Exploring Sugarloaf Cove: Investigating the Geology of Lake Superior's North Shore.
Summary
In this earth science investigation, students will gather information about a restored wetland, pebble beach, and lava flows at Sugarloaf Cove on Minnesota's North Shore. Students in the field will make observations using field notebooks and digital media equipment while students in the classroom conduct research about the site. Both groups will collaborate to generate discussion and create questions about Minnesota's geology and landscape. The student-centered questions will act as springboards to topics visited throughout the year including rocks and minerals, plate tectonics, volcanism, environmental science, and weathering and erosion.
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Learning Goals
This field investigation is designed for students to make, record and share observations or research of an outdoor site, generate and pursue questions based on observed or researched phenomena, and draw connections between the site and more general earth system processes.
Students will distinguish between making observations and inferences, practice recording observations using field notebooks, drawings, written descriptions, and digital media equipment, and write questions. Students will format and present their observations or research to peers.
Concepts:
Essential Question: How have natural and human processes shaped the landscape at Sugarloaf Cove?
1. Observations are facts gathered using the five senses.
2. The landscape is constantly changing through constructive and destructive processes that can be human caused and natural.
3. Plate tectonics, volcanism, weathering, erosion, and restoration have contributed to the type of landscape that exists along Minnesota's North Shore.
Vocabulary:
- Observation
- Inference
- Wetland
- Pahoehoe
- Erosion
Students will distinguish between making observations and inferences, practice recording observations using field notebooks, drawings, written descriptions, and digital media equipment, and write questions. Students will format and present their observations or research to peers.
Concepts:
Essential Question: How have natural and human processes shaped the landscape at Sugarloaf Cove?
1. Observations are facts gathered using the five senses.
2. The landscape is constantly changing through constructive and destructive processes that can be human caused and natural.
3. Plate tectonics, volcanism, weathering, erosion, and restoration have contributed to the type of landscape that exists along Minnesota's North Shore.
Vocabulary:
- Observation
- Inference
- Wetland
- Pahoehoe
- Erosion
Context for Use
This field investigation is designed for 8th grade students at a public middle school. It is designed so that 28 of 200 students, (four students from each of seven earth science sections) will participate in the field investigation while the remaining students conduct in school research. (Attendance for the field investigation is limited based on requirements at this particular site, logistics, and cost.) The field investigation will be conducted close the beginning of the year and prior science knowledge is not necessary. Students will be prepped in how to use digital media equipment, strategies for making and recording field observations in a notebook, logistics, and safety. Preparation will occur during study halls preceding the site visit and will take at most one hour. The field investigation will be a one-day excursion that will extend beyond the regular school day and will include, transportation, lunch, site exploration, and debriefing. Students will complete one to two hours of follow up work during study hall and class after the trip. Two class periods will be used for student presentations, questions, and discussion. Information and ideas from the site visit will be incorporated throughout the curriculum for rest of the year. The goals of the investigation could easily be adapted to a different site, institution, and/or grade level.
Description and Teaching Materials
The Sugarloaf Cove field investigation is an optional field trip opportunity for 8th grade students as a part of their earth science course. The essential question that will be investigated is, "How have natural and human processes shaped the landscape at Sugarloaf Cove?" Interested students must apply by writing a one-page essay describing why they would like to attend, what they hope to gain, and how they plan share their experience with peers. (Just like real scientists need to write grants to fund their research!) Twenty-eight students will be selected, four from each of seven earth science sections, with the goal of representing a diverse group of learners.
Attending students will meet as a large group (or when possible) during study hall with the teacher prior to the field investigation to discuss logistics, taking field notes, safety, and use of the digital equipment. Prior to the field investigation all students will reflect and discuss what they know about the landscape of Minnesota's North Shore and what questions they may have. All students will practice taking field notes, making observations and will explore examples of the notebooks of famous scientists and naturalists. The difference between an observation and an inference and effectively documenting observations will be emphasized.
On the day of the field investigation students staying at school (Research Team) will be divided into three groups in each class. Each group will conduct research based on areas that will be explored by the groups in the field including rocks and minerals of beaches, the bedrock geology, and environmental restoration and wetlands. All groups will direct their research at trying to learn about the Sugarloaf Cove site/area. The computer lab and library will be available to the Research Team.
