SCIE 104    Integrated Geosciences

Section 01  •  9:30 AM–10:45 AM Tuesday & Thursday  •  Hanna 326

 

Syllabus

I. Course Description

3 cr. The goal of this course is to present an integrated approach to essential concepts in introductory geology (physical and historical geology), astronomy (from an earth science perspective), and weather and to emphasize the personal application of science, the process skills, problem-solving, and discovery/inquiry learning. Prerequisites: SCIE 101 and SCIE 102.

II. Rationale

The ULM Interactive Learning Model to Prepare Learning Facilitators provides the framework supporting the College of Education and Human Development professional programs. The integrative approach in Integrated Geosciences directly interacts with ELED 301 and ELED 315, supplements READ 418B, and helps build the foundation for ELED 465-466 and ELED 483C. Content related to the conceptual framework interfuses the course and is specifically evident and reflected in Objectives and Outcomes A-B and D-F; Topics A-C and E-H; Evaluation Methods A, C-E, G-I, and K-L.

III. Course Objectives and Outcomes

This course is designed to enable prospective teachers to:

  1. Identify and explain major concepts in physical geology and historical geology.
  2. Investigate essential principles of weather and astronomy from an earth science perspective.
  3. Discuss orally and explain in writing how geology affects their daily lives.
  4. Explain the importance of earth science to society.
  5. Utilize the process skills and problem-solving skills to solve laboratory applications in physical and historical geology.
  6. Explain and give examples of the relationship of science, technology, and society.
  7. Identify and explain the relationship of geology and atmospheric sciences to environmental science.

IV. Course Topics

The major topics to be considered are:

  1. Essential concepts in physical geology such as minerals, rocks, basic rock types, the layers of the earth, soil, and earth resources.
  2. The investigation of natural phenomena such as earthquakes, volcanoes, rivers, wind, continental drift, and glaciers and their impact upon society.
  3. Essential concepts in historical geology such as geologic time, geologic events, stratigraphy, evolution, paleontology, and fossils.
  4. An investigation of the 4.5 billion years of development of the earth and its life forms.
  5. Laboratory and hands-on/minds-on activities to provide application of major principles in physical and historical geology.
  6. Major principles in astronomy from an earth science perspective.
  7. Major concepts in weather and its relationship to technology and society.
  8. The use of realia (i.e. minerals, rocks, soil samples, weather maps, fossils) to teach essential earth science concepts.

V. Instructional Methods and Activities

Methods and activities for instruction include: Advance organizers, lecture/group discussion, demonstrations, small group activities and cooperative learning, hands-on/minds-on activities, discovery and inquiry learning, concept mapping, and problem-solving. Stress relationship to National Science Education Standards (1996).

VI. Evaluation and Grade Assignment

  1. Methods
    1. Written examinations (four at 20% each)
    2. Problem solving and laboratory activities (Earth & Environmental Science Computer Lab in Hanna 333 may be used), individual and/or group projects, and class participation (counts as 20%)
  2. Grading Scale:  90-100 = A; 80-89 = B; 70-79 = C; 60-69 = D; Below 60 = F

VII. Class Policies

  1. Attendance policies correspond to those of the university. It should be noted that class attendance is very important in order to facilitate learning. Many of the activities can not be completed as effectively on an individual basis.
  2. Assignments are due on or before the indicated date. A penalty will be assessed for late assignments (normally 5% per day).
  3. Examinations are to be taken on the dates indicated on the schedule. Only excused absences will be accepted for missed examinations. Students may take a written or oral make-up examination at the instructor's discretion and earliest convenience, or the next examination may be counted as two grades.
  4. Discussion of fire alarm and evacuation procedures for ULM (stairwell across hall from room).
  5. Discussion of pertinent safety issues.

VIII. Textbook(s)

The textbook adopted for this course is:
Trefil, J., and R. Hazen (1994). The Sciences: An Integrated Approach (Preliminary Edition). New York, NY: John Wiley and Sons, Inc.

IX. Bibliography

The knowledge bases that support course content and procedures include:

  1. Contemporary References
    1. American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. New York, NY: Oxford University.
    2. American Geological Institute (1991). Earth Science Education for the 21st Century: A Planning Guide. Alexandria: National Center for Earth Science Education.
    3. American Geological Institute (1991). Earth Science Content Guidelines Grades K-12. Alexandria: National Center for Earth Science Education.
    4. Carroll, R. (1988). Vertebrate Paleontology and Evolution. New York, NY: W.H. Freeman & Co.
    5. Lucas, S.G. (1994). Dinosaurs, The Textbook. Dubuque: Wm. C. Brown Publishers.
    6. National Research Council (1996). National Science Education Standards. Washington, D.C.: National Academy Press.
    7. Press, F. and R. Siever (1994). Understanding Earth. New York, NY: W.H. Freeman & Co.
  2. Classic References
    1. Glawe, L.N. (1978). Laboratory Exercises in Physical Geology. Raleigh, NC: Contemporary Publishing.
    2. Lane, N. Gary (1986). Life of the Past. Columbus, OH: Charles E. Merrill.
    3. Leet, L., S. Judson, and M. Kauffman (1982). Physical Geology. Englewood Cliffs, NJ: Prentice-Hall, Inc.
    4. Roemer, A.S. (1966). Vertebrate Paleontology. Chicago, IL: The University of Chicago Press.
  3. Key Professional Journals and Publications
    1. The American Paleontologist
    2. The American Scientist
    3. The Earth Scientist
    4. The Journal of Geoscience Education (formerly Journal of Geological Education)
    5. The Journal of Paleontology
    6. The Journal of Vertebrate Paleontology

