Parkers Prairie High School

2009 South Dakota Field Investigations Trip

Journal Assignments

 

Total Scores:

Objective 1: ___/     2: ___/        3: ___/        4: ___/        5: ___/        6: ___/

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 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.

·         Be sure to complete assignments at each site. Check the checklist as you complete each item. Remember, we are not going back!

  • Journal assignments printed in bold are questions/responses of major emphasis. All items will be graded, however those in bold will have a value of 4 points (except the Badlands investigation); all others will have a value of 1 point.  Responses should be complete and related to the question or task.  Note that 1 point items soon add up, so don’t slight these responses!
  • You will receive an additional 20 points (4 points per day) for Work Habits.  These points will be based on “on task” behavior, including work with your group.

 

Journal Objectives:

Here is the “big picture” of the learning that you need to demonstrate this week.  Each journal prompt has the number of its related objective up front.  Like all of your other assignments, the totals for each objective will be what goes in the gradebook.

Objective 1: Students will be able to define personal learning goals related to geology and reflect on those goals.

 

Objective 2: Students will be able to write and/or draw detailed observations of various geological features.

 

Objective 3: Students will be able to explain the formation of selected large and small-scale geologic features, based on evidence.

 

      Objective 4: Students will be able to compare and contrast geologic areas or structures.

 

Objective 5: Students will be able to develop both researchable and testable geology-related

questions.

 

Objective 6: Students will be able to design and carry out an investigation related to Door Trail at the Badlands.

 

 

Day 1 - Monday, May 11, 2009

 

___1. On the bus, as we leave Parkers Prairie, write three learning goals for yourself for this week.  What do you hope to learn about GEOLOGY over the next five days?

 

Stop 1.1: Wind Energy and Electric Power Generation in Southwestern Minnesota

 

___5. Make at least three observations and write at least one question about what you see, hear or feel.

 

___ 4. Discuss some advantages and disadvantages of wind energy.  Is wind energy the answer to our energy problems?  Is it the answer to our climate change problem?  Why or why not?

 

Stop 1.2: Geology and Cultural History of Pipestone National Monument

 

___ 1. Before going out on the trail, meet with your group and share your learning goals for the week.

 

___2. You will see signs of “cross-bedding” in the rocks at Pipestone.  Think in advance what cross-bedding might look like and write or draw your prediction in your journal.

 

___2. During your walk to the outcrop, make at least three observations and write at least one question about what you see, hear or feel.

 

___2. At the outcrop, look closely at a piece of quartzite through a lens.  Draw what you see. 

 

___3. How do you think the talus got here?  Make a hypothesis and support your explanation with evidence.  (A drawing might help.)

 

___3. Draw an example of cross-bedding and explain how you think it was formed.

 

___3. You are a grain of sand. Describe your passage through time as you become quartzite.

 

Stop 1.3: Devil’s Gulch Recreation Area

 

___5. Make at least three observations and write at least one question about what you see, hear or feel.

 

___ 3. How do you think this gulch formed?  What is the evidence that led you to this hypothesis?

 

___4. Pick any rock that you know other than quartzite – would it erode faster or slower than quartzite.  Explain!

 

___4. Would the gulch look the same if it was made from your rock?  How would it be different?

 

___4. What do Devil’s Gulch and Pipestone have in common?  How are they different?

 

___4. 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? (We will process this on the bus.)

 

___1. End of day reflection: What was cool about today?  What was something interesting that you learned about geology today?

 

 

Day 2 - Tuesday, May 12, 2009

 

___2. During our morning drive to the Badlands, use your South Dakota map and itinerary to trace our route for the next three days.

 

Stop 2.1: Chamberlain Rest Stop

 

___3. Walk the path to the overlook at the north end of the rest stop.  Sketch of a the river valley as you look upriver from the bluff. How do you think this valley was formed?  How do you know? 

 

___4. How does the rock used to make the building compare to rocks you have seen?

 

Stop 2.2: Badlands National Park

 

___2. Make at least 3 observations and write at least one question about what you see.

 

___2. Pick an area and sketch it in your journal.  What details did you observe while making your drawing that you didn’t notice before?

