Geology of the Credit River at Hidden Valley Park
Summary
In this earth science lesson, students will investigate the characteristics of the Credit River in an interdisciplinary inquiry based investigation. They will collect 3 types of data. They will determine the speed the water moves, identify rocks and sediments in the river bed, and identify river characteristics by observing maps of the river and the surrounding area. Students will draw conclusions based on their evidence in the form of a report.
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Learning Goals
Learning Goals:
1) This activity is designed for students to practice collecting different types of data.
2) This activity is designed for students to improve higher order thinking skills by analyzing all their data and drawing conclusions.
3) This activity is designed for students to discover earth science connections in their community.
2-3 Key concepts:
1) Students will calculate the speed the water is moving.
2) Students will identify sediment characteristics from the river bed.
3) Students will describe a local portion of Minnesota's landscape.
2-5 Vocabulary words:
Hydrogeology
Thalweg
Topography
1) This activity is designed for students to practice collecting different types of data.
2) This activity is designed for students to improve higher order thinking skills by analyzing all their data and drawing conclusions.
3) This activity is designed for students to discover earth science connections in their community.
2-3 Key concepts:
1) Students will calculate the speed the water is moving.
2) Students will identify sediment characteristics from the river bed.
3) Students will describe a local portion of Minnesota's landscape.
2-5 Vocabulary words:
Hydrogeology
Thalweg
Topography
Context for Use
This investigation is designed for a group of 60 earth science students, 3-4 teachers, and multiple parent chaperones going on this field trip. The numbers and location can easily be adapted. The teachers attending would need to include 1 science teacher, 1 math teacher, 1 geography/social studies teacher, and possibly a 4th teacher to supervise a "lunch/snack" time area. Each teacher would be in charge of a different activity station related to their subject area. This activity is designed to be near the end of the year for students to tie together their knowledge of geology in this field investigation and to ensure warm weather. This field investigation will take most of the school day to allow for transportation and lunch time.
Description and Teaching Materials
Activity Description:
Materials:
Students – Science journals, pen, old clothes, bag lunch, sun screen, bug spray, water bottle
Math Teacher – calculators, meter sticks, stop watches, oranges/other objects that float
Science Teacher – hand lenses, trowels, guides/tools for rock identification
Social Studies Teacher – maps of area, see a brief description and resources at this website. http://en.wikipedia.org/wiki/Credit_River_(Minnesota) Be sure to click on the references at the bottom of the page for watershed maps.
Other Materials: Camera, baggies
Procedure:
1) Near the end of the school year for geology, the students will be assigned to collect various types of data from Hidden Valley Park on the Credit River and the surrounding landscape. Discuss with students why they think it is important to know the features of the river and surrounding landscape.
2) When students arrive, split them into 4 groups. The groups will rotate among 4 different stations: Flowing Water (math), MN maps (social studies), Rocks and Sediment (science), and Lunch (extra teacher). Allow students 45 minutes at each station.
3) At the Flowing Water station, allow students to make observations of the moving water. Discuss observations as a group. Split students into pairs and allow them to design a test to determine the speed the water is moving. Give students a collection of supplies and have them determine what is necessary. Have students carry out experiments, record data in science notebooks and present findings to group. Discuss if there could be any errors in data collection. Record findings in science journal.
4) At the MN maps station, have students observe different maps of the area. Topographic maps or watershed maps would work the best. Have students work in pairs to discuss findings on maps. Be sure to discuss direction of flow, elevation, and other characteristics of the watershed. Share findings with group. Record findings in science journal.
5) At Rocks and Sediment station, have the students make observations about the rocks and sediment in their journals. Discuss observations as a group and be sure to touch on size, location of rocks/sediment. Then have the students collect the 3 most unusual rock samples and have students write accurate descriptions of the rock samples. Share the best rock description with the group. Discuss the descriptions, and what they can mean. Record findings in science journal.
6) Have teacher supervise lunch and allow for some free time or an organized activity.
7) The following day in science class, the students will have an opportunity to do a write up for the field investigation as a part of their final for the trimester.
