To: JoAnn Seghini

Earth Science Education – summer in-service for teachers 2008 – Register through Granite or Jordan School Districts. For university credit, register through Granite District.

TITLE: Antelope Island – evidence of global climate change

OBJECTIVE: Teachers will gain compenence and confidence to use their school yards and neighborhoods to point out evidence of Lake Bonneville. Teachers first examine relatively obvious evidence of climate change on Antelope Island. Then they recognize less obvious evidence in urban settings of the Wasatch Front and develop hypotheses about Ice-Age conditions at their school.

DESCRIPTION:

This course introduces the shorelines of Lake Bonneville and Great Salt Lake as precious archives of recent Earth systems history (geoantiquities). Evidence for global and local climate change will be discussed and geologic relationships will be worked out in the field. Participants look for evidence of climate change and contrast conditions on Antelope Island 15,000 years ago with conditions just a couple dozen years ago during the 1980s wet cycle. Then they imagine the changed conditions at their schools of Ice Age time to the present.

REQUIREMENTS / DESCRIPTION OF EVALUATION COMPONENT:

Participants must attend both all day sessions.

Reading and homework assignment due the second class.

INSTRUCTOR: Genevieve Atwood, Ph.D., former State Geologist of Utah and, presently, Chief Education Officer, Earth Science Education

TARGET AUDIENCE:

K-12 especially 4^th grade (water cycle, weather and climate; erosion; fossils, Utah history and 5^th grade (cause and effect; reshaping Earth’s surface).

THEMATIC LEARNING: theme of change.

DATE:

TIME

PLACE

Saturday,

April 19

9:30AM – 5PM

Meet at the Ranch House, east side of Antelope Island. (Allow sufficient time to get there…45 minutes from the Park entrance, 1.5 hours from Salt Lake City).

The Park will waive entrance fees for teachers who have registered.

PARTICIPANTS…should bring lunch and fluids. No concessions at the Ranch House. Wear sensible shoes and clothes. We’ll walk through some brambles and may encounter some mud.

Saturday, May 3

9:00AM – 5PM

Meet at the park entrance (east side of causeway). We car pool to several stops on the island, investigate evidence, and imagine climates of the past 20,000 years. Includes a long, 2-hr, not strenuous walk. Alert instructor for special needs.

NUMBER OF CLOCK HOURS OF CLASSROOM INSTRUCTION: 15 hours = 1 credit hour.

UNIVERSITY CREDIT AVAILABLE THROUGH SUU. Register through Granite District.

CLASS LIMIT: 40.

SPECIAL SUPPORT from Kennecott Utah Copper: Participants receive handouts, maps, and CDs specific to Antelope Island and the Wasatch Front.

Syllabus: Antelope Island, evidence of global and local climate change

OUTLINE OF ALL CLASSES / SYLLABUS

FIRST SATURDAY: Bring lunch and plenty to drink.

GOALS: Review concepts of the water cycle and global climate change. Examine evidence of global climate change and local climate change along the Wasatch Front including Antelope Island. What happened? Where did it happen? Why did it happen? How do we know what happened. Examine evidence of the flooding associated with the wet cycle of 1980s.

Schedule:

9:30 AM Examine evidence of 1980s flooding

10:30 AM Water cycle, water balance, and Lake Bonneville

Noon Apply concepts to Antelope Island

1:30 PM Tell the story of the past 35,000 years for Antelope Island

3:00 PM Re-examine evidence

4:30 PM Self-guided return trip with narrated CD to park entrance.

HOMEWORK

Read written material about Lake Bonneville.

Write the story of Lake Bonneville for your school.

SECOND SATURDAY: Bring a sack lunch and plenty to drink.

GOALS: Develop and test hypotheses about the shorelines of Lake Bonneville and Great Salt Lake. Predict evidence of a significantly changed environment. Suggest ways to teach the Lake Bonneville story.

9:00 AM. At the east end of the Antelope Island – Syracuse causeway. Review shorelines

9:30 AM. Car pool.

10:00 AM – 1:30 PM. Long, leisurely, not-strenuous hike around northern point of the island. Includes break for lunch on the rocks.

1:30 – 3 PM Discuss evidence of climate change in urban areas of Wasatch Front.

3 PM – 5 PM. Drive to places on Antelope Island and examine diverse evidence of Lake Bonneville.

INSTRUCTIONAL STRATEGIES INCLUDE:

Collaborative learning (e.g. skit of Lake Bonneville’s rise and fall); Writing to learn (homework literacy project); Progressive development of skills (from walkabout along active shoreline, to application at other island locations, to personalizing the story for their own schoolyard); Role modeling teacher as investigator (predicting evidence of geoantiquities); Assessment (e.g. participant evaluation of their own understanding); Learner centered, knowledge centered, and assessment centered exercises.

