Investigation of the Minnehaha Falls area
Initial Publication Date: August 3, 2009
Summary
In our field investigation, we will be introducing students to the general geologic structure of the Minneapolis/St. Paul area utilizing the Minnehaha falls site. Students will be asked to make observations on the specific rock types, and the shape of the falls area. After observing, students will be asked to predict how the falls area will change, and what mechanisms will be involved with that change.
In order to accommodate our large number of students, there will be 3 additional activities or group activities at the Minnehaha site. Along the rock wall there will be an introduction to rock classification. Also, in the valley below the falls there will be another lesson on how the topography can be changed in an area by water flow. Lastly, there will be more rock classification opportunities at the Soldier House site further down the stream.
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Learning Goals
The first learning goal is that students will be able to create a model of the falls and identify the relative age of the outcrop rock units in the falls area. Secondly, students will be able to identify topographic structures created by water flow and also predict the future topographic characteristics of an area with water flow.
By constructing a model using observations and applying the model to future situations, students are utilizing their critical thinking skills. Some other skills students will develop are observational skills, journaling skills (drawing along with descriptions), and how to work within a group setting.
One concept students will walk away with is how a waterfall moves upstream gradually through the weathering of the bedrock. Another concept is that the structure of much of the bedrock area of the Twin Cities Starts with limestone, followed by a shale layer and then sandstone. Some terms they will be defining through their investigation are weathering, erosion, grain, crystals, and retreating waterfall.
By constructing a model using observations and applying the model to future situations, students are utilizing their critical thinking skills. Some other skills students will develop are observational skills, journaling skills (drawing along with descriptions), and how to work within a group setting.
One concept students will walk away with is how a waterfall moves upstream gradually through the weathering of the bedrock. Another concept is that the structure of much of the bedrock area of the Twin Cities Starts with limestone, followed by a shale layer and then sandstone. Some terms they will be defining through their investigation are weathering, erosion, grain, crystals, and retreating waterfall.
Context for Use
This is for 8th grade science. We have 300 students, and are dividing the trip into 2 main sections, so we are working with 150 students at a time at our site. We plan to divide the students into 5 groups of 30 students each. Three of the stations are field investigations (bridge, falls, valley of old water flow), and three are lecture based (rock wall, soldier's house). We are estimating 3 hours at the site (30 minutes per station with some extra for lunch). This activity is meant as an introduction to rocks, with some preparation work on student observations and the scientific method. We will provide students with lenses to observe the small crystals and grains on the rocks. Given the nature of the combination of the falls, stream, conglomerate rock wall, and the now empty valley, adapting this to other sites would be difficult.
Description and Teaching Materials
Students will be assigned groups and a chaperone in the school prior to boarding the buses. For the inquiry field lab, guiding questions will be provided to the students prior so they can tape them into their journals. Chaperones will be given the rotation schedule and where they will start. There will be an airhorn used to signal when it is time to move to the next location, and will be sounded every 30 minutes. After the 5-station rotation period, there will be time for lunch.
In order to prepare our chaperones, we will hold one morning meeting to discuss logistics and to handout important information they will need to know about each site. This information will contain specific facts and information about the various sites we are visiting, and also will include instructions on how to conduct an inquiry-based field experience.
At inquiry-based sites, instructors will discuss guiding questions we provided to them. This will set them up for the groups to make their observations and predictions. For these groups, students will work in groups of 3-4.
For our purposes, we have teamed up with another department so we can run two sites at once, one for science and one for social studies/English/math. This will put our "on-site" time at 6 hours for the day, allowing 2 hours for travel time. If we get back early, we have a "debriefing" activity planned through the two gymnasiums we have at our school. Here, the groups will summarize what they saw that day in 3-4 person groups. The chaperones will then facilitate a group discussion, ensuring to highlight the concepts and vocabulary we identified previously.
In order to prepare our chaperones, we will hold one morning meeting to discuss logistics and to handout important information they will need to know about each site. This information will contain specific facts and information about the various sites we are visiting, and also will include instructions on how to conduct an inquiry-based field experience.
At inquiry-based sites, instructors will discuss guiding questions we provided to them. This will set them up for the groups to make their observations and predictions. For these groups, students will work in groups of 3-4.
For our purposes, we have teamed up with another department so we can run two sites at once, one for science and one for social studies/English/math. This will put our "on-site" time at 6 hours for the day, allowing 2 hours for travel time. If we get back early, we have a "debriefing" activity planned through the two gymnasiums we have at our school. Here, the groups will summarize what they saw that day in 3-4 person groups. The chaperones will then facilitate a group discussion, ensuring to highlight the concepts and vocabulary we identified previously.
Teaching Notes and Tips
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Assessment
All student work will be done in journal format. Students will have the broad directing questions to be taped into the journals to help guide them. Grading will be based on using their observations to answer the questions along with notes on the rock wall and soldier house.
Standards
8.1.1.2.1 - Scientific inquiry uses multiple interrelated processes to investigate questions and propose explanations about the natural world.
8.3.1.2.2 - Explain the role of weathering, erosion, and glacial activity in shaping Minnesota's current landscape.
8.3.1.2.2 - Explain the role of weathering, erosion, and glacial activity in shaping Minnesota's current landscape.