Earth Science Outside Rocks and Minerals of the Wasatch Front

SYLLABUS Earth Science Outside – Rocks and Minerals of the Wasatch Front Options for credit include: USOE OnTrack 34751; SUU – 1 college credit, EDUC5215-382; and if bundled with the two other July workshops, WSU Geo5030

Note – this workshop is offered for diverse types of credit, USOE OnTrack, SUU, or WSU with some modifications of expectations for homework. Read this syllabus for a general sense of the workshop… know that some specifics are for SUU only.

For General Professional Development 1 – credit. 15.5 hours of contact time. To qualify for credit, Southern Utah University requires that learners must complete 15 hours of contact time per credit hour in any given course Additional course information: http://www.earthscienceeducation.org

INSTRUCTOR INFORMATION: Genevieve Atwood, PhD 801-534-1894; 801-647-8155 (cell) Office: Earth Science Education, 30 U Street, Salt Lake City, UT 84103 [email protected]

COURSE DESCRIPTION: This Earth science course prepares teachers to teach concepts of minerals and rocks stressing processes of the rock cycle. Participants gain confidence and competence on how to respond to the formidable “what is this rock?” in ways that encourage observation and inquiry for students of diverse abilities. The course is taught outside using Salt Lake County places and vistas as outdoor classrooms.

LEARNING MATERIALS: Earth Science Education’s sponsors provide course materials. Teacher-participants receive about $50 worth of classroom supplies such as the course text (looseleaf format also posted to web- site) and a rock hounding guide to Utah rocks and fossils. Teachers who successfully complete the course receive a 10x Hastings hand lens, donated by Wheeler Machinery Co.

STUDENT LEARNING OUTCOMES: 1) Knowledge of the physical world Participants will: i. recall terminology ii. categorize Earth materials, specifically bedrock versus sediment and three bedrock types iii. articulate and illustrate fundamental Earth science principles, specifically, the rock cycle

2) Inquiry and analysis Participants will: i. value observation as a way to obtain knowledge of Earth system science ii. demonstrate curiosity about nature and about science through questions about rocks and minerals iii. write a narrative about a local rock which coveys at least one concept of Earth science iv tie their narrative to Utah’s science core and show relevance to students

3) Critical thinking Participants will: i. integrate knowledge of the rock cycle to derive conclusions regarding rocks presented to them ii. be able to coach their students to distinguish five significant minerals iii. identify the five major agents of sedimentation iv. compare and contrast processes of lithification, metamorphism, and melting/crystallization.

COURSE ASSESSMENT TABLE: Day 1 Day 2 Day 3 Day 4 Day 5 HW06 -- exercises exercises exercises exercises exercises ties to and HW01 and HW02 and HW03 and HW04 and HW05 science core Knowledge x x x x x Inquiry and x x x x x x Analysis Critical x x x x x x thinking

COURSE OBJECTIVES After this course, teacher-participants will be able to go outside with their students, teach what they see, and discuss how Earth processes change Earth’s materials. They will be able to role model observation, curiosity, and wonder. They will recognize expressions of the rock cycle, specifically, bedrock versus sediments. They will be able to communicate minerals’ relevance to students.

COURSE REQUIREMENTS: REQUIREMENTS: Participants must attend all five sessions. The course assumes an hour of homework for every class contact hour. Daily homework includes reading and written assignments that culminate in a final project. The participant’s final project tells the story of a rock they collect during the course. The narrative is for classroom use appropriate to grade. The Earth science content of the story generally includes concepts of the rock cycle.

HW01- Homework #1. What interests you (inquiry) about rocks/minerals and science? Reflective writing to distinguish nuances of key terminology. HW02- Homework #2. Begin major reading assignment. In class exercise: diverse ways to teach the rock cycle. HW03- Homework #3. Continue reading assignment. In class exercise: diverse clues to bedrock origin and to sedimentation history. Outline your narrative. What is the big concept? What should your students understand? Demonstrate your own understanding of the two overarching Earth science concepts of this course: tectonics and erosion/deposition. HW04- Homework #4. Work collaboratively on each other’s narratives. Think critically about concepts of tectonics and erosion/deposition by explaining to each other. HW05- Homework #5. Your literary piece: a narrative, written and illustrated, appropriate to grade, analyzes a rock collected during this course. Convey a concept of Earth science, preferably about the rock cycle. HW06- Homework #6. Identify and connect a concept from each day to the science core. This assignment distinguishes requirements of EDUC5215-382 from USOE On-Track 34751 for relicensure.

RUBRICS for Earth Science Outside Summer Courses. Evaluations explore learning objectives of: inquiry, analysis, critical thinking, and content knowledge. Course grade: 60% on final project (narrative for classroom use) 25% on homework assignments 15% on in-class exercises and interactions.

