A Rocking Walking Tour: Investigating Architectural Rocks in downtown St. Paul, MN
Summary
This is a guided inquiry field investigation in an urban setting. This investigation focuses on the identification of the rocks used on and in the buildings and other structures in downtown St. Paul, MN. This is a walking tour that would be a great half-day field trip. The tour highlights four stops in downtown. Depending on the size of the group taken, the instructor will need to determine if the entire group stays together for all four stops, or if the group should be divided into as many as four smaller groups and then rotate to each station. This activity is designed to suit the latter grouping option and therefore information and questions for each site is included so that other trained chaperones feel comfortable leading groups as well as the science instructor. The questions asked are based on Bloom's taxonomy to include a variety of lower knowledge-based questions and higher application-based questions. Ideally, student observations and data are collected in a field journal. This activity can be modified to include or exclude other sites in downtown. Additionally, it can be modified for content due to instructional focus or purpose during a specific unit being taught in the classroom at the time.
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Learning Goals
Goals
The Rocking Walking Tour is designed for students to achieve the following goals. Students will:- make observations of rocks used in St. Paul buildings
- classify the rocks as igneous, metamorphic, or sedimentary based on observations (and using a key depending on student readiness)
- determine the name of the rocks present (depending on student readiness)
Skills
The following skills are utilized during this activity:- critical thinking
- synthesis of ideas
- observation
- question
- field techniques
Key Concepts
Key concepts should be determined by the teacher. They will vary based on the items the teacher instructs students to identify. The key concepts listed below are possibilities; they may be removed or other may be added to suit the needs of the situation.- When studying a rock sample, geologists observe the rock's mineral composition, color, and texture.
- Geologists classify rocks into three major groups: igneous rock, sedimentary rock, and metamorphic rock.
- Igneous rocks are classified according to their origin, texture, and mineral composition.
- Geologists classify sedimentary rocks according to the type of sediments that make up the rock.
- Geologists classify metamorphic rocks according to the arrangement of the grains that make up the rocks.
Vocabulary Words
- observation
- classify
- igneous
- sedimentary
- metamorphic
- mineral
- grains
Context for Use
This activity is appropriate for any Earth Science class, middle school or high school. Most likely this activity would be done with an entire team or grade level (depending on the school this could be 80-300 students). This activity is designed for four site stops on the walking tour and therefore the entire group of students can be split into four different groups. A trained chaperone would be responsible for leading a group (of 20-75 students in each group) and additional chaperones for supervision purposes is highly recommended. This is a field exercise that is performed outdoors and in a busy urban environment, so special care/precautions in student safety should be taken. This activity could last 10-15 minutes at each site to collect the data, 5-10 minutes to discuss observations and classify the rocks at each site (ie: process the observations made), up to 10 minutes in between sites due to walking distances. This time frame would estimate this activity to take two hours, not including parking and walking time to/from the busses. It is recommend that additional time should be taken to process the data the next day if possible so students may process the information and clarify their notes in their journals. The time frame at each site depends on the extent of data the students are instructed to collect. Additionally, handheld GPS devices would be used to mark latitude, longitude, and elevation. A map of the area would also be helpful for students to make notations on when gathering data. All of the items that the students are identifying in the field need to be covered prior to The Rocking Walking Tour in class. They should have mastered identifying and classifying the three rock types (and naming the rocks if so desired) in the classroom via pictures, samples, or textbook before seeing it in real life.
Description and Teaching Materials
See the Introduction, Materials, and Content for "The Rocking Walking Tour" below
Introduction:
This activity should be used as a field activity, focusing on inquiry-based conclusions drawn from student observations. The Rocking Walking Tour is an activity for students to try field based inquiry techniques to identify the rock types used in building construction. By using their prior knowledge, students will be able to determine the type of rock used in buildings at four different sites in downtown St. Paul. Group size should be determined by the teacher depending on number of students participating and the number of chaperones available. Students will make observations in their science notebooks, generate questions, and work together to determine the rock type(s) present as each site.
Materials:
Content for Walking Tour
The main purpose of the walking tour is to identify rocks as igneous, metamorphic, or sedimentary. Depending on students' level of understanding, they may also identify the rocks by name. This activity includes four stops in downtown St. Paul; stops can be added or removed depending on the teacher's goals, time, and knowledge. Students will be making observations in their notebooks, creating their own list of questions, and working together to determine the rock type. Sample prompting questions are provided for the teacher to ask of students before, during, and after their field experience.
