GEO-Logic: How Much of the State is Wet
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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)
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This page first made public: Jun 1, 2006
In this example, students are asked to match up students with their home state, and their states with the area and percentage of area of surface water that they contain, as well as where each of the states rank nationally in terms of water area. Students are given clues from various perspectives to help them deduce the answers to the problem.
- To develop students' problem solving skills by requiring them to examine problems from multiple points of view
- To expose students to real geologic data and common concepts and units (rates, distance, time, etc.)
Context for Use
Teaching Notes and Tips
References and Resources
Guertin, 2000 . Using Logic Problems in Introductory-Level Geoscience Courses to Develop Critical Reasoning and Basic Quantitative Skills, Journal of Geoscience Education, 48(4), 423.
- In this paper, the author describes the development and implementation of GEOLogic problems as well as her reasoning for the focus on logic problems and problem solving.
Controlled Vocabulary Terms
Resource Type: Activities:Classroom Activity, Lab Activity
Special Interest: Quantitative
Grade Level: College Lower (13-14), High School (9-12), College Lower (13-14):Introductory Level
Quantitative Skills: Problem Solving
Ready for Use: Ready to Use
Earth System Topics: Hydrology
Theme: Teach the Earth:Teaching Environments:Intro Geoscience, Teach the Earth:Course Topics:Hydrology/Hydrogeology, Teach the Earth:Teaching Topics:Water