Spatial Thinking Workbook > Teaching Activities > Folds and Cleavage

Folds and Cleavage

Summary

In this exercise, students explore the geometric relationship between bedding/cleavage intersections and fold axes for axial planar, fanning, and transecting cleavage.

Learning Goals

After successfully completing this exercise, students will be able to

• Define axial planar, fanning, and transecting cleavage;
• Use gesture to describe and illustrate axial planar, fanning, or transecting cleavage; and
• Describe the geometric relationship between bedding/cleavage intersections and fold axes for each type of cleavage.

Context for Use

We use this exercise as a homework exercise to help students review/learn the cleavage patterns most commonly associated with folding. Students complete the exercise shortly before a field trip in which they will observe two of the cleavage patterns.

Description and Teaching Materials

In this exercise, students explore the geometric relationship between bedding/cleavage intersections and fold axes for axial planar, fanning, and transecting cleavage. They do this via gestures, sketching, and short answers to questions.

Folds and Cleavage homework (Microsoft Word 2007 (.docx) 666kB May19 15)

Assessment

Student understanding can be assessed by grading their sketches and answers to the questions in the homework.

References and Resources

Goldin-Meadow, Susan (2011). Learning Through Gesture . Wiley Interdisciplinary Reviews: Cognitive Science, v. 2, n. 6, pp. 595–607.

Goldin-Meadow, Susan, Howard Nusbaum, Spencer D. Kelly, and Susan Wagner (2001). Explaining Math: Gesturing Lightens the Load. Psychological Science, v. 12, n. 6, pp. 516-522.

Using Gesture to Support Spatial Thinking highlights the value of gesture in communicating spatial information. It consists of two short exercises, and can be used in preparation for any other exercise in which students will be asked to use gesture to communicate spatial information.