Investigating SE MN Geology including rock layers, fossils, and Karst geology through Quarry Hill Nature Center

This activity is designed for students to learn about MN geology, including the different rocks and rock layers, fossils, and especially Karst geology. The students will be making observations about the different rock types and layers, about the different fossils they find (for example, they will find sea shells and other fossils that are evidence that a sea was once covering the area. I will not introduce them to this idea until they have offered it to me). They will also be writing questions and designing procedures to test their new ideas. They will be learning about the safety of rock climbing and learning about the equipment that will safely get them to the top and back down again.
Concepts to be discovered:
- There was once a shallow sea that covered Minnesota (via fossil evidence).
- The data is in the strata, meaning they will discover that rocks form in layers and that each layer has its own story.
- They will learn what Karst geology is and how it affects SE Minnesota and the students themselves.
Vocabulary to be learned:
- Karst
- limestone
- quarry
- sinkholes
- geology

This activity is going to take place at Quarry Hill Nature Center in Rochester, MN. It is ideal to have small class sizes (20-25). This will be a field exercise that will be taught partially by me, the instructor and by the instructors at Quarry Hill Nature Center (QHNC). You can make it any time length that fits your schedule, from 2 hours, to an all day activity. The only "special" equipment I am sending with my students will be their field notebooks and a magnifying glass. I am going to be having my students use the 12-step program for Inquiry-based field investigations for this activity, so they should have some prior knowledge of what exactly this 12-step program is. Also, we will be introduced to the geology of MN and Rochester here, so depending where you want this visit to go, it will depend on how much your students should know ahead of time. My students won't know much ahead of time since I want this to be an inquiry approach to learning. I won't give them too much information ahead of time.

Students will work at a variety of hands-on learning stations to increase their knowledge of SE Minnesota geology including rock layers, fossils, and sink holes. They will also learn how Karst Geology impacts our water quality. Students will then hike to Quarry Hill and view some of the geologic features of the park. We will also visit a sandstone cave.
To introduce the activity: I am going to be brief with my students, as I want them to discover what Karst topography is, and be able to use the 12-steps of inquiry to help them. Throughout the day, they will be making observations at certain points and writing down some investigatable questions. I then plan to take this all back to the classroom and use it when we discuss rocks and the rock cycle, as well as our fossil unit. I plan to do a fossil viewing day and really taking their knowledge of the day, and bringing it back to the classroom. As far as materials go, I will hand them an eyepiece, their field journals, and pictures of the fossils they may find at the quarry. My closure activity will include presentations done by the students on a topic of their choosing from their field notes.

The trails at Quarry Hill are non-paved, very skinny, and lead you through the woods! Students must have tennis shoes or hiking shoes on at all times! I noticed that there are many pieces of broken glass in the quarry where students will be fossil hunting. It may be wise to bring gloves to search through the rocks so students do not get cut.

Student work will include writing down observations in their field journals. They will then be writing some investigatable questions from their observations, and writing up the process for how they could test their question. Depending on time, money, and equipment, I may have them actually perform their tests. They will be assessed on how well they follow directions, make observations, and how well they work to find an answer to their questions.

8.III.A.4—interpreting layers of rocks and fossils
8.III.A.7—research an environmental issue and evaluate its impact (optional)
8.III.A.3—describe the rock cycle