X. Course Schedule (tentative order of topics and examinations)

  1. 1/14
    1. Discuss course syllabus.
    2. Overview of course.
    3. Discussion of National Science Education Standards.
    4. "Geology All Around You"—hands-on/minds-on activity (overheads, posters, etc.).
  2. 1/16
    1. "What is Science?"
    2. Why do we need to study this?
    3. Johnson Model for curriculum and instruction.
    4. Process skills (basic and integrated)—advance organizer.
    5. Planetary data.
  3. 1/21
    1. Unique characteristics of the earth (group activity).
    2. "Land versus water" hands-on/minds-on group activity.
    3. Discussion of earth's crust (importance).
  4. 1/23
    1. Minerals—hands-on/minds-on activity.
    2. Crystal shapes.
    3. Distinguishing physical properties.
    4. Announce Examination #1.
  5. 1/28
    1. Complete minerals.
    2. Introduction to three basic rock types—hands-on/minds-on activity.
    3. Igneous rock discussion.
    4. Review concepts for Examination #1.

1/30 EXAMINATION #1

  1. 2/4
    1. Return examinations and discuss.
    2. Bowen's Reaction Series.
    3. Igneous rock classification.
    4. Introduction to concept maps.
    5. Do concept map on igneous rocks.
  2. 2/6
    1. Concept map on igneous rocks due.
    2. Drawing of volcano activity.
    3. What is a volcano?
    4. Why study volcanoes?
  3. 2/11 Characteristics and types of volcanoes (the good, the bad, and the ugly).
  4. 2/13
    1. Slide presentation of Mt. St. Helens.
    2. Group discussion.
    3. Why study earthquakes? (Introduction.)
    4. Observe and discuss transparency regarding earthquakes.
  5. 2/18
    1. Earthquake concepts.
    2. "Slinky" and springs activity.
    3. Discussion of earthquake safety and distribution of earthquakes in the US (handout).
    4. Who is at risk?
  6. 2/20
    1. Earthquake concepts (continued).
    2. "Slinky" and springs activity.
    3. Discussion of earthquake safety and distribution of earthquakes in the US (handout).
    4. Who is at risk?
  7. 2/25
    1. Discussion of tsunamis or seismic sea waves.
    2. Why study weathering? (Personal and societal reasons.)
    3. Examine Earth Scientist.
    4. Announce examination #2.
  8. 2/27
    1. Types of weathering and examples.
    2. Concept map on weathering assigned.
    3. Group discussion.
    4. Review concepts for Examination #2.
  9. 3/4 Mardi Gras Holiday. No classes at ULM.

3/6 EXAMINATION #2 + Concept map on weathering due.

  1. 3/11
    1. Return examinations and discuss.
    2. Why study soils? (Personal and societal reasons.)
    3. "Breakfast" activity.
    4. Sedimentary rocks—advance organizer.
  2. 3/13
    1. Discussion of soil types.
    2. Land use.
    3. Types of sedimentary rocks.
    4. Students complete concept map of sedimentary rock types.
    5. View sedimentary rock types.
    6. Discuss origins of different types.
  3. 3/18
    1. View sedimentary rock types (continued).
    2. Complete sedimentary rocks.
    3. Introduction to metamorphic rocks.
    4. "Silly putty" and paper clip activities.
    5. Announce examination #3.
  4. 3/20
    1. Investigating the major rock types—hands-on/minds-on activity.
    2. Review concepts for Examination #3.

3/25 EXAMINATION #3

  1. 3/27
    1. Return examinations and discuss.
    2. Plate tectonics—a unifying concept.
    3. Textbook activity.
    4. Principles of plate tectonics
  2. 4/1
    1. Investigating the mechanisms of plate tectonics.
    2. Handout on major plates.
    3. Internet activity on plate tectonics.
  3. 4/3
    1. Geologic time discussion.
    2. Geologic time scale activities.
    3. Identifying events in time.
    4. "Understanding the Geologic Age of the Earth"—hands-on/minds-on activity.
  4. 4/8
    1. Introduction to Historical Geology.
    2. Handout/advance organizer on principles of geology.
  5. 4/10
    1. Investigate the various types of fossil preservation.
    2. Examples and observation of specimens.
  6. 4/15 Activities on fossils and examination of representative fossils from various kingdoms and phyla.
  7. 4/17 Easter Holiday. No classes at ULM.
  8. 4/22
    1. The "Precambrian".
    2. Amount of time in the Hadean, Archean, and Proterozoic (major events).
    3. Advance organizer and overview.
  9. 4/24
    1. The Paleozoic Era—history and life forms.
    2. Mesozoic Era and its life forms.
    3. Dinosaur activities for the classroom.
    4. Hands-on/minds-on activities on dinosaurs.
  10. 4/29
    1. Dinosaur activities for the classroom.
    2. Hands-on/minds-on activities on dinosaurs.
  11. 5/1 Continue activities on fossils and dinosaurs.
  12. 5/6
    1. The Cenozoic Era—man in geologic time.
    2. Review essential concepts.
    3. Prepare for final exam.

FINAL EXAMINATION Friday, May 9, 10:00 AM - 11:50 AM

 

 

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