Observe the picture. Describe the rock layers. Tell which rock layers are softer and which are harder. What process(es) do you think caused this rock formation? Why?
The picture shows reddish horizontal layers. There is vegetation growing on the sloped area and four steep-sided erosional remnants. The rocks forming these remnants are harder than the rocks that once filled in between them. Although their composition was probably similar, some factor caused these to be more resistant to erosion. Possible factors include different cementation or differing grain sizes. Differential erosion and weathering caused this formation. This is evidenced by the apparent continuation of the layers of rock from one remnant to another.
Thursday, April 30, 2009
Tuesday, April 28, 2009
Creating Delaware Sediment Layers
What layers extended horizontally in both locations?
Basement Rocks, Potomac Formation, Magothy Formation, Matawan Formation, Monmouth Formation, and Columbia Formation
What layers were found only under Middletown?
Hornerstown Formation
What layers were found only under Felton?
Pamunkey Formation, Piney Point Formation, Chesapeake Formation
Why do you think some layers are found at one location but not another?
Many of these deposits could have been laid down by rivers, streams, or other bodies of water that once existed. Their extent is limited by the watershed and the depositional zone of each body of water.
Are the rock layers under Delaware horizontal or are they sloped? How do you know? If sloped, in what direction?
The rock layers under Delaware are sloped as evidenced by the DNREC cross section as well as the Geologic Cross Section. When the rock layers are lined up and a correlation is completed, it is evident that the rock layers in Delaware slope down towards the south.
Describe the rock layers beneath your school.
The surface rock layer beneath my school is a relatively narrow band of Columbia Formation. Below that is a wide band of Potomac Formation. Below that is a wide band of basement rocks.
Basement Rocks, Potomac Formation, Magothy Formation, Matawan Formation, Monmouth Formation, and Columbia Formation
What layers were found only under Middletown?
Hornerstown Formation
What layers were found only under Felton?
Pamunkey Formation, Piney Point Formation, Chesapeake Formation
Why do you think some layers are found at one location but not another?
Many of these deposits could have been laid down by rivers, streams, or other bodies of water that once existed. Their extent is limited by the watershed and the depositional zone of each body of water.
Are the rock layers under Delaware horizontal or are they sloped? How do you know? If sloped, in what direction?
The rock layers under Delaware are sloped as evidenced by the DNREC cross section as well as the Geologic Cross Section. When the rock layers are lined up and a correlation is completed, it is evident that the rock layers in Delaware slope down towards the south.
Describe the rock layers beneath your school.
The surface rock layer beneath my school is a relatively narrow band of Columbia Formation. Below that is a wide band of Potomac Formation. Below that is a wide band of basement rocks.
Sorting Sedimentary Rocks
When I copied and pasted the data table that I had created into my blog, the formatting went crazy! I couldn't figure out how else to create a table while blogging.
The categories for my data table are: Card #, Color, Reaction to Acid, Observations, Location Found, and Type of Rock.
1
Light brown
No fizz
Gritty, ripple marks
Cecilton, MD
Sandstone
2
Light gray
Fizz
Brachiopod fossil, rough
Yorklyn, DE
Limestone
3
Reddish-brown
No fizz
Layers, gritty
Wyoming
Sandstone
4
Black
No fizz
Layers, smooth, leaf imprint
Wellsboro, PA
Shale
5
Beige
No fizz
Fish fossil, smooth, layers
Texas
Shale
6
White
Fizz
Shell fossils, rough
Miami, FL
Limestone
7
Creamy white
No fizz
Fine gritty, sugary
Cape Henlopen, DE
Sandstone
8
Dark gray
No fizz
Ripple marks, smooth layers
Jim Thorpe, PA
Shale
If the rocks fizzed when exposed to acid then I automatically assumed that they were limestone since this fizzing indicates the presence of calcium carbonate. I then used primarily texture to divide the six remaining rocks. If the texture was rough or gritty I assumed that the rocks were sandstone and if the texture was smooth and layered I assumed that they were shale.