Sites for Walking Tour
The following stops can be found on Item A – Map of Downtown St. Paul:
#1 – Assumption Church (51 West Ninth Street)
#4 – Landmark Center (75 West Fifth Street)
#5 – James J. Hill Library (80 West Fourth Street)
#6 – Qwest Buildings (70 West Fourth Street)
General Instructions and Questions for Each Site
Record the location – address, building name, city, state, etc.
Draw a detailed sketch of the rock sample (use scale)
Write down all observations of the sample
What do you see?
What do you notice from far away?
What do you notice up close?
What colors are present?
Are there grains or crystals?
Describe any patterns you notice
Write down all the questions you have about this sample
What could be done to determine the rock type?
Information of Rock Types Found at Each Site
The following information is generated from Kate Pound, Megan Jones, Rocky Roots: Geology and Stone Construction in Downtown St. Paul by Kain and Neslon, and http://www.usgs.gov/ :
#1 – Assumption Church (51 West Ninth Street)
Rock Type: Sedimentary
Rock Name: Limestone (Platteville)
Rock Information: A carbonate sedimentary rock composed of more than 50 percent of the mineral calcium carbonate (CaCO3).
Special Notes: The church is St. Paul's oldest, and the most prominent symbols of the city's German Catholic heritage. Built in 1873, the building is rare due to the use of limestone. The limestone was most likely quarried nearby, as it is part of the underlying geology of the area. The limestone was deposited approximately 450 million years ago during the Ordovician. The rectory (Assumption School) next door is not made of limestone. It is calcite-cemented, siltstone blocks with a micro-coquina wainscoting, slate roof tiles, and granite front steps.
#4 – Landmark Center (75 West Fifth Street)
Rock Type: Igneous
Rock Name: Granite (Sauk Center Pink)
Rock Information: Granite is a common and widely occurring type of intrusive, felsic, igneous rock. Granite has a medium to coarse texture, occasionally with some individual crystals larger than the groundmass forming a rock known as porphyry.
Special Notes: The exterior of the Landmark Center is made of light pink granite from Sauk Center, MN. Approximately 1.7 billion years old, the granite is homogenous in color. Its appearance looks white from a distance but pink up close. The rock has not been polished and has been weathered, so it may look different than the granites students may be familiar with in their homes (countertops, etc). Built in 1906, the Landmark Center was St. Paul's main post office for nearly 30 years, and the Federal Courthouse for 63 years. The building was designed to look like the chateaux of the Loire valley in France.
#5 – James J. Hill Library (80 West Fourth Street)
Rock Type: Metamorphic
Rock Name: Marble (Tennessee Pink)
Rock Information: Marble is a nonfoliated metamorphic rock resulting from the metamorphism of limestone, composed mostly of calcite (a crystalline form of calcium carbonate, CaCO3).
Special Notes: The Tennessee marble looks white from a distance, but is distinctively pink (especially when wet) up close. Built in 1916, the building was a gift from James J. Hill, the CEO of the Great Northern Railway and local St. Paul resident. The marble comes from Ordovician deposits in eastern Tennessee and is approximately 460 million years old.
#6 – Qwest Buildings (70 West Fourth Street)
Rock Type: Metamorphic
Rock Name: Gneiss (Morton Gneiss)
Rock Information: Gneiss is a common and widely distributed type of rock formed by high-grade regional metamorphic processes from pre-existing formations that were originally either igneous or sedimentary rocks.
