2007 Field Investigations
Trip
Journal Assignments
Guidelines for Your
Journals:
·
Put
the name of each site (“stop”) on the top of your journal page. Start a new page for each site. Use the back of all pages.
·
Use a pencil. It writes best on the special waterproof paper in
your journal.
·
On bus rides in between sites, it would be a good idea to write
the assignments for the next site in your journal –
or at least write a clear heading so both of us can find it later.
·
You received a single-use
camera. Use it to take pictures of each
of the sites we visit. Pace your picture
taking so you don’t use all the pictures the first day! You can include friends in the pictures of
some of these sites, but please be sure they are appropriate and of good
quality. Trip funds will only be
used to develop the film from this camera.
Attach the pictures neatly in your journal when you get them back on
Monday, May 22rd. (Be sure you turn in your camera at the end
of the trip!) Add captions to each picture.
·
Be sure to complete assignments
at each site. Check the checklist as you complete each item. Remember, we are
not going back!
·
Your journal will be scored and
counted as a large part of your science grade for third trimester.
Day 1 -
Monday, May 14, 2007
On the bus, as we leave Parkers Prairie, write three learning goals for yourself for
this week. What do you hope to learn
over the next five days?
Stop 1.1: Wind
energy & electric power generation in southwestern
Make at least three observations and write at
least one question about what you see, hear or feel.
Discuss some advantages and disadvantages of wind
energy. Is wind energy the answer to our
energy problems? Why or why not?
Stop 1.2: Geology
and cultural history of
You will see signs of “cross-bedding” at
Pipestone. Think in advance what
cross-bedding might look like and write your prediction in your journal.
During your walk to the outcrop, make at least
three observations and write at least one question about what you see, hear or
feel.
At the outcrop, look closely at a piece of
quartzite through a lens. Draw what you
see.
How do you think this talus got here? Make a hypothesis and support your
explanation with evidence. (A drawing might
help.)
Draw an example of cross-bedding and explain how
you think it was formed.
You are a grain of sand. Describe your passage
through time as you become quartzite.
Stop 1.3: Devil’s
Gulch Recreation Area
Make at least three observations and write at
least one question about what you see, hear or feel.
How do you think this gulch formed? What is the evidence that led you to this
hypothesis?
Pick any rock you know other than quartzite –
would it erode faster or slower than quartzite.
Explain!
Would the gulch look the same if it was made from
your rock? How would it be different?
What do Devil’s Gulch and Pipestone have in
common? How are they different?
On the bus, as we drive to the KOA, discuss how the
landscape has changed since we left Parkers Prairie. Make a list of these changes. (Include detailed observations of the plants,
animals, soils, etc.) What are some earth
science reasons why the landscape is different?
End of day reflection: What was cool about today? What was something interesting that you
learned about geology today?
Day 2 -
Tuesday, May 15, 2007
During our morning drive to the Badlands, use your
Stop 2.1: Chamberlain
Rest Stop
Make a sketch of the river valley as your look
upriver from the bluff. How do you think
this valley was formed? How do you
know?
Stop 2.2:
Make some observations and write at least one
question about what you see.
Pick an area and sketch it in your journal. What details did you observe while making
your drawing that you didn’t notice before?
Pick a quiet place to sit and write about what you
see and feel for 5 minutes. You must
do this alone!
On Door
Trail at
Make at least three observations and write at
least one question about what you see, hear or feel.
Pick up and feel the soil. Look at it through a lens. Describe it.
Meet in groups to share your observations about
the soil. How is it different from the soil
in Parkers Prairie? (Mrs. Schoeneck has
a bag of soil from Parkers that you can use for comparison.)
Together, talk about some experiments you might do
to further test this soil. Record these experimental
questions in your journal.
Why do you think very little is growing here?
Where is there plant life? Why do you think it is in these locations?
How did this area form? Make a hypothesis and provide at least two
pieces of evidence to support it.
Stop 2.3: Collecting
activity and investigation: Rocks, Agates and
Make at least three observations and write at
least one question about what you see, hear or feel.
Collect at least 5 different stones. Why do you
think the rocks you picked were cool enough to collect?
Get in a small group with other students. Compare
your rocks and try to find two that are the same. What evidence do you have for thinking so?
What do you think it would be like to stand here
10,000 years ago? Include sounds, sites, colors, and smells in your
description.
End of day reflection: What was cool about today? What was something interesting that you
learned about geology today?
Day 3 -
Wednesday, May 16, 2007
Entering the
Observe the rock formations as we drive into the
Make at least three observations about the rock
outcrops we see on our drive to Devil’s Tower.
(Sketching one might help.)
Stop 3.1: Devil’s
Tower: Igneous rock and area plate tectonics
At Devil’s Tower, make at least three observations
and write at least one question about what you see, hear or feel.
On the trail, look at a talus sample through a
lens. Draw what you see. How is this rock different from all the rocks
we have seen so far?
At the overlook, compare the rock material at the
tower with the rocks you observe in the valley.
Describe both in your journal. How
are they different?
How do you think Devil’s Tower was formed? Write a hypothesis in your journal and give
some reasons to back it up!
How do you think this canyon was formed? How do you know it was not formed by a
glacier?
Stop 3.2: Homestake Gold Mine, Lead, SD
Make a quick sketch of the open mining pit. (Don’t worry about the roads. Draw the
rocks.) You are looking at the inside of
a mountain! Write at least three
observations of what you see.
Stop 3.3:
Make at least three observations and write at
least one question about what you see, hear or feel.
Make at least three observations of rocks along
the black fence in the Parade of States.
Include observations using a lens.
Draw the crystal of one mineral of your choice.
On the bus, talk to your
friends about what you observed in general about the Black Hills and the
Quaquaversal is a cool geology word. Write the word in your journal and what you
think it means. Find out what it really
means and what it has to do with the
End of day reflection: What was cool about today? What was something interesting that you
learned about geology today?
Day 4 -
Thursday, May 17, 2007
Stop 4.1:
Make at least three observations and write at
least one question about what you see.
You are a water drop. Describe your path from the surface of the
ground until you reach the floor of
What was the most interesting thing you learned at
Stop 4.2: Black
Hill Geology Research Institute.
Look around the museum first – Write a question
for Peter and Neal.
Select one similar structure (like the shells,
teeth, jaws, toes, hips, etc.) from two dinosaurs or two other related
creatures. Sketch both, then
compare and contrast the structures of the two animals.
End of day reflection: What was cool about today? What was something interesting that you
learned about geology today?
Day 5 -
Friday, May 18, 2007
On the bus, write some comments about why this
trip was important to you. How do you
think you will remember these last five days?
Look at the learning goals you wrote on the first
day. Did you meet or exceed these
goals? Explain.
After five days of field investigations, what new
or unanswered questions do you have? (Yes, you must have some!)