The students attending the field investigation (Field Team) will also be divided into three groups. Each group will explore in detail a particular area of the site and record observations using field notebooks, digital cameras, and digital video cameras. The three areas to be explored include the pebble beach, restored wetland, and lava flows. The purpose is to gather and document observations to be shared with the rest of the class.
Following the field investigation day, students will be given time to formalize their discoveries into an appropriate format that may include a video, slide show, power point, poster, paper, wiki, or oral presentation. The Research and Field Teams will meet in their respective groups (beach, wetland, lava flow) to share and discuss their findings and write down any further questions. Each group will report back to the class for large group discussion. Students will reflect back on their initial thoughts about their knowledge of the North Shore landscape, write about what they have learned in terms of the essential question, and write down questions they still have. An emphasis will be on stimulating student questions and pursuing connections to topics throughout the year and across the earth science curriculum. When appropriate the exploration of Sugarloaf Cove will be used to make connections between Minnesota and earth processes. I wrote this summary of Sugarloaf Cove for a History of the Environment course I took at Hamline University. It can be used as an overview of the site. (Acrobat (PDF) 912kB Sep4 08)
Attending students will meet as a large group (or when possible) during study hall with the teacher prior to the field investigation to discuss logistics, taking field notes, safety, and use of the digital equipment. Prior to the field investigation all students will reflect and discuss what they know about the landscape of Minnesota's North Shore and what questions they may have. All students will practice taking field notes, making observations and will explore examples of the notebooks of famous scientists and naturalists. The difference between an observation and an inference and effectively documenting observations will be emphasized.
On the day of the field investigation students staying at school (Research Team) will be divided into three groups in each class. Each group will conduct research based on areas that will be explored by the groups in the field including rocks and minerals of beaches, the bedrock geology, and environmental restoration and wetlands. All groups will direct their research at trying to learn about the Sugarloaf Cove site/area. The computer lab and library will be available to the Research Team.
The students attending the field investigation (Field Team) will also be divided into three groups. Each group will explore in detail a particular area of the site and record observations using field notebooks, digital cameras, and digital video cameras. The three areas to be explored include the pebble beach, restored wetland, and lava flows. The purpose is to gather and document observations to be shared with the rest of the class.
Following the field investigation day, students will be given time to formalize their discoveries into an appropriate format that may include a video, slide show, power point, poster, paper, wiki, or oral presentation. The Research and Field Teams will meet in their respective groups (beach, wetland, lava flow) to share and discuss their findings and write down any further questions. Each group will report back to the class for large group discussion. Students will reflect back on their initial thoughts about their knowledge of the North Shore landscape, write about what they have learned in terms of the essential question, and write down questions they still have. An emphasis will be on stimulating student questions and pursuing connections to topics throughout the year and across the earth science curriculum. When appropriate the exploration of Sugarloaf Cove will be used to make connections between Minnesota and earth processes. I wrote this summary of Sugarloaf Cove for a History of the Environment course I took at Hamline University. It can be used as an overview of the site. (Acrobat (PDF) 912kB Sep4 08)
Teaching Notes and Tips
- This activity will be piloted Fall of the 2008/2009 school year.
- The activity will be updated as the details begin to fall into place and at the end of the school year so consider this a draft.
- The Sugarloaf Cove site is a managed area and will be contacted prior to our field investigation.
- We will follow all school rules/policies as well as those of the site.
- The conditions along the North Shore of Lake Superior are unpredictable and students will be required to bring a snack, lunch, water bottle, warm clothes, raincoat, sturdy shoes, notebook, and colored pencils.
- Rocky beaches, cliffs, and water can be dangerous, students must be with a buddy at all times and stay within sight of their chaperone.
- Digital media equipment will be provided to each group but students may bring their own.
- Three chaperones will accompany the Field Team in addition to the teacher. (One chaperone per group with the teacher roaming.)
