Investigating the difference in geology between Crookston High Campus and the Fertile Sand Dunes
Summary
In this inquiry based field investigation, students will be observing our school campus's topography, soil, and plants and comparing them with the Fertile sand dunes' topography, soil, and plants. They will make detailed observations and drawings at each site and discuss in small groups what they see. They will infer the geological processes that happened in each location's past. In addition, they will form further questions based on their inferences and prepare for deeper research into our region's geological history.
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Learning Goals
Students will make detailed observations and drawings at each location so that comparing and contrasting historical geological events at each location is possible.
Students will be able to summarize geological processes that happened in the past to explain the topography, soil, and plants that we see in these locations today.
Vocabulary:
Students will be able to summarize geological processes that happened in the past to explain the topography, soil, and plants that we see in these locations today.
Vocabulary:
-Glacial outwash
-Sand dunes
-Glacial beach ridges
-Active dunes
-Inactive dunes
Context for Use
This field investigation will be conducted by senior high students in grades 10-12 in a class of 30, but could also be done with middle school students in smaller groups. I will be asking some college students to accompany my environmental students on this field investigation to provide for extra supervision. The sand dunes are located approximately 1/3 of a mile from the parking area, so students should be prepared to be away from the bus for at least 1 hour and possibly longer. Hiking boots or tennis shoes, hats, sunglasses, sunscreen, hand lenses, water to drink, notebook, pencil, and long pants should be the equipment needed to conduct this investigation. Before conducting this investigation, the students should have some practice in observing and sketching nature features. This is a field investigation that has the potential to turn into a longer research type project depending on the list of questions the students develop while at the sand dunes. This investigation should be conducted early in a unit about geology of the northwest region of Minnesota to allow the students a chance to discover some of the historical events that took place in this region.
Description and Teaching Materials
In this inquiry activity, students will first make observations and drawings of the topography, soil, and plants that are growing on the school campus site. The school is located on what used to be the lakebed of Glacial Lake Agassiz.
Next, we will travel to the southeast about 25 miles to the Fertile Sand Dunes located within the Agassiz Environmental Learning Center. Here again, students will make observations and drawings of the topography, soil, and plants growing in this area. The students will discuss and share their observations and drawings both in small groups and then will present their most interesting observations to the large group. In small groups they will try to infer what has caused the differences in the two locations. Again, after giving the students time to think and talk in groups, they will share their thoughts and inferences with the large group.
I will share with them brief descriptions of events, timelines of these events, and the resulting topography. We will generate a list of any deeper questions they would like to research.
The following day back at school, they will have time to color their drawings, complete their descriptions, and identify the plants they saw, and make plans for further investigation into geological history of the area.
Next, we will travel to the southeast about 25 miles to the Fertile Sand Dunes located within the Agassiz Environmental Learning Center. Here again, students will make observations and drawings of the topography, soil, and plants growing in this area. The students will discuss and share their observations and drawings both in small groups and then will present their most interesting observations to the large group. In small groups they will try to infer what has caused the differences in the two locations. Again, after giving the students time to think and talk in groups, they will share their thoughts and inferences with the large group.
I will share with them brief descriptions of events, timelines of these events, and the resulting topography. We will generate a list of any deeper questions they would like to research.
The following day back at school, they will have time to color their drawings, complete their descriptions, and identify the plants they saw, and make plans for further investigation into geological history of the area.
Teaching Notes and Tips
Logistics: We will need to bring a bus with 30 students and about 5-7 college students. We will need to plan for time for observing at the school campus, time for driving to the sand dunes, time for observing and discussion, and time for driving back to school. All students will need to be notified in advance of the field investigation so that they are able to bring the appropriate supplies and clothing. Since I have not done a field investigation with my students previously, I may need to allow time for permission slips to be sent out and brought back.
Safety: There is poison ivy along the trails and students must be aware of what it looks like. There are places along the trail that are made of loose sand and could be slippery slopes depending if there has been rain recently. All students need to be able to keep up with the group and not to wander off onto other trails.
This lesson is different than most of my lessons in the fact that the students will be investigating and learning about geology in the field. They have the opportunity to learn the vocabulary associated with Glacial Lake Agassiz where it will really mean something to them. In the past, I have shown them pictures of the area, but most students will be seeing most of it for the first time.
Safety: There is poison ivy along the trails and students must be aware of what it looks like. There are places along the trail that are made of loose sand and could be slippery slopes depending if there has been rain recently. All students need to be able to keep up with the group and not to wander off onto other trails.
This lesson is different than most of my lessons in the fact that the students will be investigating and learning about geology in the field. They have the opportunity to learn the vocabulary associated with Glacial Lake Agassiz where it will really mean something to them. In the past, I have shown them pictures of the area, but most students will be seeing most of it for the first time.
Assessment
Informal assessments: making sure the students are observing and participating in discussions on site
Formal assessments: checking their written descriptions of their observations, discussions, and drawings of their investigation
Discussing their research question for a future project with me
Formal assessments: checking their written descriptions of their observations, discussions, and drawings of their investigation
Discussing their research question for a future project with me
Standards
9-12.III.A geologic change over time