Based on research including but not limited to: National Research Council, 2000. How People Learn, Chapter 6, The design of learning environments; National Research Council, 2000. Inquiry and the National Science Education Standards; Center for Earth and Space Science Education, 2002. Revolution in Earth and Space Science Education, blueprint for change; and Harris, M.T. 2002. Developing geoscience student-learning centered courses, vol 50, Journal of Geoscience Education, p 515-523.

This in-service is the subject of an article in the Journal of Geoscience Education published by the National Association of Geoscience Teachers, November, 2004: Atwood, Chan, and Felton “Teacher workshop using geoantiquities: case history of modern Great Salt Lake and Pleistocene Lake Bonneville shorelines, Utah.”

Earth Science Education – summer in-service for teachers 2007 – Register through Granite or Jordan School Districts. For university credit, register through Granite District.

TITLE: Salt Lake County’s Changing Surface

OBJECTIVE: Teachers learn how to observe and analyze landrorms and understand how and why Salt Lake County’s landscapes have changed through time. This is a process-oriented course that emphasizes the web of relationships among Earth systems.

DESCRIPTION:

Content includes how to “read” Salt Lake County landscapes; the tectonic processes that change Earth’s surface; and how Salt Lake County’s features evolve through erosion and sedimentation. Skills include how to encourage questions about landscapes; how to share a sense of place; and how to view landscapes as evidence of Earth systems.

This class is taught outside in 5 sessions, each of which includes a local field experience.

REQUIREMENTS / DESCRIPTION OF EVALUATION COMPONENT:

Attend all five classes (offered in the morning and afternoon, okay to mix.). Class assumes approximately an hour of homework for every class contact hour. Daily reading assignments. One content literacy project.

INSTRUCTOR: Genevieve Atwood, Ph.D., former State Geologist of Utah; and, presently, Chief Education Officer, Earth Science Education

TARGET AUDIENCE: K-12 especially 3^rd grade (appearance of Earth), 4^th grade (Utah natural history) and 5^th grade (changes of Earth’s surface; landslides, glaciers and earthquakes). THEMATIC LEARNING: theme of change.

DATES, TIMES AND LOCATIONS:

DATE:	TIME	PLACE	ADDRESS
Monday, June 16	8:30 – 11:30 am OR 4:30 – 7:30 PM	Flatiron Park (upper level)	1675 East 8600 South
Tuesday, June 17	8:30 – 11:30 am OR 4:30 – 7:30 PM	Silver Hills Elementary	5770 West 5100 South
Wednesday, June 18	8:30 – 11:30 OR 4:30 – 7:30 PM	Jordan River	Map will be provided
Thursday, June 19	8:30 am – noon OR 4:30 – 8:00 PM	FIELD TRIP: bus leaves from Hillsdale Elementary School	3275 West 3100 South
Friday, June 20	8:30 – 11:30 am OR 4:30 – 7:30 PM	Silver Lake information center, Big Cottonwood Canyon	Brighton opposite the general store

NUMBER OF CLOCK HOURS OF CLASSROOM INSTRUCTION: 15.5 hours = 1 credit hour.

UNIVERSITY CREDIT AVAILABLE THROUGH SUU. Register through Granite District.

CLASS LIMIT: 30

SPECIAL SUPPORT from Kennecott Utah Copper: Participants receive approximately $50 of text materials and classroom supplies.

Salt Lake County’s Changing Surface

OUTLINE OF ALL CLASSES / SYLLABUS

Session 1: How to describe the landforms of Salt Lake Coutny… recognizing change

· Ask “why” questions… why various landscape features look the way they do

· Identify geologic and geographic features in Salt Lake County

· Practice thinking spatially. Discuss what is meant by a sense of place

· Identify defining characteristics of Utah’s three physiographic provinces

· Predict the distribution of Utah’s natural resources based physiographic provinces.

· Develop map literacy – how to teach contouring and reading topographic maps

Session 2: Process Geomorphology… processes from within Earth

· Understand how plate tectonics changes Earth’s surface

· Volcanoes and faults. Continental drift. Earth’s magnetism. Isostasy.

· Tectonics of the Basin and Range. Tectonics along the Wasatch fault.

· Earthquake hazards of Salt Lake. Discuss ways to introduce concepts of earthquake risk to children

· Discuss theory of tectonics as an example of the evolution of scientific thought.

Session 3: Process Geomorphology… processes acting on Earth’s surface

· Erosion, transport and deposition in Salt Lake County. Jordan River as an example

· Practice “reading” the geologic features of Salt Lake County

· Why our mountains look the way they do. Why our valley looks the way it does

· Great Salt Lake and Lake Bonneville, evidence of climate change

Session 4: FIELD TRIP:

· Ways to “read” the changing surface of Salt Lake County,

· How landforms result from processes at work inside the earth (tectonics) and processes acting on the earth’s outer surface (erosion and deposition),

· Observea and compare the Wasatch fault and the West Valley fault.

