Learning Landscapes: RIVERS
Christine Massey, University of Vermont and State Agricultural College
Learning Landscapes provides historic "geo-images" of Rivers and Slopes. Students work at their own pace through a series of on-line images with directed questions and expert answers for each image. Images stem in most part from the University of Vermont's Landscape Change Program archive. Preliminarily, we have found that students relate to local images of New England, use the site as a resource, relate image content to course field laboratories, and relate images to their previous knowledge.

Diverse: Field, role play, storytelling, puzzle, cooperative, information systems
Edward Nuhfer, Idaho State University
Multiple activities--see the poster

Hometown Geology
Stacey Cochiara, New Jersey City University
This is an extra credit assignment for students to learn details about the geology of their hometown.

Sustainability, Nuclear Waste, and the Hanford Site
John VanLeer, Cascadia Community College
An introduction to the Hanford Site in Washington, including its history, geology, and hydrology, and examines the sustainability issues associated with it.

Glacier (?) National Park
Judy McIlrath, University of South Florida
Spreadsheets Across the Curriculum/Geology of National Parks module. Students examine data about the disappearing glaciers in the park; after calculating percentage change in the number of glaciers from 1850 to 2000, they interpolate to estimate when Grinnell glacier will be gone.

Rates of Change and Deep Time in the Middle Grades Classroom
Fred Siewers, Western Kentucky University
The nature and scientific measurement of geological and cosmological time are among the most misunderstood and difficult to teach concepts in all of K-12 science education. To address this issue, a multi-disciplinary team of geologists, astronomers and education professionals at Western Kentucky University developed a series of professional development workshops for pre- and in-service middle grades teachers. The participants clearly advanced their content understanding of geological and cosmological time and the implementation plans received clearly show a desire to apply many of the activities learned in the workshop.

The Geologic Timescale and Paleoclimates
Mark W. Bowen, University of Wisconsin-Oshkosh
This is a basic exercise in which students utilize a variety of online resources to answer questions about the geologic timescale, major theories in geology, and temporal scales of climate change.

Geochronology in the San Juan Mountains (Advanced)
Kéyah Math Project development team: Nancy Zumoff, Christopher Schaufele, Steven Semken, Tracy Perkins, Lynn Onken, Philippe Laval, David Gonzales, and Andrew Becenti (deceased). Kéyah Math Project directed by Steven Semken , Arizona State University; and Christopher Schaufele and Nancy Zumoff, Professors of Mathematics, Emeritus. Archived at Arizona State University School of Earth and Space Exploration.
This is a mathematically more advanced version of the Ages of Rocks and the Earth activity that introduces students to the mathematics of radiometric dating. Students derive the decay equation for the ...

Modeling U-Series Concordia/Discordia Using STELLA
Kirsten Menking, Vassar College
U-Series dating techniques are widely used to determine the absolute ages of some of Earth's oldest rocks, but the concordia/discordia diagram can be quite difficult for students to grasp. I have produced a STELLA-based lab exercise to develop students' understanding of this important chronologic technique. Students create models of the two isotopic decay systems and run these models to create the concordia diagram. They then carry out experiments in which they "add" or "remove" varying amounts of lead or uranium in simulation of metamorphism. In the course of the lab, students are introduced to the concepts of exponential decay and secular equilibrium as well as modeling concepts such as the creation of if-then statements.

An Interactive Game Approach to Learning in Historical Geology and Paleontology
Robert L. Reuss and Anne F. Gardulski (Tufts University)
The instructor uses a series of games to help students identify and answer questions about fossils. The game grows more complex over time as the instructors add rules and phyla to identify. -