Consistently Advanced: A Intermediate to Advanced: A- Intermediate: B Novice: C Non-responsive or Inadequate: D

INQUIRY: Demonstrate curiosity. Appreciate how questions drive science. Advanced: Higher order inquiry about: the nature of applications syntheses, significance; or causal relationships. “Analysis Inquiry” Intermediate: Mid-order inquiry calling for clarification of definitions or effects. “Comprehension inquiry” Novice: Lower-order inquiry calling for facts. “Knowledge inquiry” Non-responsive or Inadequate

ANALYSIS: Value observations; Communicate Earth science concept(s) logically; Tie course knowledge to Utah science core Advanced: Embrace observations and uncertainty; Use evidence to draw logical inferences; Use theory as a guide to test inferences. Intermediate: Systematically articulate and record observations; Distinguish patterns; articulate theory and course concepts using own words. Novice: Distinguish observations from interpretations; Follows logic of text and classroom assignments. Non-responsive or Inadequate

CRITICAL THINKING: Integrate theory with Earth science outside; Distinguish evidence outside using categories from coursework; Compare and contrast nuanced processes; Advanced: Gives examples beyond those of course; Clarify definitions; Articulate nuances. Abundant specifics. Explores causal relationships. Intermediate: Sees connections, can relate to personal experience, articulates contrasts. Novice: States the obvious, Can give examples similar to those of course content. Desire to learn. Non-responsive or Inadequate

CONTENT KNOWLEDGE: Recall terminology; Articulate Earth science concepts; Illustrate using one or more learning modalities. Advanced: Mastery. Can explain course content to others using more than one learning modality; Final project conveys course concepts appropriate to grade with potential to interest students in Earth science outside. Intermediate: Solid work. Can explain course content and identify evidence in the field with coaching from instructor. Draws conclusions using big concepts. Novice: Getting there. Can rephrase course content using course verbiage. Non-responsive or Inadequate

Attendance Policy: Students are required to attend all class times. Students may attend morning or afternoon sessions and mix and match. Emergency Management Statement: Outdoor classroom experiences have inherent risks. Teacher-participants are expected to adhere and contribute to a safe environment including but not limited to alerting instructor to concerns. Safety first.

Academic Integrity: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You expected to have read and understood Policy 6.33 Academic Integrity and the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights. ADA Statement: Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services. HEOA Compliance statement: The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law. Detailed information can be found at http://www.suu.edu/it/p2p-student-notice.html.

Disclaimer: Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

PROGRAM OF STUDY This introductory field-based Earth science course coaches teachers to relate to their students’ rocks and minerals by teaching the rock cycle. It emphasizes process over rock/mineral identification. Its goal is for teacher to gain confidence to go outside, recognize the Earth science that surrounds them, and teach students what they see. Each session is held outside and includes a walk of discovery, lecture, collaboration and in-class exercises. Daily homework assignments solidify comprehension.

CONTENT: Earth science concepts of (1) rock cycle; (2) processes driven primarily by tectonics (uneven distribution of heat within Earth); (3) processes driven primarily by weather and climate (uneven distribution of effects of solar energy); and (4) Utah rocks, minerals, heritage and society.

SESSION TIME PLACE ADDRESS Session 1 8:30 – 11:30 AM OR Wite Cemetery 3475 West 9000 South, 5 – 8 PM South Jordan Session 2 8:30 – 11:30 AM OR Temple Quarry park Mouth of Little 5 – 8 PM Cottonwood Canyon Session 3 8:30 – 11:30 AM OR Warm Springs Park 840 North 300 West 5 – 8 PM northwest of the (old) Salt Lake City Children’s Museum Session 4 8:30 – noon OR FIELD TRIP to Barneys bus leaves from 5 – 8 PM Canyon rehabilitated gold 5445 New Bingham mine; or US Magnesium Highway (7800 South) evaporation ponds. Session 5 8:30 – 11:30 AM OR Fort Douglas historical 460 South Chipeta, 5 – 8 PM cemetery UofU research park

Session 1: Introduction to rocks, minerals, bedrock, and sediment.  Distinguish bedrock from unconsolidated materials (sediments)  Understand the homogeneous nature of minerals and the heterogeneous nature of rocks  Observe and classify sediments versus bedrock  Classify tombstones by bedrock type (metamorphic, igneous, and sedimentary bedrock)  Identify minerals in tombstones: quartz, feldspar, mica, calcite, and little dark minerals.  Discuss cemeteries as opportunities for outdoor learning.

Session 2: Introduction to the rock cycle.  Recognize bedrock and sediments in the field  Sediments of Little Cottonwood Canyon  Igneous bedrock of Little Cottonwood Canyon  Metamorphic bedrock of Little Cottonwood Canyon  Sedimentary processes: weathering, erosion, transport and deposition  Agents of erosion and deposition: wind, water, glacial ice, ground failure, and humans  The rock cycle, a systems approach

Session 3: Role model ways to respond to “what is this rock”.  Practice how to tell the story of a rock as the story of the rock cycle  Distinguish observations from interpretation  Observe characteristics of rocks collected from Little Cottonwood Creek  Interpret the rock’s history  Tell the history of the rock as the story of materials recycled by Earth’s rock cycle

Session 4 FIELD TRIP to Bingham Copper Mine (or substitute if visitor center not open).  Review bedrock versus sediment; and bedrock types  Recognize the modern and historic importance of mining and minerals  Discuss how and why mining affects the environment  Discuss the relevance of rocks and minerals to our daily lives  Discuss natural resources, specifically rocks and minerals, of the Wasatch Front  Discus fossils and the Wasatch Front… predict where fossils might be found  Discuss the interdependence of science, technology and society  Discuss careers and hobbies in earth science

Session 5: The rock cycle as a story  Play games designed to teach concepts of rocks, minerals, and the rock cycle and clarify nuances.  Link rocks and minerals to literacy appropriate to grade  Work collaboratively. Repeat to remember and remember to repeat.  Share information about books with rocks or minerals or about rocks and minerals, such as, Robinson Crusoe and Everyone Needs a Rock  Discuss ways to teach intended learning outcomes using the rock cycle