- Chaperones will be given guidelines for fostering inquiry and leading students to make observations and ask questions when appropriate. Remember the focus is on the students driving the exploration process NOT on knowing a correct answer.
- An option would be to have a fourth team both in the field and at school that explore the cultural/historical use of the area.
This activity is different from what I have done in the past because it makes a strong connection between key earth science concepts (plate tectonics, volcanism, rocks, environmental restoration, wetlands) and Minnesota. Local examples are used instead of far away places and students are driving the exploration process in a very authentic way rather than working from a book or CD-ROM. The activity is being used as pre-learning. Students are put into the role of peer teachers and are active participants in the learning/teaching process -- I have not done this with a field trip before. It is the hope that students will generate interest, curiosity, and take ownership of their learning
WEB RESOURCES:
American Museum of Natural History
Examples of famous field notebooks
http://paleo.amnh.org/notebooks/index.html
Department of Natural Resources
Article about wetland restoration at Sugarloaf Cove
http://www.dnr.state.mn.us/fwt/back_issues/march01/article7.html
Beach Monitoring Program
Current conditions at Sugarloaf Cove
http://www.mnbeaches.org/beaches/lksuperior/B025.shtml
History of Sugarloaf Cove
Cultural and natural history of Sugarloaf Cove
http://www.d.umn.edu/~pcollins/sugarloaf/history.html
Sugarloaf Cove
North Shore stewardship association.
http://www.sugarloafnorthshore.org/
- The activity will be updated as the details begin to fall into place and at the end of the school year so consider this a draft.
- The Sugarloaf Cove site is a managed area and will be contacted prior to our field investigation.
- We will follow all school rules/policies as well as those of the site.
- The conditions along the North Shore of Lake Superior are unpredictable and students will be required to bring a snack, lunch, water bottle, warm clothes, raincoat, sturdy shoes, notebook, and colored pencils.
- Rocky beaches, cliffs, and water can be dangerous, students must be with a buddy at all times and stay within sight of their chaperone.
- Digital media equipment will be provided to each group but students may bring their own.
- Three chaperones will accompany the Field Team in addition to the teacher. (One chaperone per group with the teacher roaming.)
- Chaperones will be given guidelines for fostering inquiry and leading students to make observations and ask questions when appropriate. Remember the focus is on the students driving the exploration process NOT on knowing a correct answer.
- An option would be to have a fourth team both in the field and at school that explore the cultural/historical use of the area.
This activity is different from what I have done in the past because it makes a strong connection between key earth science concepts (plate tectonics, volcanism, rocks, environmental restoration, wetlands) and Minnesota. Local examples are used instead of far away places and students are driving the exploration process in a very authentic way rather than working from a book or CD-ROM. The activity is being used as pre-learning. Students are put into the role of peer teachers and are active participants in the learning/teaching process -- I have not done this with a field trip before. It is the hope that students will generate interest, curiosity, and take ownership of their learning
WEB RESOURCES:
American Museum of Natural History
Examples of famous field notebooks
http://paleo.amnh.org/notebooks/index.html
Department of Natural Resources
Article about wetland restoration at Sugarloaf Cove
http://www.dnr.state.mn.us/fwt/back_issues/march01/article7.html
Beach Monitoring Program
Current conditions at Sugarloaf Cove
http://www.mnbeaches.org/beaches/lksuperior/B025.shtml
History of Sugarloaf Cove
Cultural and natural history of Sugarloaf Cove
http://www.d.umn.edu/~pcollins/sugarloaf/history.html
Sugarloaf Cove
North Shore stewardship association.
http://www.sugarloafnorthshore.org/
Assessment
The students will present and/or hand in their personal research as a poster, paper, oral presentation (with notes), Power Point, slideshow, wiki, or iMovie. Their contribution to class discussions will be monitored. Initial brainstorming and final reflections will also be handed in. Students will be asked in the spring to reflect on the year and what concepts relate back to understanding the Sugarloaf site. All work will be submitted as a portfolio.
Standards
8.I.B.1 → scientific investigations
8.III.A.2 → surface features constantly change
8.III.A.1 → environmental issues
8.III.A.2 → surface features constantly change
8.III.A.1 → environmental issues