Abstracts with Programs - Geological Society of America
Abstracts with Programs - Geological Society of America
Abstracts with Programs - Geological Society of America
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3-10 11:20 AM Phillips, Andrew C. [218677]<br />
MEANDER CUTOFFS, FLOODPLAIN LAKES: GEOLOGIC ARCHIVES IN THE LOWER<br />
WABASH VALLEY<br />
PHILLIPS, Andrew C., Illinois State <strong>Geological</strong> Survey, Prairie Research Institute, 615 E.<br />
Peabody, Champaign, IL 61820, aphillps@illinois.edu, CARON, Olivier, Illinois State<br />
<strong>Geological</strong> Survey, Prairie Research Institute, 615 E. Peabody Drive, Champaign, IL 61820,<br />
BRYK, Alexander B., Department <strong>of</strong> Geology, University <strong>of</strong> Illinois, 1301 W. Green Street,<br />
Urbana, IL 61801, PROKOCKI, Eric W., Department <strong>of</strong> Geology, University <strong>of</strong> Illinois<br />
(Urbana-Champaign), 208 Natural History Building, 1301 West Green Street, Urbana, IL<br />
61801, and BEST, James L., Departments <strong>of</strong> Geology, Geography, Mechanical Science<br />
and Engineering and Ven Te Chow Hydrosystems Laboratory, University <strong>of</strong> Illinois (Urbana-<br />
Champaign), 208 Natural History Building, 1301 West Green Street, Urbana, IL 61801<br />
Striking geomorphic features, including terraces, scroll bars, and floodplain lakes, in the<br />
lower Wabash Valley were constructed by Wisconsin Episode slackwater lake and meltwater<br />
sedimentation, followed by postglacial fluvial systems <strong>with</strong> episodic aggradation and degradation.<br />
Previous studies described fluvial and slackwater lake terraces deposited in an island braided<br />
river system during the last glacial-interglacial transition, between ~14,000 and 10,500 BP ( 14 C).<br />
Several distinct subsequent meandering systems since 10,500 BP left terraced scroll bar tracts<br />
and floodplain lakes. We have been mapping fill <strong>of</strong> the Wabash Valley to refine the existing<br />
geologic framework and complement ongoing process studies <strong>of</strong> the active meandering channel<br />
belt. Meander cut<strong>of</strong>fs that occur as both relict and extant floodplain lakes are targeted as archives<br />
<strong>of</strong> the sedimentation and ecosystem history. The meander fill sequences typically comprise<br />
2-6 m <strong>of</strong> fine alluvial and lacustrine sediment <strong>with</strong> zones <strong>of</strong> abundant gastropod, bivalve, and<br />
wood fossils, which overlie 2-3 m <strong>of</strong> sandy to gravelly point bar and channel bed deposits. Dating<br />
<strong>of</strong> individual quartz grains by OSL in the lowermost coarse deposits is expected to provide a<br />
maximum age for these channel cut<strong>of</strong>fs, while dating <strong>of</strong> fossils by 14 C methods, or <strong>of</strong> intercalated<br />
very fine sand beds by OSL, in the lacustrine sequence is expected to constrain the sediment<br />
accumulation rates. The sedimentology and stratigraphy <strong>of</strong> the cut<strong>of</strong>f termini will be interpreted in<br />
terms <strong>of</strong> cut<strong>of</strong>f processes. We welcome collaborators to study the biota <strong>of</strong> these deposits.<br />
SESSION NO. 4, 8:00 AM<br />
Thursday, 2 May 2013<br />
T13. Innovative Earth Science Teacher Pr<strong>of</strong>essional<br />
Development<br />
Fetzer Center, Putney Auditorium<br />
4-1 8:10 AM Schepke, Chuck [218348]<br />
SUMMER RESEARCH EXPERIENCE IN EARTH MAGNETISM: THE TEACHERS’<br />
PERSPECTIVE<br />
SCHEPKE, Chuck1 , BLUTH, Gregg J.S. 2 , ANDERSON, Kari3 , SMIRNOV, Aleksey V. 3 , and<br />
PIISPA, Elisa J. 3 , (1) Roscommon Middle School, 299 West Sunset Drive, Roscommon, MI<br />
48653, schepkec@gmail.com, (2) MMI Preparatory School, 154 Centre Street, Freeland,<br />
PA 18224, (3) Department <strong>of</strong> <strong>Geological</strong> and Mining Engineering and Sciences, Michigan<br />
Technological University, 630 Dow, ESE Building, 1400 Townsend Drive, Houghton, MI 49931<br />