· Recognize features of Lake Bonneville. Imagine Ice Age environments.

Session 5:Glacial landscapes … glaciers and Lake Bonneville

· Discussion of content literacy projects. Link literacy and landscape.

· Discuss climate change, specifically Ice Age glaciers of Salt Lake County.

· Discuss student reaction to these concepts and content literacy approach.

· Share classroom project / teaching moments

INSTRUCTIONAL STRATEGIES INCLUDE:

Collaborative learning (e.g. dance of continents; stretching of Basin and Range); Writing to learn (homework literacy project); Progressive development of skills (from basic geography to walking across faults, to explaining earthquake hazards); Role modeling inquiry (e.g. session of “why” questions); Assessment (e.g. participant evaluation of their own understanding); Learner centered, knowledge centered, and assessment centered exercises.

Earth Science Education – summer in-service for teachers 2007 – Register through Granite or Jordan School Districts. For university credit, register through Granite District.

TITLE: Rocks and Minerals of Salt Lake County

OBJECTIVE: Teachers gain confidence and competence to use rocks and minerals to encourage observation and inquiry about Earth processes, specifically the rock cycle.

DESCRIPTION:

Content: properties of rocks; processes of weathering, erosion and deposition; the rock cycle. Distinguish observation from interpretation. Teach stories of rocks and minerals as literacy.

Skills: recognize sediments, sedimentary bedrock, metamorphic bedrock, and igneous bedrock. Tell the story of a rock. Respond to “what is this rock” in ways that encourage observation and inquiry.

This class is taught outside in 5 sessions, each of which includes a local field experience.

REQUIREMENTS / DESCRIPTION OF EVALUATION COMPONENT:

Attend all five classes (offered in the morning and afternoon and it is okay to mix). Class assumes about an hour of homework for every class contact hour. Homework leads to a classroom literacy project.

INSTRUCTOR: Genevieve Atwood, Ph.D., former State Geologist of Utah; and, presently, Chief Education Officer, Earth Science Education

TARGET AUDIENCE: K-12 especially 4^th (basic properties of rocks; erosion and weathering), 3^rd (characteristics of non-living things), K-4 (literacy).

DATES, TIMES AND LOCATIONS:

DATE:	TIME	PLACE	ADDRESS
Monday, July 7	8:30 – 11:30 am OR 4:30 – 7:30 PM	Wite Cemetery	3475 West 9000 South
Tuesday, July 8	8:30 – 11:30 am OR 4:30 – 7:30 PM	Temple Quarry park	Mouth of Little Cottonwood Canyon
Wednesday, July 9	8:30 am – noon OR 4:30 – 8:00 PM	FIELD TRIP to Bingham Copper Mine leaves from Copper Hills High School	bus leaves from 5445 New Bingham Highway (7800 South)
Thursday, July 10	8:30 – 11:30 OR 4:30 – 7:30 PM	Warm Springs Park northwest of the (old) Children’s Museum	840 North 300 West
Friday, July 11	8:30 – 11:30 am OR 4:30 – 7:30 PM	Mt. Olympus Hills Park	3131 East 4500 South

NUMBER OF CLOCK HOURS OF CLASSROOM INSTRUCTION: 15.5 hours = 1 credit hour.

UNIVERSITY CREDIT AVAILABLE THROUGH SUU. Register through Granite District.

CLASS LIMIT: 30

SPECIAL SUPPORT from Kennecott Utah Copper: Participants receive approximately $50 of text materials and classroom supplies. Teachers who complete the course receive a high-powered hand lens from Earth Science Education and the Wheeler Foundation.

Rocks and Minerals of Salt Lake County

OUTLINE OF ALL CLASSES / SYLLABUS

Session 1:

· Distinguish bedrock from unconsolidated materials

· Describe the homogeneous nature of minerals and the heterogeneous nature of rocks

· Observe and classify sediments versus bedrock and the 3 major bedrock types

· Use a cemetery as an outdoor classroom

Session 2:

Recognize bedrock and sediments in the field

Sediments of Little Cottonwood Canyon

Igneous bedrock of Little Cottonwood Canyon

Metamorphic bedrock of Little Cottonwood Canyon

Weathering, erosion, and transport processes
The rock cycle, a systems approach

Session 3 FIELD TRIP:

· Visit Bingham Copper Mine. Quantify relationships. Think spatially.