Materials:
Students – Science journals, pen, old clothes, bag lunch, sun screen, bug spray, water bottle
Math Teacher – calculators, meter sticks, stop watches, oranges/other objects that float
Science Teacher – hand lenses, trowels, guides/tools for rock identification
Social Studies Teacher – maps of area, see a brief description and resources at this website. http://en.wikipedia.org/wiki/Credit_River_(Minnesota) Be sure to click on the references at the bottom of the page for watershed maps.
Other Materials: Camera, baggies
Procedure:
1) Near the end of the school year for geology, the students will be assigned to collect various types of data from Hidden Valley Park on the Credit River and the surrounding landscape. Discuss with students why they think it is important to know the features of the river and surrounding landscape.
2) When students arrive, split them into 4 groups. The groups will rotate among 4 different stations: Flowing Water (math), MN maps (social studies), Rocks and Sediment (science), and Lunch (extra teacher). Allow students 45 minutes at each station.
3) At the Flowing Water station, allow students to make observations of the moving water. Discuss observations as a group. Split students into pairs and allow them to design a test to determine the speed the water is moving. Give students a collection of supplies and have them determine what is necessary. Have students carry out experiments, record data in science notebooks and present findings to group. Discuss if there could be any errors in data collection. Record findings in science journal.
4) At the MN maps station, have students observe different maps of the area. Topographic maps or watershed maps would work the best. Have students work in pairs to discuss findings on maps. Be sure to discuss direction of flow, elevation, and other characteristics of the watershed. Share findings with group. Record findings in science journal.
5) At Rocks and Sediment station, have the students make observations about the rocks and sediment in their journals. Discuss observations as a group and be sure to touch on size, location of rocks/sediment. Then have the students collect the 3 most unusual rock samples and have students write accurate descriptions of the rock samples. Share the best rock description with the group. Discuss the descriptions, and what they can mean. Record findings in science journal.
6) Have teacher supervise lunch and allow for some free time or an organized activity.
7) The following day in science class, the students will have an opportunity to do a write up for the field investigation as a part of their final for the trimester.
Teaching Notes and Tips
Teaching notes:
1) Reserve picnic shelter ahead of time at www.cityofsavage.com. Click on Departments, then Parks, then Hidden Valley Park. There is a $50-75 fee.
2) The park is Handicap accessible in most areas. There are bathrooms and a drinking fountain for students to use.
3) For larger groups that need more stations, there is a volleyball court, softball field, hiking trails for many other interdisciplinary activities.
4) Go on the field trip in the spring so it is easier to access the water with less foliage.
5) Check on school policies for the students going into water. A teacher or parent can go into water as an alternative if students are not allowed. The water can be varying depths, so it might be worth it to check out the water depth a few days before the trip to plan accordingly.
6) Plan for an alternative day on the chance of rain.
1) Reserve picnic shelter ahead of time at www.cityofsavage.com. Click on Departments, then Parks, then Hidden Valley Park. There is a $50-75 fee.
2) The park is Handicap accessible in most areas. There are bathrooms and a drinking fountain for students to use.
3) For larger groups that need more stations, there is a volleyball court, softball field, hiking trails for many other interdisciplinary activities.
4) Go on the field trip in the spring so it is easier to access the water with less foliage.
5) Check on school policies for the students going into water. A teacher or parent can go into water as an alternative if students are not allowed. The water can be varying depths, so it might be worth it to check out the water depth a few days before the trip to plan accordingly.
6) Plan for an alternative day on the chance of rain.
Assessment
Assessment: Students will do a formal Field Investigation Write Up based upon their science journal entries and experiences during the field investigation. They will need to include the answers to the following questions: What was the question we investigated? How did you collect the data to answer the questions? What is your data? What have your found out based on your data? What new questions do you have?
Standards
Standards match:
1) 8.1.3.4.2 - mathematical analyses to describe and investigate natural systems
2) 8.3.1.3.2 - rock identification
3) 8.3.1.2.2 - weathering, erosion and glacial activity in shaping Minnesota's current landscape.
1) 8.1.3.4.2 - mathematical analyses to describe and investigate natural systems
2) 8.3.1.3.2 - rock identification
3) 8.3.1.2.2 - weathering, erosion and glacial activity in shaping Minnesota's current landscape.