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Earthworks
Earth System Science for Secondary Teachers
Investigating Local Geology
Who: Dianne's Students
What & Why: To investigate local geologic rocks and formations in order to make inferences about the geologic history of the area.
Where: s1: SEMD (limestone fossils) s2: Great Falls Park (igneous and metamorphic) s3: Valley and Ridge (Appalachians Mts.)
When: Late Sept., Nov., & Feb. or Jan.
How: Inquiry Procedure - "You Be The Geologist".
Goals: Whet students' appetite in 2 fall trips let students analyze their rock samples, photos, formation sketches, "according to valid classification protocols". Have students record:
1. What they already know about rocks and formations
2. What they need to find out: questions, term meanings, etc.
3. Their inferences/conclusions and supporting evidence.
When: Jan/Feb: last trip while we officially study this unit - compare/check geologic history of the area, stratigraphy maps, etc.
Protocol: Will create rock classification chart for all 3 rock types, take a few samples characteristic of area, take photos, take/make sketches
Evaluation:
A. Field trip observations, connections, questions, concepts, photos, sketches, analysis and conclusions
B. Formal Lesson - review/discuss field trips, questions, etc. and use text, geologic maps, and classroom performance/participation, unit test, and field book evaluation.
Does A River Affect Air Temperature? If So, How So?
Dianne Mollica (Earthworks 1999)
Why? Canal in south Florida facilitates cooler home for my parents Group
Who? 2 Earth science @25-50 students, plus physical science 125 students
When: 1.5 months, 3x daily/number of jobs: 3 points per student per day 7:30 a.m.- noon - 4:30 p.m.
Resources: 2 climate stations - football field and metro river Wind vane, anemometer, barometer, thermometer (buy instruments)
Teams: A: field: 3@ 7:30/3@ noon/3@ 4:30
B: river:same schedule: air above, water temp: 2 readings at each time + wind direction and speed
18 data collectors
Daily pad data chart - submitted at beginning of class
Rest of class: records, generates spread sheet by Friday, posts
Analysis by Friday class
Ownership: discuss wet (tropics), dry (arid) and movement of air
- one week before: any students w/water body
- collect temp, inside and outside
- for one week: others (metro et al.)
Discuss: does it affect temp? why/why not? Guide exper. design to find out Eval: 3 points per day for data: vs. research on microclimates Birth of hurricane or heat convection Curriculum - meteorology - physical science - heat convection
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About Us
Dianne Mollica (Earthworks 2000)