May/June 2017 – Vol. 29 No. 7

Earth Science in Your Backyard

Posted: Tuesday, May 6th, 2014

by Liz Colvard

For any student of science, one of the most difficult tasks is making the leap from the abstract to reality. Why should I care about learning this? How does it impact me? The beauty of living in California is that we’re surrounded by earth science in action every day, and we’re constantly faced with the importance of understanding the world immediately around us. Making the leap isn’t all that difficult. As the Nation’s largest earth science agency, the U.S. Geological Survey (USGS) is a rich source of materials for both learning and teaching about topics like plate tectonics, earthquakes, tsunamis, volcanoes, and landslides. Unlike federal agencies like NASA and NOAA, the USGS has never had an Education Program, so all of our education products are written by individual scientists who simply have a passion for education. That means that although USGS education resources are somewhat haphazard, they’re all backed by solid science. The USGS Education website compiles all the best USGS websites for use in the classroom. Organized by grade level and topic, it is designed for teachers.

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California is no stranger to volcanic unrest. Prior to the 1980 activity at Mount St. Helens, the 1914-1917 eruptions at northern California’s Lassen Peak were the most recent eruptions in the Cascade Range (did you know that seven volcanoes in the Cascade Range have erupted since 1776?). The separate chain of Mono-Inyo Craters (east of Yosemite) last erupted just 300 years ago at Paoha Island in Mono Lake. And fairly recent unrest at Mammoth Mountain is thought to be related to an intrusion of magma deep below the volcano in 1989. The USGS has two excellent volcano teaching guides for locations outside California, but their contents can easily be applied to any volcano. Explore the many classroom activities in Alaska Volcanoes Guidebook for Teachers, like using bottles of soda to understand the role of dissolved gases in volcanic eruptions, or using breadcrumbs and water to examine the impacts of volcanic aerosols in the atmosphere. Living with a Volcano in your Backyard has more than 30 activities with a focus on the Cascade Range. Or demonstrate the forces that build a caldera (like Long Valley caldera) using flour and a bicycle pump.

There aren’t many places in the world where you can walk from one tectonic plate to another, but California’s 800-mile-long San Andreas Fault Zone offers the opportunity to do so. The fault zone marks the region where the North American plate and the Pacific plate are sliding past each other in a (mostly) horizontal motion. And right offshore from Cape Mendocino, those plates intersect with a third plate – the small Gorda plate – at the Mendocino Triple Point. Tectonic forces created by all three plates are the source of tens of thousands of earthquakes in California every year, many of which are large enough to be felt. Make sure your classroom participates in the annual Great California Shake Out, which offers classroom activities for learning about and preparing for earthquakes. Remind students of the power of a large earthquake by showing them amazing USGS ground shaking animations of actual and hypothetical earthquakes. The award-winning Shockwaves video has dramatic historical footage of the 1906 San Francisco earthquake and shows what we’re learning about California earthquakes using modern technology.

When a significant earthquake does occur, have your students contribute to our USGS database by filling out a Did You Feel It? questionnaire, then check out the Earthquake Summary Poster for that event to get more information. The posters are a quick and easy way (with plenty of diagrams) to learn about an earthquake’s epicenter, the plate tectonic environment, the earthquake history of the area, and other information that helps you and your students put the earthquake in context.

Landslides occur in every state of the U.S., but California’s geography and climate make it an ideal setting for landslides. Learn more about the destructive nature of landslides and what causes them in the video Riding the Storm, about a 1982 storm that triggered over 18,000 landslides in the Bay Area. Another video, Debris Flow Dynamics, might be thirty years old, but it’s still the most popular film at the USGS Training Center. The USGS Landslide Handbook offers many illustrations and descriptions of different kinds of landslides.

If you just need help teaching basic geologic concepts, try using your own schoolyard and activities from Schoolyard Geology. That website was created by a USGS scientist who taught geology classes at San Quentin State Prison and needed a way to take his students on a virtual field trip. It uses simple features found on the street or in the playground to demonstrate geologic principles, and includes several classroom activities, like a “GeoSleuth” murder mystery. Another website, The Life Cycle of a Mineral Deposit is a teaching guide with ten activity-based learning exercises (many using foods like cookies and cupcakes) that educate students on basic geologic concepts, with an emphasis on minerals in our everyday lives. Make your own toothpaste using antacid tablets and baking soda.

Keep in mind that the USGS is one of the most accessible federal agencies. You and your students can always submit questions about our products and sciences by using the Web form, Web chat, and phone numbers listed on the Contact USGS website.

Liz Colvard is with USGS Science Information Services

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.