The 2012 summer research experience in Earth magnetism at Michigan Tech allowed for the<br />
incorporation <strong>of</strong> two teachers into a research project aimed at quantifying the strength and<br />
morphology <strong>of</strong> the Precambrian geomagnetic field via detailed paleomagnetic analyses. As<br />
teacher participants, we are actively working toward incorporating this experience to showcase<br />
“real world” applications <strong>of</strong> electrical and magnetic concepts in a nontraditional manner using<br />
paleomagnetism as a pedagogical vehicle. In both classrooms, the experience gained from<br />
being a part <strong>of</strong> an active research team, participating in field work, data acquisition, and<br />
interpretation, are providing a means for us to move beyond the textbook, allowing our students<br />
access to and participation in innovative inquiry-based research. Integration <strong>of</strong> active research<br />
into the classroom has resulted in noticeable increases in our students’ ability to engage and<br />
understand the physics underlying geomagnetism and concepts related to Earth processes.<br />
Tangible student outcomes, thus far, from our experience have included construction <strong>of</strong> simple<br />
magnetometers; classroom discussions related to why the Earth has an atmosphere, the age <strong>of</strong><br />
the inner core, and the interdisciplinary nature <strong>of</strong> geophysics; and, perhaps most importantly, a<br />
greater understanding <strong>of</strong> the scientific method and that the same method is employed in research<br />
laboratories and the classroom. Students love to go “beyond the textbook” to build on the basic<br />
Earth composition topics – it is like learning something secret about the Earth that no one else<br />
has seen, rather than compiling a list <strong>of</strong> facts. Teachers also love to go “beyond the textbook”,<br />
allowing for real world presentation <strong>of</strong> concepts in physics and processes used in scientific inquiry<br />
and analyses <strong>with</strong> students. This presentation is an assessment <strong>of</strong> the 2012 summer research<br />
experience, and will provide perspectives from us, the teachers, and input from our students<br />
concerning Earth science projects undertaken during the past year.<br />
4-2 8:30 AM Zolynsky, Debra L. [218441]<br />
VIRTUAL VS. VISCERAL FIELD EXPERIENCES: TWO PATHS DIVERGE...TAKE BOTH<br />
ZOLYNSKY, Debra L., Science, Lake Shore High School, 22980 E. Thirteen Mile Road,<br />
St. Clair Shores, MI 48082, dzolynsky@lsps.org and KLAWITER, Mark F., <strong>Geological</strong> and<br />
Mining Engineering and Sciences, Michigan Technological Univ, 1400 Townsend Drive,<br />
Houghton, MI 49931<br />
In his book “Experience and Education” (1938), John Dewey declares that high-quality classroom<br />
learning can best be delivered when “…the educator views teaching and learning as a continuous<br />
process <strong>of</strong> reconstruction <strong>of</strong> experience.” Such reconstruction, best approached when students<br />
are exposed to the actual experiences available at a learning site or place (e.g. a “field trip”), has<br />
grown increasingly prohibitive. Cost, bureaucracy, scheduling logistics, common assessments,<br />
and inflexible curricular scope and sequence are hurdles in teachers’ efforts to create robust<br />
experiential learning opportunities. Unable to extricate themselves from these obstacles, many<br />
teachers have submissively succumbed to more didactic instructional methods.<br />
SESSION NO. 4<br />
Several recent developments in both education and technology have provided enhanced<br />
opportunities for teachers to develop place-based learning opportunities for their students.<br />
Innovative solutions include local field experiences, conducted <strong>with</strong>in a short walking distance<br />
from the school, provide students <strong>with</strong> data acquisition techniques and an understanding <strong>of</strong> how<br />
