UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Utah Map - Relief map of Utah, 1:1,000,000, 1965, Map 20 Utah Geological Survey
United States Map - U.S. Geological Survey, Reston, Virginia 22092 Sheet Number 56 National Atlas Relief Map
The Dynamic Planet - Geological Investigations Series Map I-2800
Utah Geological Survey, UGS office at the Department of Natural Resources (DNR) Building
at 1594 West North Temple, Suite 3110, Salt Lake City. 801.537.3300; http://geology.utah.gov/
Background For Teachers:
Although most students grasp an understanding of weathering and erosion, they do not understand geological forces and process that have occurred on Earth over long periods of time. Most students understand weathering, erosion and uplift as separate concepts. A common misconception of students is how much time it takes for geologic changes. While it is true that Earth will not change very much in their lifetime, Earth is changing all the time. Another misconception is that weathering and erosion have changed Earth’s surface the most. Even though weathering does impact Earth’s features, erosion and uplift combined help create the contour to the surface, like the Grand Canyon. This activity is to help students understand that erosion and uplift are forces that are active right now and they have and will continue to change Earth’s geological features.
The activities are designed to have students investigate what
geological forces created some of Earth’s topography and then predict
what forces will probably act upon it in the future. Students will
investigate areas of the world, United States and Utah to determine what geological features are located on Earth and make predictions
about what they think will happen in the future to that area. The
materials are developed to differentiate for student ability levels.
Students will need to have an understanding of integers, ordered pairs
and coordinate grids to complete the activities. The world activity
is for students that are reading on grade level or beyond. Use of the
Dynamic Planet Map will help students understand how plate tectonics
play into the grand scheme of earth’s geological processes. The United
States activity is for students on grade level or one level lower. The
Utah activities are targeted to be for emergent readers. The materials
are developed to be flexible and stress the concepts of uplift and
erosion at each level. Activities can be completed as group, small
group or individually.
Intended Learning Outcomes:
Pose the question: What geological processes have created areas of Earth? Invite students to brainstorm ideas about how Earth’s features have been created. Show the United States Map. Facilitate an open discussion about what some of the lines on the map represent. Point out the latitude and longitude lines on a map. Explain that this is similar to a coordinate grid. Invite students to try and find a mountain location and state the latitude and longitude for that mountain range. Students should be encouraged to use correct vocabulary: (e.g., uplift, plate tectonics, mountains, etc.).
Sutton, J., & Krueger, A. (Eds.). (2002). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning. 52-53
Research and best practice finds that reading, writing, and science are inseparable. Process skills of predicting, inferring, communicating, comparing and contrasting, and recognizing cause and effect relations are needed for science inquiry. Hands-on experiences improve comprehension of text. To increase writing competence, students must be able to organize and communicate observations and data, argue logically, and structure coherent conclusions.
Sutton, J., & Krueger, A. (Eds.). (2002). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning. 84-85
Learning for understanding should be emphasized, rather than memorized. The article states that different types of learning opportunities are necessary including experiential, symbolic learning, and use of pictorial or graphic representations (maps, films, videos, CD-ROMs, drawings) to help develop a greater depth of understanding.
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