 

___ 2. Pick a quiet place to sit and write about what you see and feel for 5 minutes.  You must do this alone!

 

 

Stop 2.3: Door Trail at Badlands National Park

 

___2. Make at least three observations and write at least one question about what you see, hear or feel.

 

___2. Pick up and feel the soil.  Look at it through a lens.  Describe it.

 

___ 4. 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.) 

 

___6. Together, talk about some questions that you might do to further investigate in this area. Record these experimental questions in your journal. Pick a question that you can test, using any of the materials in the “inquiry bag”. Carry out your investigation and record your data.  How did your investigation answer your question? Do a whiteboard presentation for your class.  (12 points)

 

___3. Are these rocks igneous, sedimentary or metamorphic?  How do you know?

 

___3. How did this area form?  Make a hypothesis and provide at least two pieces of evidence to support it.

 

Stop 2.4: Collecting Activity and Investigation: Rocks, Agates and Buffalo National Grasslands

 

___2. Make at least three observations and write at least one question about what you see, hear or feel.

 

___4. Collect 5 stones that you think are cool.  Get in a small group with other students. Compare the rocks and try to find two that are the same.  What evidence do you have for thinking so?

 

___2. What do you think it would be like to stand here 10,000 years ago when most of these stones were deposited? Include sounds, sites, colors, and smells in your description.

 

___1. End of day reflection: What was cool about today?  What was something interesting that you learned about geology today?

 

 

 

 

 

 

Day 3 - Wednesday, May 13, 2009

 

Stop 3.1: Entering the Black Hills – Spearfish, SD

(Note: This is a “drive-through” stop!)

___4. Observe the rock formations as we drive into the Black Hills.  How are these rock formations different from the Badlands?

 

___2. Make at least three observations about the rock outcrops we see on our drive to Devil’s Tower.  (Sketching one might help.)

 

Stop 3.2: Devil’s Tower: Igneous Rock and Area Plate Tectonics

 

___5. At Devil’s Tower, make at least three observations and write at least one question about what you see, hear or feel.

 

___4. 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?

 

___4. 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?

 

___3. How do you think Devil’s Tower was formed?  Write a hypothesis in your journal and give EVIDENCE to back it up!

 

Stop 3.3: Spearfish Canyon

___3. Are these rocks igneous, sedimentary or metamorphic?  How do you know?

 

___3. How do you think this canyon was formed?  How do you know it was not formed by a glacier?

 

 

Stop 3.4: Homestake Gold Mine, Lead, SD

 

___2. 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.

 

___3. Are these rocks igneous, sedimentary or metamorphic?  How do you know?

 

 

 

 

Stop 3.5: Mount Rushmore

 

___2. Make at least three observations and write at least one question about what you see, hear or feel.

 

___ 2. Make at least three observations of rocks along the walkway.  Draw the crystal of one mineral of your choice.  Are these rocks igneous, sedimentary or metamorphic?  How do you know?

 

___4. On the bus, talk to your friends about what you observed in general about the Black Hills and the Badlands.  Why do you think these two areas are so different?  Write your thoughts and observations in your journal.

 

___3. 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 Black Hills.  Say it ten times really fast! 

 

___1. End of day reflection: What was cool about today?  What was something interesting that you learned about geology today?

 

 

Day 4 - Thursday, May 14, 2009

 

Stop 4.1: Wind Cave National Park

 

Bring a small flashlight today!

 

___2. Make at least three observations and write at least one question about what you see.

 

___3. Observe the rocks in and around Wind Cave.  Are these rocks igneous, sedimentary or metamorphic?  How do you know?

 

___3. With your group, hike the designated area at the park. (We will explain where to go with your group leaders.) As a group, come up with a story on the formation of Wind Cave.  You must give detailed descriptions of the process from the beginning to what is now the cave.  Present your hypothesis to your class.

 

___1. What was the most interesting thing you learned at Wind Cave?

 

 

 

 

Stop 4.2: Black Hill Geology Research Institute.

 

___ 5. Look around the museum first – Write a question for Peter or Neal.

                                   

___ 4. 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.

 

___ 1. End of day reflection: What was cool about today?  What was something interesting that you learned about geology or paleontology today?

 

Day 5 - Friday, May 15, 2009

 

___1. 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?

 

___1. Look at the learning goals you wrote on the first day.  Did you meet or exceed these goals?  EXPLAIN!

 

___5. After five days of field investigations, what new or unanswered questions do you have about geology? (Yes, you must have some!)