The Geo Journeys Project: Crafting Field Trip Guides as StoryMaps for a Petrology, Earth Materials, or Volcanology Course

Course-long modular activity suitable for undergraduate geology students enrolled in lower-level Earth Materials, Mineralogy, or upper-level Igneous and Metamorphic Petrology and Volcanology courses. Students use web resources, such as John Brady's Igneous and Metamorphic Rocks website, and optional physical resources, including the ArcGIS StoryMap™ platform, to conduct research and compile materials. This project is highly adaptable to group (2-3 students) or individual formats.

This activity is meant to provide a practical reinforcement of Earth materials, mineralogy, and/or igneous and metamorphic petrology concepts as they're introduced during the semester. While students are not expected to be able to complete the activity at the beginning of the term, they will learn and apply the following skills: summarizing plate tectonic environments and associated rock-forming processes; describing rock characteristics, including mineralogy and textures; synthesizing and visualizing geochemical datasets (e.g., major and trace element concentrations of whole-rock or mineral separate samples); contextualizing petrographic and geochemical observations in terms of petrogenetic processes; identifying hazards and economic resources associated with plate tectonic environments.

This activity is completed incrementally during the course, culminating in the submission of a completed ArcGIS StoryMap™. If appropriate, students may also share their StoryMaps with their classmates during a final presentation. The completion date for each module is tied to the curriculum. For example, students submit their completed geochemistry module (geochemistry dataset, Harker diagrams, rare earth element (REE) plots, and a description of the trends they observe and possible explanations) shortly after these concepts are covered in lecture. Modules may be distributed evenly in a petrology course or shifted to the latter portion of an Earth Materials course if certain skills and concepts must be addressed beforehand.

By completing this project, students will:

• Articulate lithologic and petrographic observations based on the inspection of thin sections, hand samples, outcrop imagery, and maps.
• Describe and interpret trends observed in the above-mentioned observations as well as visualizations of geochemical data.
• Synthesize these findings in the context of tectonic processes such as volcanism and orogenesis.
• Evaluate these findings in terms of related geologic hazards and their cultural and economic significance.

By completing this project, students will:

• Design and investigate an inquiry-based topic (e.g., choosing field trip stops; sequencing and selecting outcrop, hand sample, and thin section images that best fit into the field trip narrative)
• Compile and interpret diverse datasets (e.g. using geochemical data, maps, mineral assemblages and rock textures to constrain tectonic signatures and petrogenetic histories).
• Employ spatial reasoning skills on the microscopic to landscape scale.
• Communicate their insights in an interactive, map-based online platform of their own design (i.e., an ArcGIS StoryMap).

During this project, students will practice:

• Written self-reflection
• Effective group collaboration and communication
• Application of skills and concepts learned from online and textbook resources
• Visualize geochemical data compiled from online resources
• Written (and possibly oral) presentation

In this modular activity, Earth Materials, Mineralogy, Igneous and Metamorphic Petrology, or Volcanology students use the ArcGIS StoryMap™ platform to compile geologic information and present it to their classmates as a virtual field trip.
Earth Materials Geo Journeys Instructions and Rubric (Microsoft Word 2007 (.docx) 260kB May21 25)
Igneous and Metamorphic Petrology Geo Journeys Instructions and Rubric (Microsoft Word 2007 (.docx) 669kB Apr6 25) 

Activity Tips
Students apply knowledge they learn in class to the various modules. Therefore, an introductory review of rocks & minerals and plate tectonic processes would be helpful. We recommend using some in-class or lab time rather than just assigning these modules as homework, especially for the first few modules. Lab meetings or in-class time could be used as a designated time for groups to meet and begin each module. We recommend providing students with specific guidelines for content. For example, what types of maps must they include? What types of media must be included in the StoryMap™ (photos, photomicrographs, videos, plots, tables, etc.)?

Possible Adaptations
Faculty can pick and choose modules to use and change the order of modules as needed. Each module can take more or less time to complete based on the previous experience students have with rock/mineral characterization, data analysis, and ArcGIS (it may be useful to try to spread students with geochemical graphing or ArcGIS experience across the groups). The length of this activity could vary based on need. However, this activity is planned as a full-term project.

Although the project as described here solely relies on resources that exist in the classroom and online, it could be modified into a blended version that integrates an in-person field trip-based component. This blended version could incentivize student involvement in the preparation for and participation in an end-of-course field trip with the StoryMap representing the guide for the trip. In this scenario, all students in the course could contribute to a single Geo Journeys project, with one student or group focusing on each field trip stop. Then, on the field trip, students rotate through the role of field trip leader, teaching peers what they spent the course learning about their stop.

Module 1 Assessment

Groups meet assignment expectations if they submit plate tectonic boundary selection, location selection (and rationale for using a particular location to highlight their plate boundary), and establish group norms (communication, shared work responsibility, conflict resolution).

Module 2 Assessment

Groups meet assignment expectations if they compile required map types (ex: geographic, geologic, plate tectonic cross-section), provide an annotated bibliography (at least four resources, one of them an academic journal), and include local information (ex: land acknowledgement, local infrastructure, permitting requirements), in a Google Doc. Individual group members must also submit a 1-2-paragraph reflection to the following questions: "What is working well in your group?" "What would you like to change?" "What is the most surprising thing you've learned about your location/tectonic setting so far?"

Module 3 Assessment

Groups meet assignment expectations if they compile and describe samples from their location at a variety of scales. Images include at least one photo at an outcrop scale, with a discussion of significant features (ex: columnar jointing in a basalt lava flow), at least one image of a hand sample from their location, with a discussion of mineralogical, textural features, and the rock name, and a thin section from their location, also with a discussion of mineralogical and textural features and the rock name. Students must also include a citation for each image. If students are unable to obtain imagery from their location, they may substitute analogous outcrop, hand sample, and thin section images with a justification (example: this xpl thin section image (10x) of a tholeiitic basalt from Mauna Loa, Hawaii shows large (>3 mm) euhedral orthopyroxene and smaller (>1 mm) subhedral olivine phenocrysts. Tholeiitic basalts erupted on Hawaii share the same compositional and mineralogical characteristics as tholeiitic basalts erupted on the island of Midway because, in both settings, magmas are generated by plume head-stage volcanism on oceanic crust. Thin section image source: ____).

Example of reflection question (meant for individuals): What is working well in your group? What would you like to change? How would you communicate the petrographic characteristics of rocks from your location to a person with a visual impairment?

Optional additional exercise: student presentations on the minerals and textures visible in a hand sample or thin section image from their location.

Module 4 Assessment

Geochemical data and description of trends. Students submit two files: 1) an Excel spreadsheet of geochemical data from their geologic setting (obtained from GeoRoc or other data source) and 2) a document containing four variation diagrams (major element oxides vs. SiO2 or MgO) and an REE plot created by graphing their geochemical data using the "Igneous Rocks: Tools" page on the "Igneous and Metamorphic Rocks" webpage created by John Brady (Smith College). The reflection component of the assessment includes a brief description of trends observed in each plot (e.g., "Plot #1 shows CaO decreasing with increasing SiO2" or "the REE plot from our field trip location shows that heavy rare earth elements are depleted relative to light rare earth elements") as well as a general reflection about the project. Example reflection questions could include "What are the strengths of your project at this stage?", "What components still need work?", "How is geochemical data used to identify tectonic processes?"

Additional discussions: students enrolled in higher-level courses (ex: Igneous and Metamorphic Petrology) can be asked to interpret the geochemical trends they see in their variation diagrams and REE plots and share their interpretation with the class. Student-led discussions could occur following the Module 4 submission, with each group sharing their REE plots and describing the trends they observed. As a class, students can discuss the linkage between geochemical trends and magmatic or tectonic processes.

Module 5 Assessment

Formal assessment of final StoryMap using rubric. If the StoryMap is also presented in class, an additional oral presentation rubric can be used. Final reflection question(s) require students to self-assess and link components from their StoryMap modules to the overall goal of the project: sharing the unique geology of their location with others.

Example of reflection question (meant for individuals): 'What message would you like your StoryMap to convey about your field trip destination? How has your understanding of your plate tectonic setting evolved as a result of compiling your StoryMap? What grade do you think you and your group deserve, and why?

Generally Useful References

• ESRI Story maps: https://storymaps.arcgis.com/
• Open source alternative: https://storymap.knightlab.com/#overview
• Native lands map: https://native-land.ca/
• Geology & Colonialism: https://mineralogy.digital.brynmawr.edu/blog/geology-colonialism-reading-list/#doing-science-now
• Volcanoes of the World database: https://volcano.si.edu/database/webservices.cfm
• Natural earth base layers (administrative boundaries, roads, etc.): https://www.naturalearthdata.com/
• John Brady's Igneous and Metamorphic Rocks Website: https://www.science.smith.edu/~jbrady/petrology/
• EarthChem database of geochemical data: https://www.earthchem.org/
• GeoROC database of geochemical data: https://georoc.eu/georoc/new-start.asp
• Example virtual field trip (not a StoryMap): https://vft.asu.edu/migrated/iVFTLocations/GrandCanyon/GCoptions.html

Thin Sections, Hand Samples, GigaPan Images

• John Brady's Library of Igneous and Metamorphic Rocks: https://www.science.smith.edu/~jbrady/petrology/rock-library/rl-page01.php#top
• rockPTX video atlas of minerals in thin sections: https://www.rockptx.com/video-atlas-of-minerals-in-thin-section/
• Virtual Microscope: https://www.virtualmicroscope.org/explore
• Dennison Virtual Earth Materials: https://digitalcommons.denison.edu/earth_materials/
• Alex Strekeisen Thin Section Images and Descriptions: http://www.alexstrekeisen.it/english/
• Rogers Atlas of Rocks in Thin Section: https://strabospot.org/giga/
• Light Slides (A website showcasing thin sections from Matt Kohn's YouTube videos): https://buchanankerswell.com/light_slides/
• Sketchfab Rocks and Minerals by Dexter Perkins: https://sketchfab.com/rocksandminerals/collections
• Sketchfab Rocks, rock features, outcrops by Callan Bentley: https://sketchfab.com/callanbentley/models
• Sketchfab Rocks and Gigpans by photographer Ron Schott: https://sketchfab.com/haysrockdoc/models
• Mindat.org: https://www.mindat.org/
• GigaPan image examples by Callan Bentley: http://www.gigapan.com/profiles/callanbentley

Field Trip Examples

• Guidebook for Field trips in Connecticut and Adjacent Areas of New York and Rhode Island New England Intercollegiate Geological Conference (NEIGC) 77TH ANNUAL MEETING: https://portal.ct.gov/-/media/DEEP/geology/guidebooks/Guidebookno6NEIGC1985pdf.pdf
• Other NEIGC field guides can be found here: https://neigc.info/guidebooks/ (older guidebooks are also available if you search around on Google).
• Field-trip guides to selected volcanoes and volcanic landscapes of the western United States (USGS): https://pubs.usgs.gov/publication/sir20175022
• GSA Field Trip Information & Overview: https://www.geosociety.org/GSA/Section_Manual/GSA/Section_Manual/Field_Trips/fieldtrips.aspx
• GSA Field Guides: https://pubs.geoscienceworld.org/gsa/pages/field_guides