Read and hear 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 Salt Lake County

· Fossil locations in Salt Lake County… predict where fossils should not be found

· Discuss the interdependence of science, technology and society

· Discuss careers and hobbies in earth science

Session 4:

· Practice how to tell the stories rocks tell us

· Model ways to teach intended learning outcomes of scientific inquiry

Session 5:

· Tie rocks and minerals to literacy

· Discuss stories appropriate to grade

· Share information about books that describe rocks, minerals, soil, and processes of erosion and deposition such as Robinson Crusoe and Everyone Needs a Rock

· Model ways to teach intended learning outcomes using the rock cycle

INSTRUCTIONAL STRATEGIES INCLUDE:

Collaborative learning (e.g. cemetery exercise); Writing to learn (homework literacy project); Progressive development of skills (from observation and description to process-oriented classifications); Role modeling inquiry (e.g. session of “why” questions); Assessment (e.g. participant evaluation of their own understanding); Learner centered, knowledge centered, and assessment centered exercises.

Earth Science Education – summer in-service for teachers 2007 – Register through Granite or Jordan School Districts. For university credit, register through Granite District.

TITLE: Geologic History of Salt Lake County

OBJECTIVE: Teachers will appreciate how Salt Lake County’s geologic resources, geologic hazards, scenery, and topography are the product of the county’s fascinating geologic history.

DESCRIPTION:

Content: This course simplifies the fascinating and complex history of Utah’s geologic past. It encourages teachers to:

· Better understand our area’s geologic past,

· Become even more curious about how landforms are formed,

· Appreciate challenges faced by scientists in the past and present,

· Maintain open and questioning minds toward scientific explanations,

· Put global environmental changes into a geologic perspective.

Skills: Apply scientific reasoning to figure out aspects of Utah’s geologic past.

The class is taught outside for 3 sessions PLUS an all-day field trip. Teachers of all levels are welcome especially 4^th grade teachers of fossils and 9^th grade teachers of Earth systems.

REQUIREMENTS / DESCRIPTION OF EVALUATION COMPONENT:

Class assumes about an hour of homework for every class contact hour. Daily reading assignments or exercise and one classroom literacy project

INSTRUCTOR: Genevieve Atwood, Ph.D., former State Geologist of Utah, and, presently, Chief Education Officer, Earth Science Education

TARGET AUDIENCE: K-12 especially 4^th grade (fossils, geologic features), 3^rd grade (organisms interact with their environment), and 5^th grade (environments and survival).

THEMATIC LEARNING: theme of change.

DATE:	TIME	PLACE	ADDRESS
Monday, July 14	9:00 – 11:30 AM	Creekside Park pavilion	1630 East Murray-Holladay Road
Tuesday, July 15	9:00 – 11:30 AM	Pleasant Green Park	3280 South 8400 West
Wednesday, July 16	8:00 AM – 4:00PM	FIELD TRIP leaves from Creekside Park pavilion	1630 East Murray-Holladay Road
Thursday, July 17	9:00 – 11:30 AM	Herriman Elementary School	13170 South 6000 West

NUMBER OF CLOCK HOURS OF CLASSROOM INSTRUCTION: 15.5 hours = 1 credit hour.

UNIVERSITY CREDIT AVAILABLE THROUGH SUU. Register through Granite District.

CLASS LIMIT: 30

SPECIAL SUPPORT from Kennecott Utah Copper: Participants receive approximately $50 of text materials and classroom supplies.

Geologic History of Salt Lake County

OUTLINE OF ALL CLASSES / SYLLABUS

Session 1:

· How to read a geologic map

· Concepts of historical geology... how we decipher Utah’s geologic past

· Fossils and how they contribute to the understanding of Utah’s geologic past.

Session 2:

· Development and history of our present landscapes

· Geologic history of Utah, including dinosaurs, deserts, seas, basins, plate tectonics, and how the landscape changed

· Fossils and rock types… clues to Utah’s geologic past

· The past 20 million years

· Emphasis on global climate changes of the past few million years, cycles of glaciation, presence of large lakes (such as Lake Bonneville), and evidence for drier climates than now.

Session 3: FIELD TRIP

· Hands-on experience. Teachers as earth scientists.

· Quantify relationships. Think spatially.

· Map relationships of rock units in the field.

· Interpret the story of Salt Lake County’s geologic past.

· Roadside geology, how to distinguish major rock units.

Session 4:

· Review the entire story.

· Practice telling the story of geologic features in Salt Lake County.

· Link the landscapes and geologic history of Salt Lake County to reading and story telling

· Discuss ways to teach intended learning outcomes using Earth science concepts and our County’s spectacular geology

INSTRUCTIONAL STRATEGIES INCLUDE:

Collaborative learning (e.g. Grand Canyon exercise); Writing to learn (homework literacy project); Progressive development of skills (from basic geography to mapping geology in the field); Role modeling inquiry (e.g. session of “why” questions); Assessment (e.g. participant evaluation of their own understanding); Learner centered, knowledge centered, and assessment centered exercises.