I believe that most students would be comfortable setting up the data tables required for Investigation 3, Part 1. They should have had experience creating and filling in charts and data tables in other units. If students had trouble I would assist them in identifying what the relevant aspects of a rock's description are. In order to scaffold the lesson, a data table that is already set up could be provided to students who are struggling. This data table could provide students with as much or as little guidance as is necessary.
The categories for my data table are: Card #, Color, Reaction to Acid, Observations, Location Found, and Type of Rock.
1
Light brown
No fizz
Gritty, ripple marks
Cecilton, MD
Sandstone
2
Light gray
Fizz
Brachiopod fossil, rough
Yorklyn, DE
Limestone
3
Reddish-brown
No fizz
Layers, gritty
Wyoming
Sandstone
4
Black
No fizz
Layers, smooth, leaf imprint
Wellsboro, PA
Shale
5
Beige
No fizz
Fish fossil, smooth, layers
Texas
Shale
6
White
Fizz
Shell fossils, rough
Miami, FL
Limestone
7
Creamy white
No fizz
Fine gritty, sugary
Cape Henlopen, DE
Sandstone
8
Dark gray
No fizz
Ripple marks, smooth layers
Jim Thorpe, PA
Shale
If the rocks fizzed when exposed to acid then I automatically assumed that they were limestone since this fizzing indicates the presence of calcium carbonate. I then used primarily texture to divide the six remaining rocks. If the texture was rough or gritty I assumed that the rocks were sandstone and if the texture was smooth and layered I assumed that they were shale.
I believe that most students would be comfortable setting up the data tables required for Investigation 3, Part 1. They should have had experience creating and filling in charts and data tables in other units. If students had trouble I would assist them in identifying what the relevant aspects of a rock's description are. In order to scaffold the lesson, a data table that is already set up could be provided to students who are struggling. This data table could provide students with as much or as little guidance as is necessary.
Wednesday, April 22, 2009
Investigation 2.2
Pima Point
Why do some areas of the Grand Canyon have plants growing and other areas do not?
This is a relevant question because in order for vegetation to grow, certain conditions must exist. Vegetation might indicate where water once was or something about the rock and soil composition.
Where is the best location to camp in the Grand Canyon?
This is not a relevant question because it does not get at the origin, structure, age, or composition of the Grand Canyon.
There appears to be lines on the cliff walls of the Grand Canyon. What causes these lines?
This is a relevant question because the color and width of these lines can indicate many things about the geologic history of the canyon. The lines could indicate relative time periods when certain parts of the canyon were under water as well as length of time over which deposition and sedimentation occurred.
Photo Exhibit
In the picture, there is a vertical cliff wall with light colored layers of rocks. There is a sloping pile of darker colored rock and plant material below the cliff.
This is a relevant question because of conditions necessary for plant growth. The color of the rocks could indicate different composition or different conditions present during formation.
Rock climbers would not like to climb this cliff because the rock is too hard.
This could be a relevant question. If the focus is on the hardness of the rock and its composition, then it would be. If the focus is on the rock climber, then it would not be relevant.
This would make a good place to stop and have a picnic as you raft down the river.
This is not a relevant question because it does not get at the origin, structure, age, or composition of the Grand Canyon.
Rock Samples
The rock is pretty.
This is not a relevant observation. It is simply an opinion.
The rock is gray.
This is a relevant observation. Rock color can shed light on a rock’s geologic past.
The rock is smooth. This is a relevant observation. The texture of a rock can shed light on how a rock was formed.
Why do some areas of the Grand Canyon have plants growing and other areas do not?
This is a relevant question because in order for vegetation to grow, certain conditions must exist. Vegetation might indicate where water once was or something about the rock and soil composition.
Where is the best location to camp in the Grand Canyon?
This is not a relevant question because it does not get at the origin, structure, age, or composition of the Grand Canyon.
There appears to be lines on the cliff walls of the Grand Canyon. What causes these lines?
This is a relevant question because the color and width of these lines can indicate many things about the geologic history of the canyon. The lines could indicate relative time periods when certain parts of the canyon were under water as well as length of time over which deposition and sedimentation occurred.