Special Notes: There are three Qwest buildings – from west to east, they were built in 1935, 1968, and 1976. Spend time looking at the crystals and the banding in the rock. Some of the oldest rocks in the world include the gneiss found in the Minnesota River Valley. The Morton Gneiss, which is 3.6 billion years old, is a coarsely crystalline, foliated metamorphic rock. The texture and mineral assemblage of the Morton Gneiss give clues as to how the rock formed. The fact that it is a crystalline rock with large visible grains indicates that it originated as a granitic igneous rock that cooled slowly beneath the Earth's surface. The foliation, or alignment of the mineral grains, indicates that the original rock was subjected to great heat and pressure deep below the Earth's surface. Gneiss is quarried for use as building stone and monuments. You can find outcrops of gneiss near Morton (the famous "Rainbow Gneiss"), Redwood Falls, Sacred Heart and Ortonville. Item A - Map of Downtown St. Paul MN (Microsoft Word 160kB Aug3 09) Item B - Rock Identification Key (Microsoft Word 37kB Aug3 09)
Introduction:
This activity should be used as a field activity, focusing on inquiry-based conclusions drawn from student observations. The Rocking Walking Tour is an activity for students to try field based inquiry techniques to identify the rock types used in building construction. By using their prior knowledge, students will be able to determine the type of rock used in buildings at four different sites in downtown St. Paul. Group size should be determined by the teacher depending on number of students participating and the number of chaperones available. Students will make observations in their science notebooks, generate questions, and work together to determine the rock type(s) present as each site.
Materials:
- Local map of the designated area (Item A (use of topo maps and other maps would also be relevant))
- Rock Identification Key or book (Item B)
- Sample Prompting Questions (Item C)
- Mineral Identification Key or book
- Hand lens
- Science Journal or Notebook
- Pen/pencil
- Data Sheet (with required items listed and places to record findings)
- GPS unit (optional, but handy)
- Digital cameras (optional, but handy)
Content for Walking Tour
The main purpose of the walking tour is to identify rocks as igneous, metamorphic, or sedimentary. Depending on students' level of understanding, they may also identify the rocks by name. This activity includes four stops in downtown St. Paul; stops can be added or removed depending on the teacher's goals, time, and knowledge. Students will be making observations in their notebooks, creating their own list of questions, and working together to determine the rock type. Sample prompting questions are provided for the teacher to ask of students before, during, and after their field experience.
Sites for Walking Tour
The following stops can be found on Item A – Map of Downtown St. Paul:
#1 – Assumption Church (51 West Ninth Street)
#4 – Landmark Center (75 West Fifth Street)
#5 – James J. Hill Library (80 West Fourth Street)
#6 – Qwest Buildings (70 West Fourth Street)
General Instructions and Questions for Each Site
Record the location – address, building name, city, state, etc.
Draw a detailed sketch of the rock sample (use scale)
Write down all observations of the sample
What do you see?
What do you notice from far away?
What do you notice up close?
What colors are present?
Are there grains or crystals?
Describe any patterns you notice
Write down all the questions you have about this sample
What could be done to determine the rock type?
Information of Rock Types Found at Each Site
The following information is generated from Kate Pound, Megan Jones, Rocky Roots: Geology and Stone Construction in Downtown St. Paul by Kain and Neslon, and http://www.usgs.gov/ :
#1 – Assumption Church (51 West Ninth Street)
Rock Type: Sedimentary
Rock Name: Limestone (Platteville)
Rock Information: A carbonate sedimentary rock composed of more than 50 percent of the mineral calcium carbonate (CaCO3).
Special Notes: The church is St. Paul's oldest, and the most prominent symbols of the city's German Catholic heritage. Built in 1873, the building is rare due to the use of limestone. The limestone was most likely quarried nearby, as it is part of the underlying geology of the area. The limestone was deposited approximately 450 million years ago during the Ordovician. The rectory (Assumption School) next door is not made of limestone. It is calcite-cemented, siltstone blocks with a micro-coquina wainscoting, slate roof tiles, and granite front steps.
#4 – Landmark Center (75 West Fifth Street)
Rock Type: Igneous
Rock Name: Granite (Sauk Center Pink)
Rock Information: Granite is a common and widely occurring type of intrusive, felsic, igneous rock. Granite has a medium to coarse texture, occasionally with some individual crystals larger than the groundmass forming a rock known as porphyry.
Special Notes: The exterior of the Landmark Center is made of light pink granite from Sauk Center, MN. Approximately 1.7 billion years old, the granite is homogenous in color. Its appearance looks white from a distance but pink up close. The rock has not been polished and has been weathered, so it may look different than the granites students may be familiar with in their homes (countertops, etc). Built in 1906, the Landmark Center was St. Paul's main post office for nearly 30 years, and the Federal Courthouse for 63 years. The building was designed to look like the chateaux of the Loire valley in France.
