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BF-M.83 BC-$3.50 Pius Post4ge DOC MENT USD11 E ED 133 175 88 SE 021 731 AUTHOR Elkins, Gail TITLE Life on Guam! Geology INSTITUITON Guam Dept. of Education, Agana. SKINS AGENCY Bureau of Elementary and Secondary Education (DUEVOE), Washington, D.C. UB DATT 76 NOTE 63p.; For related documents, see SE 021 730-433; Contains occasional light type S PRICE BF-M.83 BC-$3.50 Pius Post4ge. CRIPTORS Earth Science; *Geology; *Instructional Mater a Natuial Resources; *Secondary Education; *Secondary School Scleuce; *Uni+6 of Study (Subject Fields) IDENTIFIERS Elementary Secondary Education Act Title III; ESEA Title IIT; Guam A T AC'T This unit is part of a ser es of materials produced by a projeot to develop locally applicable class, lab, aild field mAterials ir ecology and social studies for Guam junior and senior high schools. While the materials mere designed for Guam, they can be adapted to other localities. This unit is designed to acquaint the students with the geology of Guam. Sections in the book include: (1) rocks, (2) how Guam was formed,(3) weathering and erosion, (4) earthquakes.(5) soil, and (6)water. Both background materials and activities are included. (RH) *** ***************** **************** ********************** * Documents acquired by EBIC include many informal unpublished * materials not available from other sources. ERIC makes everyeffort * * to obtaim the best copy available. Nevertheless, items ofmarginal * * reproducibility are often encountered andthis affects the quality * * of the microfiche and hardcopy reproductions ERICmakes available * * via the ERIC Document Reproduction Service (EDRS). EDRSis not * responsible for the quality of theoriginal document. Eeproductions * * supplied by EDRS are the best that cam be made from theoriginal. * *********************************************************************** U S DEPAR TNIENTOP HEALTH, I DUCATION & WELFARE NATIONAL INSTITUTE OP EDUCATION THIS [DOCUMENT HAS OLEN REPRO. DUCED E XACTL Y AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN, ATING ITPOINT SOF VIEW OR OPINIONS STATED DO NOT NECESSARILY RUPEE. SEN TOFF KIAL NATIONAL INSTI TUTE OF EDUCATION POSITION OR POLICY .1 :0 .. air 10 *0 440".0 la O..,IVaet11044 ALLU V 1 UM FILL ftfri0raraa.of"="4.0.4.0...044441isrori.F.".4."." . 09 06.40444*0,0 a yoto .6 ft _./. at 0ft, st ....Y.- YO UN ER LWtESTONE *S."."4,40110"O@Frt 406 ..0. f ra VIlkib=4,1_.' \ 11) 711.- . e OLDER LIMESTONE , dal 101111,111._ S'-*:':::-")ii t dillk , ilgiiri Q011111411, '_111,,I,L pi 'mut IIIIIIIIi Olt PIIIIIIIIVIIIIIV* ,,* .ono hitwo tici., ....m.imein m- ,illan1111 (II Hi II i llflilill li YOUN VOLCANIC H11111111 IIIII. 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Geological Su v y Office,Guam) 3 Life On Guam ...a project to produce locally applicable class, lab, and fiold materials in ecology and social_ st_udies for Guam junior and senior latch schools. This project is funded by a qrant under ESEA Title III,U. S. Office of Education - nopdrtmont of Health, Education and Wolfare---whos position, policy, or endorsement is not necessarily reflected by the content herein. .-- to ultihnately unduatc citizens -Ale are l:nowledgeable and LQt Sc i.LI1 Li ous oLout environ- mental concerns of Guam and the rest of the World." The ofri units of th is pro their authors: nch Shrancl Margie Cushing Falanruw 1 Reef Lu ELdredqe Richard Randall Hal Strom, Jr. Farm and Garden Philip R. Moore F esh tt r Lynn Raalerson Human Inpact M. C. Fala- Limestone Porest Larry Behrens Manqrovo Swamp Gayl-rd Diaz Savann -Old Fields- M.C. Falanruw Roadsides Schoolyards Maggie Fiore Jeff Shafer Prepared with the assistance of Jane Grobins (design), C. J. Huxel and Richard Randall (geology), and the Learning Resources Center. Junior/Senior Pilot Edition - l97C Project Director: Dave Hotaling Secretary: De- ha Tanaka Coasult-nts' Office - Depar ment of Education Guam Table of Contents I. Introduction II. 