SCIE 104    Integrated Geosciences

Section 01  •  11:00 AM–12:15 PM Monday–Friday  •  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. Optional field trips may be offered.

VI. Evaluation and Grade Assignment

  1. Methods
    1. Written examinations (three at 25% 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 25%)
  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. 5/26 ULM Holiday. No classes at ULM.
  2. 5/27
    1. Discuss course syllabus.
    2. "Geology All Around You"—hands-on/minds-on activity (overheads, posters, etc.).
    3. "What is Science?"
    4. Process skills (basic and integrated)—advance organizer (handout).
  3. 5/28
    1. Planetary data handout and Internet activity.
    2. Unique characteristics of the earth (group activity).
    3. "Land versus water" hands-on/minds-on group activity.
    4. Elements in the crust of the earth.
  4. 5/29
    1. Introductory hands-on/minds-on activity to minerals.
    2. Using physical properties to identify minerals.
    3. Demonstrations of mineral characteristics.
    4. Determining mineral hardness activity.
  5. 5/30
    1. Relationship of minerals to rocks.
    2. Introduction to three basic rock types—hands-on/minds-on activity.
    3. Igneous rock discussion and activity (grain size).
  6. 6/2
    1. Bowen's Reaction Series.
    2. Igneous rock classification.
    3. Introduction to concept maps.
    4. Concept map assignment on igneous rocks.

3/6 EXAMINATION #1 + Concept map assignment due + Igneous rock bodies.

  1. 6/4
    1. Group activity on volcano.
    2. Why study volcanoes?
    3. Comparison of major types of volcanoes and Internet activity on volcanoes
  2. 6/5
    1. Slide presentation of Mt. St. Helens.
    2. Group discussion.
  3. 6/6
    1. Why study earthquakes? (Introduction)
    2. Personal aspects of risks and safety.
    3. Handout on earthquake risks.
  4. 6/9 Discussion of tsunamis or seismic sea waves.
  5. 6/10
    1. Why study weathering? (personal and societal reasons)
    2. Examine Earth Scientist.
    3. Types of weathering and examples (physical versus chemical).
  6. 6/11
    1. Why study soils?
    2. Soil misconceptions.
    3. Discussion of soil types.
    4. Introduction to sed. rx.
  7. 6/12
    1. Introduction to sed. rx (examine sed. rx).
    2. Activities for classroom on sed. rx.

6/13 EXAMINATION #2 + Making sed. rx.

  1. 6/16
    1. Types of sedimentary rocks.
    2. Students complete concept map sedimentary rock types.
    3. Examine sedimentary rock specimens.
  2. 6/17
    1. Introduction to metamorphic rocks.
    2. Demonstration of metamorphic relationships.
    3. Examine meta. rxs.
    4. Investigating the major rock types—hands-on/minds-on activity.
  3. 6/18
    1. Introduction to plate tectonics.
    2. Textbook activity.
    3. Investigating the mechanisms of plate tectonics and evidence.
    4. Handout on major/minor plates.
    5. Internet activity on plate tectonics.
  4. 6/19
    1. Introduction to geologic time.
    2. Geologic time scale activities (handout).
    3. Essential principles of historical geology.
  5. 6/20
    1. Introduction to fossils.
    2. Investigate the various types of fossil preservation.
    3. Fossil activity.
  6. 6/23 Examination of representative fossils from various kingdoms and phyla (fossil kits).
  7. 6/24 Major life forms of the major eras activity.
  8. 6/25 What is a dinosaur? (activities, demonstrations, etc.)
  9. 6/26 Film/slides on fossils/evolutionary development of life on earth.
  10. 6/27
    1. Major events of the Cenozoic.
    2. Louisiana gravels activity.
    3. Review for final exam.

FINAL EXAMINATION Monday, June 30, 11:30 AM - 1:30 PM

 

 

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