might become climatically suitable.
Mineral Resources Museum part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Students identify a (legal) product that they have brought to college, one that contains some kind of mineral resource (e.g. something with glass, aluminum, steel). They trace the sources and the history of the materials that compose the project. Finally, they prepare the object for display, writing a display label and a short explanation of their results.
Where does your energy come from? Analyzing your energy bill part of ACM Pedagogic Resources:ACM/FaCE:Projects:Integrating Sustainability into the Undergraduate Curriculum:Activities
Armed with utility bills (or conversations with relatives) and information from utility and government websites, students trace the sources of their electricity, heating and cooling, and other components of their energy use. Data on energy sources from different states and countries (represented by the students' households-of-origin) form the basis for discussions about energy sources, including their environmental, societal and economic advantages and disadvantages.
Explaining Seismic Hazard Probabilities part of Teaching Resources:Quantitative Writing:Examples
Students will compose a memo to one of a group of audiences, explaining the Modified Mercalli Intensity scale, its relation to seismic hazards, and the concept of probability, in time and space, of earthquake occurence and seismic hazard. They will include a specific example in their memo and accompany the memo with appropriate maps and graphs.
Geologic Mapping in a Classroom part of Starting Point-Teaching Entry Level Geoscience:Indoor Labs:Examples
Geologic maps, air photos and rock samples can provide students a problem in interpreting the geology of a small area or a region. This model is not the same as a "virtual field trip," but rather an opportunity for students to learn and practice the same kinds of geologic field skills they would use to collect and interpret information outdoors.
Using Data to Teach Earth ProcessesAn Illustrated Community Discussion at the 2003 Annual Meeting of the Geological Society of America part of Cutting Edge:Data, Simulations and Models:Workshop 03:Activities
This activity uses historical precipitation and temperature data from the NDP-041 data set to expose students to the types and applications of climatological data available and also builds their confidence in constructing and interpreting graphs.
Developing a local stratigraphy part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
Students describe rock types in a variety of exposures to construct a regional stratigraphy.
Geologic Mapping I part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
This example leads students through the process of creating a geologic map and cross-section in a small area of horizontal sedimentary rocks, exposed in a few locations.
Petrology in the Gravel Pit part of Starting Point-Teaching Entry Level Geoscience:Field Labs:Field Lab Examples
In this lab, students use pebbles and boulders exposed in a gravel pit to learn more about petrology.
Using Field Labs part of Starting Point-Teaching Entry Level Geoscience:Field Labs
Written by Mary Savina of Carleton College Students love field labs! They enjoy being outside and they appreciate the fact that geoscience field labs are unusually tactile and bring them into contact with real, ...
Using Indoor Labs part of Starting Point-Teaching Entry Level Geoscience:Indoor Labs
Written by Mary Savina of Carleton College "Science labs can be among the richest experiences students have at the university. It is one of the few opportunities students will have to practice science much in ...
Sustainability and Understanding Time part of Integrate:Workshops:Systems, Society, Sustainability and the Geosciences:Essays
Mary Savina, Geology, Carleton College When I'm talking with students in geology courses about sustainability, I don't use the word much. As one of my colleagues, Aaron Swoboda, puts it, we know ...
Mary Savina part of Teacher Preparation:Resource Collections:Essays
Essays on Teacher Preparation by Workshop Participants Carleton College Northfield, Minnesota Carleton College (a four-year liberal arts college) has a long-standing teacher certification program (grades 5-12) in ...
Career Prep '04 Participants: Leader