Earth Science Outside – y 2018 – 2019 – Via SLDistrict

COME TO CLASS April 2 / 4 with the images listed below…

FINAL PROJECT – Insert images into the “panorama” of Wasatch Front geology and write captions for the images.

(DRAFT – Expect clarifications)

BE PREPARED… We start the final project in class.

Have at least the following images on your computer / iPhone or hard copy before class…. these will be needed to complete the final project.

  • SLSchool District headquarters– showing terrain as it gets lower to the south; or showing terrain that gets higher toward the north. Session #1.
  • Faultline Park – how SLCity is in the low part of the valley. Session #2
  • GK Gilbert Park vista looking east. Homework.
  • Shorelines of Lake Bonneville – also good from UofU Huntsman  Hospital (session 4).
  • Warm Springs Park … the bedrock of the quarry… gray below, brown above. (Homeworlk 4.)
  • NEW take an image of Parley’s Canyon’s tilted rocks. (LINK NOT ACTIVE with driving instructions to a park where the views are great.)


Go outside with JOY and curiosity.

Repeat to remember… Remember to repeat.

Patterns, curiosity, and paths to concepts.



Step 1. Discuss Homework 4 — Warm Springs Park. What patterns did you see? What curiosity? Younger than / older than relationships.

Step 2. Color the north-south panorama of geologic units (see image, not yet attached).

Step 3. Associate images with the cross-section of the panorama.  This begins the task of matching images with their location on the panorama.

Step 4. Discuss evidence of relative age of rock units and cross-cutting surfaces. Write a brief report that includes:

  • How do Earth scientists “know” the Wasatch Fault Zone is younger than the bedrock of your Warm Springs image?
  • How do Earth scientists “know” that the tilting of the bedrock shown in the panorama occurred long before the faulting of the Wasatch Fault?
  • How do geologists “know” that the Bonneville shoreline is younger than the bedrock it crosses?

Step 8. Give your own example of evidence of relative age. Take an image of a pattern of topography or Earth materials that shows a relationship of relative age.

SUBMIT by April 22, via email to at least two images and an accompanying document. The images should be of a relationship relevant to your students that indicates relative age (younger than / older than). The document should state the location of the images, the pattern(s) of interest in the image, the curiosity the patterns inspired, and an insight about relative age of rock units or surfaces.

For example: Examine the images of Dry Creek Canyon, a drainage near where I live. The pattern that the drainage runs down the mountain face. It cuts the bedrock and therefore is younger than the bedrock. Because the water from eh canyon puts sediments across the materials it the valley, those sediments are younger than the sediment they are put across.

Add: how does it feel to do Earth science outside. Have you confidence to teach outside?