#5 – James J. Hill Library (80 West Fourth Street)
Rock Type: Metamorphic
Rock Name: Marble (Tennessee Pink)
Rock Information: Marble is a nonfoliated metamorphic rock resulting from the metamorphism of limestone, composed mostly of calcite (a crystalline form of calcium carbonate, CaCO3).
Special Notes: The Tennessee marble looks white from a distance, but is distinctively pink (especially when wet) up close. Built in 1916, the building was a gift from James J. Hill, the CEO of the Great Northern Railway and local St. Paul resident. The marble comes from Ordovician deposits in eastern Tennessee and is approximately 460 million years old.
#6 – Qwest Buildings (70 West Fourth Street)
Rock Type: Metamorphic
Rock Name: Gneiss (Morton Gneiss)
Rock Information: Gneiss is a common and widely distributed type of rock formed by high-grade regional metamorphic processes from pre-existing formations that were originally either igneous or sedimentary rocks.
Special Notes: There are three Qwest buildings – from west to east, they were built in 1935, 1968, and 1976. Spend time looking at the crystals and the banding in the rock. Some of the oldest rocks in the world include the gneiss found in the Minnesota River Valley. The Morton Gneiss, which is 3.6 billion years old, is a coarsely crystalline, foliated metamorphic rock. The texture and mineral assemblage of the Morton Gneiss give clues as to how the rock formed. The fact that it is a crystalline rock with large visible grains indicates that it originated as a granitic igneous rock that cooled slowly beneath the Earth's surface. The foliation, or alignment of the mineral grains, indicates that the original rock was subjected to great heat and pressure deep below the Earth's surface. Gneiss is quarried for use as building stone and monuments. You can find outcrops of gneiss near Morton (the famous "Rainbow Gneiss"), Redwood Falls, Sacred Heart and Ortonville. Item A - Map of Downtown St. Paul MN (Microsoft Word 160kB Aug3 09) Item B - Rock Identification Key (Microsoft Word 37kB Aug3 09)
Teaching Notes and Tips
Each student should have a journal and writing utensil. Each group leader should have the information pertaining to each site, the map, a timeline, and a route/order of the sites. All groups should have access to copies of Item B to help them identify rocks. Groups should be fully informed of time limits, boundary constraints and routes, and any special notation that the teacher wishes they record in their journals. Due to the urban setting, safety is a priority and students should be aware of traffic, using common sense, and consequences if rules are not obeyed.
Assessment
Students successfully achieve the goals if the data collection is filled with detailed observations, questions, and their conclusions. It is up to the instructor to determine what other assessment or conclusions the students may do to summarize their findings. A summary in their journal entry, a written report, a PowerPoint presentation, or a "Think-Pair-Share" activity would all be ways for students to summarize their findings. An "Exit Card" activity in class the next day would be an easy way for the teacher to ask one to three questions for the students to answer, to determine their understanding of rock identification.
STUDENT WORK – To be done in their science journals/notebooks at each stop:
Date:
Location:
List of Observations:
Sketch:
List of Student Questions:
Conclusions/Ideas:
Summary:
STUDENT WORK – To be done in their science journals/notebooks at each stop:
Date:
Location:
List of Observations:
Sketch:
List of Student Questions:
Conclusions/Ideas:
Summary:
Standards
8
Earth Structure and Processes
Rocks and rock formations indicate evidence of the materials and conditions that produced them.
8.3.1.3.2
Classify and identify rocks and minerals using characteristics including, but not limited to, density, harness and streak for minerals; and texture and composition for rocks.
8
Earth Structure and Processes
Rocks and rock formations indicate evidence of the materials and conditions that produced them.
8.3.1.3.3
Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock.
8
The Practice of Science
Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.
8.1.1.2.1
Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.
Earth Structure and Processes
Rocks and rock formations indicate evidence of the materials and conditions that produced them.
8.3.1.3.2
Classify and identify rocks and minerals using characteristics including, but not limited to, density, harness and streak for minerals; and texture and composition for rocks.
8
Earth Structure and Processes
Rocks and rock formations indicate evidence of the materials and conditions that produced them.
8.3.1.3.3
Relate rock composition and texture to physical conditions at the time of formation of igneous, sedimentary and metamorphic rock.
8
The Practice of Science
Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.
8.1.1.2.1
Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence.