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Earthworks
Earth System Science for Secondary Teachers
A Geology Field Trip
Audience: Small groups of students, families, teachers on 1-4 day field trip
What: To explore the geology of SW Colorado, Professional Development, Durango Nature Center's Offerings.
When: Fall, Winter, Spring Breaks
Where: San Juan National Forest; Durango Nature Studies' Nature Site
Why: SW CO is the geology field area
Materials:
- Rock hammers
- Safety glasses
- Compasses or Brunton compasses
- Digital camera
- Black Sharpies
- Geology Field Guides
- Topographic Map of the site area
- General site map
- Literature research materials
- Field Notebooks
- Pens
Process:
- Identify Area of Interest
- Obtain permission to break rocks in area of interest
- Locate resources: local geologists, area of interest topographic maps
- Identify Project Outcomes: Identify major rock types
- Gather equipment (see materials listed above)
- Locate or create a single map of the property and topographic map to record station locations (enlarge, keep scale on copy)
- Identify Sampling Method: major outcrops (sample not from a "floater" (moved from another location)); develop criteria for selecting a representative sample from each outcrop; sample should be broken from outcrop for a "fresh face;" use a black Sharpie to write station number on sample; record sample location coordinates; field notes; and develop criteria for identifying likely minerals and rocks
- Define Roles: journal writing, mapping samples, GPS coordinates, Sherpas for carrying samples)
- Locate outcrops and apply sampling methods
- Determine method to communicate results
- Determine assessment methods
Pitfalls:
- mislabeling or losing the sample
- not recording sample data, location information or map
- not recording field notes
- losing field notes
- mislabeling of sample, field station number
- children with hammers
Geology Classroom Implementation Plan
Who: Sixth grade students
What: Students will multiple aspects of three different locations (San Juan Mountain, Sangre de Cristo Mountain Range, and the San Luis Valley). For each location, the students will collect data about geology, flora, fauna, climate, latitude, longitude, and atmospheric conditions. After the data has been collected, the students will determine ways to present/organize their data (i.e., map, graph, model, etc.).
Why: These student live in a unique geographic area. An appropriate method of achieving an understanding of this ecosystem is experiencing it hands-on!
Where: Zapata Falls (Sangre de Cristo), Bennett Peak area (San Juan), and Alamosa Wildlife Refuge.
When: 1st semester 2001
Potential Barriers/Constraints: Logistics, travel arrangements & costs, coordinating with other teachers (missed class time in other subjects).
Materials:
- Rock hammers
- Hand lenses
- Weather instruments
- Emersion trap (insects)
- Rock and Mineral Guides
- Film Canisters
- GPS Units
- Camera
- Tree Corer
- Straws
- Safety glasses
- Compasses or Brunton compasses
- Digital camera
- Black Sharpies
- Geology Field Guides
- Topographic Map of the site area
- General site map
- Literature research materials
- Field Notebooks
- Pens
Methods: To make this project as encompassing as possible, the student will be divided into "expert" groups that will be responsible for studying particular aspect of each ecosystem. Each group will focus on collecting specific data and determining the most effective method for organizing and presenting this data.
Connections Between Projects: After each "expert" group has collected and processed their data, the class as a whole will focus on possible connections within the ecosystem.
Sources of Material: Center Consolidated School and myself have most of the material that is necessary to complete this project. The materials that we do not have, I will purchase as part of my equipment budget.
Air Particulate Study
Thomas Locke (Earthworks 2000)
What: Conduct a study concerning air particulates. This study would accompany a unit on air pollution and its effects on humans and the environment. A primary focus of this project would be air conditions in the San Luis Valley (SLV) and how the agricultural industry influences the SLV's air.
When: Seasonal (Fall, Winter, and Spring) of the 2000-2001 school year.
Why: The purpose of this study is to introduce students to air pollution and its effect on humans and the environment. The student will design and construct a method and device for collecting particles that circulate in the air. The student will be able to identify his/her collected particulate matter. The student will be able to evaluate the scientific approach of his/her method and device as well as the methods and devices of the entire class.
Where: Center, Colorado class would brain storm on specific locations (e.g. downtown, school woodshop, smoky bar, school parking lot).
Who: 8th grade students attending Center Middle School
How:
Day 1: Introduce the concept of air pollution to students. Define key terms; discussion on general causes and effects, then switch to specific examples in the SLV. Preview of entire study, timeline, and objectives. Class composes rubric for evaluation.
Day 2: Expose greased slides in strategic locations (i.e., directly in from of an exhaust pipe of one of the school buses; beneath a pollinating cottonwood tree; as close as possible to the chimney of the school's incinerator; in a potato field as it is being plowed) to obtain an identification key for particulates.
Day 3: Have the students study these keys under a microscope and sketch them in their journals.
Day 4: Design study and device. Demonstrate various collection devices and explain to students how to implement them scientifically in a study. Suggest various materials for construction. Brainstorm with students. Allow time for students to design their particulate collectors on paper.
Day 5: Construction. Students build their devices and implementation plans for study.
Day 6: Collect data and record results. Students place collection devices as required by plan and record data. Several trials.
Day 7: Analyze data and prepare presentation. Students review data and construct graphs; write up report with analysis and conclusion.
Day 8: Presentation and evaluation. Students present their results to class. Class evaluates each study with class-generated rubric.
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About Us
Thomas Locke (Earthworks 2001)