'Rocks 3 111..How Guam Was Formed Voleane---Igneous---South Coral---Limestonc---North Nips and Other Features Faulting Bays IV. Weathering andErosion 18 V. Eadhquakes 23 Causes Richter Scale Earth Time Chart 26 VI. Soil 28 Row it Forms and Analysis VII. Water, Water, Everywhere....33 Everywhere? Where Water Comes From Reservoirs- Types Appendix Going Around Guam Schoolyard Geology References Suggested Materials Epilogue L Introduction If you're interc ted in things like volcanoesand earthquakes, this unit is for you. But that's just part of it. We're also going to look at some of our nonrenewable resources---those that can'treproduce themselves. Can you name some of these? Did you ever hear of a "baby" rock? No? Neither did any- body else. Rocks, then, are nonrenewable resources, at least over a short period of time, likeseveral million years! So are minerals, soil, and water. Once you get into it you'll find out thatthere's a let of interesting stuff to geology! For exa ple, did you know that Guam sits next to -we submarine volcanoes, andhas several earthquakes every day? That can be shocking news! There's a big push now to increase farming here, so we'll check out the soil situation. Enough of the giveaways; read on and find out what else is in store for you! One helpful thing you could do is to go on arock- examining field trip, with the class, your parents, or other friends (SeeField Trip description in the P.ppendix at end of book). Remember, Life On Guam is a new program. Do all you can to make it work; ifyou've got complaints or suggestions, give them to your manager (theteacher). This is ypur program; your opinions arevaluable! l'112,2142.20_Ha_REea Most of the time, completing theactivities and con- tributing in the class discussion of the topic are all you will be asked to do. These activities are listed below: 1. Rock identification 2. Mineral and rock definition and analysis 3. Soil analysis 4. Plants' use of water experiment Ohviausly each ono of the activities involves several parts. But if you know what you're doing, and youdo it car fully, this should be very simple for you. In addition, there re several otherthings you will know when you have finished this unit. Those are: 1. How to use a hand lens. 2. How to use acid in rock analysio. 3. The two major types of rock found on Guam. The Principle of Uniformitarianism. Why there's so much limestone in northern Guam and so much igneous rock in the south. 6. How Cocos Tsland probably formed. 7. How weatheing affects rocks, the Earth's surface, and buildings. 8. Some ways to combat weathering. 9. The causes of earthquakes and why earth- quakes occur in certain areas. 10. What the Richter scale is. 11. What can be done to minimize earthquake destruction. 12. How soil forms and why different soils have different qualities. 13. About the different types of reservoirs (aquifers) on Guam. 14. The path a drop of water takes through the water cycle. 15. Why over-pumping and water pollution are important environmental concerns. ou'VE GOT oc, Kstri yOUR -HaA II:Rocks Rocks are the first nonrenewable resource we'll in- vestigate. But first let's introduce some vocabulary so we can intelligently discussthis area. What is rock; what is a mineral?What do the wards igneous, sedimentary, and metamorphic mean? For your first exercise, you will h v. samples of minerals and rocks. Right now it's not important to know their names, but rather just be able to tell the differences between them. EXERCISE 1 - Rock or Mineral? Materials: 1 tray of several di ferent minerals. 1 tray of several different types of rock. 1 hand lens or magnifying glass for each person or croup. hand lens Fi ure 1. The right way to use .and- lens. Make sure each member of your gr upexamines each one of the samples. Use your hand lens so you can see the samples in greater detail. In groups of three or four examine each oneof the minerals and rocks. In your notebook make a chart like the one below and record the generalcharacter- istics of each specimen. Table 1-1 Now, as a group, write downthe characteristics that you see are common tominerals, and those common to rocks. After all the groups havefinished, discuss your findings inclass. Come up with definitionsfor minerals and rocks. Check your definitions with a dictaonary or encyclopedia. How was your definition the same as the book one;rhow wasit different? If you were careful andobservant, they should have been very close! Now, what about igneous,sedimentary, and metamorphic? Probably most of you arefamiliar with the terms but may need a refresher course. If possible, a movie or filmstrip should be enough tostimulate those brain cells. If your teacher hasn't alreadymade plans to Show a film or filmstrip,ask him/her to try to get one for you.
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