Photo Exhibit
In the picture, there is a vertical cliff wall with light colored layers of rocks. There is a sloping pile of darker colored rock and plant material below the cliff.
This is a relevant question because of conditions necessary for plant growth. The color of the rocks could indicate different composition or different conditions present during formation.
Rock climbers would not like to climb this cliff because the rock is too hard.
This could be a relevant question. If the focus is on the hardness of the rock and its composition, then it would be. If the focus is on the rock climber, then it would not be relevant.
This would make a good place to stop and have a picnic as you raft down the river.
This is not a relevant question because it does not get at the origin, structure, age, or composition of the Grand Canyon.
Rock Samples
The rock is pretty.
This is not a relevant observation. It is simply an opinion.
The rock is gray.
This is a relevant observation. Rock color can shed light on a rock’s geologic past.
The rock is smooth. This is a relevant observation. The texture of a rock can shed light on how a rock was formed.
Investigation 2 - E Learning Video
The students were placed in groups of four for this part of the Investigation. Within some of the cooperative groups, pairs of students were working together on particular tasks. The students rotated among the three (or five) stations and recorded all of their data in the science journals. The teacher acted as a facilitator and circulated around the classroom to clarify and extend student thinking as well as to identify any misconceptions that arose.
Investigation 2, Part 1
How did the contributions of John Wesley Powell expand the field of scientific knowledge? How did these past scientific contributions influence current scientific understand?
Prior to John Wesley Powell's expedition, there was little to no written account of the physical features and conditions of large portions of the Grand Canyon. Not only did Powell describe the rocks and landforms (features diversified, vertical walls above great curves, cliffs are undermined by the water in places), but he also included descriptions of the vegetation (willows along the river), wildlife (killing and eating rattlesnakes), weather conditions (hurricane producing drifting sand), and river characteristics (swiftness, salinity, width). This written account serves as a baseline for all future exploration of the Grand Canyon. Current scientists can ask testable questions and conduct investigations about the information contained in Powell's journal entries. Over time, as scientists have critically reviewed Powell's account of his journey and as technology has improved, the field of scientific knowledge has expanded.
Prior to John Wesley Powell's expedition, there was little to no written account of the physical features and conditions of large portions of the Grand Canyon. Not only did Powell describe the rocks and landforms (features diversified, vertical walls above great curves, cliffs are undermined by the water in places), but he also included descriptions of the vegetation (willows along the river), wildlife (killing and eating rattlesnakes), weather conditions (hurricane producing drifting sand), and river characteristics (swiftness, salinity, width). This written account serves as a baseline for all future exploration of the Grand Canyon. Current scientists can ask testable questions and conduct investigations about the information contained in Powell's journal entries. Over time, as scientists have critically reviewed Powell's account of his journey and as technology has improved, the field of scientific knowledge has expanded.
Sunday, April 5, 2009
Examining the Teacher Experience
1. In the past I had my students incorporate a journaling section into their science notebooks. At that time, their notebooks were three ring binders and pretty much a collection of handouts, quizzes, tests, labs, bell ringers, etc. Students would answer a daily bell ringer question in the journal section of their notebooks. This question usually either reviewed the previous day's lesson and checked for student understanding or it introduced the topic for the day and assessed their prior knowledge. I am looking forward to trying many of the ideas suggested in this class for science journals when I'm back in the classroom next year.
2. Some characteristics of good journal entries include:
2. Some characteristics of good journal entries include:
- legibility
- organization
- show understanding and insight into the concept
- continually reflecting upon previous entries and adding to them/revising them
- include title, question, hypothesis, some form of data or information collected, and a summary
- include vocabulary
- have drawings/diagrams/use color
- lack organization
- lack framework under which each investigation should be set up (title, question, hypothesis, data or information, summary, etc.)
- show no reflection
- show no understanding or insight into the concept
4. Students could be assisted in creating good journal entries by the teacher first explaining the expectations for journal entries and then modeling them. As students begin to journal, the teacher should share anonymous examples of journal entries for students to critique. The teacher could also provide immediate feedback in the form of a stamp on a particular page and on occasion take a bit more time to guide students' thinking by writing questions in their journals.
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