scientists ask questions, conduct investigations, and apply emergent understandings to local<br />
situations or problems. Electronic methods for data acquisition, manipulation, and communication<br />
(digital probes, Smartphones, iPod Touch devices, etc.) can provide accessible techniques for<br />
educators to utilize in “school yard” experiential learning. Finally, initiatives such as the Virtual<br />
Fieldwork Experiences (VFEs) can be integrated into the school curriculum. These experiences<br />
utilize pre-existing data and images collected by educators.<br />
4-3 8:50 AM Klawiter, Mark F. [218435]<br />
CREATING A MODEL FOR IMPROVING EARTH SCIENCE TEACHING NATIONWIDE: AN<br />
OVERVIEW OF THE MICHIGAN TEACHER EXCELLENCE PROGRAM (MITEP) NSF MATH-<br />
SCIENCE PARTNERSHIP<br />
KLAWITER, Mark F. 1 , MATTOX, Stephen R. 2 , PETCOVIC, Heather L. 3 , ROSE, William I. 4 ,<br />
HUNTOON, Jacqueline E. 4 , ENGELMANN, Carol A. 4 , VYE, Erika C. 4 , GOCHIS, Emily E. 4 ,<br />
MILLER, Ashley E. 4 , and MCKEE, Kathleen F. 4 , (1) <strong>Geological</strong> and Mining Engineering<br />
and Sciences, Michigan Technological Univ, 1400 Townsend Drive, Houghton, MI 49931,<br />
mfklawit@mtu.edu, (2) Department <strong>of</strong> Geology, Grand Valley State Univ, Allendale, MI<br />
49401-9403, (3) Department <strong>of</strong> Geosciences and The Mallinson Institute for Science<br />
Education, Western Michigan University, 1903 W Michigan Ave, Kalamazoo, MI 49008-5241,<br />
(4) <strong>Geological</strong> and Mining Engineering and Sciences, Michigan Technological Univ, 1400<br />
Townsend Dr, Houghton, MI 49931<br />
The Michigan Teacher Excellence Program (MiTEP) is a multifaceted pr<strong>of</strong>essional development<br />
program that targets K-12 Earth science teachers in the public school districts <strong>of</strong> Grand Rapids,<br />
Kalamazoo, and Jackson (MI). The goal <strong>of</strong> the program is to elevate the content knowledge and<br />
pedagogy skills <strong>of</strong> teachers <strong>with</strong> limited Earth science training while inspiring institutional change<br />
at several partner institutions. This 5-year program is advancing 4 cohorts <strong>of</strong> 12-24 teachers<br />
through 3 years <strong>of</strong> training that includes summer field experiences, pr<strong>of</strong>essional development<br />
days, on-line course work, and scaffolded leadership opportunities. Teachers spend 2 summers<br />
constructing knowledge through field experiences, spending 1 week in the Upper Peninsula and<br />
1 week near their home district each summer. Field days feature presentations by faculty experts<br />
and are correlated <strong>with</strong> Earth Science Literacy Principles, NGSS, state and local standards,<br />
misconceptions, and district curriculum. Culminating projects include pr<strong>of</strong>essional conference<br />
presentations <strong>of</strong> teacher developed, inquiry-rich lesson plans and authoring <strong>of</strong> EarthCache<br />
sites. During the school year teachers attend quarterly pr<strong>of</strong>essional development days featuring<br />
pedagogical strategies for presentation <strong>of</strong> topics they identified as areas <strong>of</strong> greatest need, and<br />
participate in on-line Earth science and education courses. Just-in-time content assistance is<br />
provided through “ask-a-scientist” and “scientists-on-call” features. Teachers can apply course<br />
work toward a Master’s degree in Earth Science education from Michigan Tech. In their third year<br />
teachers engage in “capstone” internships in collaboration <strong>with</strong> Midwest national parks such as<br />
Isle Royale, Sleeping Bear Dunes, Keweenaw National Historic Park or Pictured Rocks National<br />
Lakeshore. Teachers have emerged as leaders through involvement in such activities as providing<br />
pr<strong>of</strong>ession development for peers in the district, involvement in leadership organizations, and<br />
presenting their work at state science teacher conferences. Major challenges include out-<strong>of</strong>-field<br />
teaching and instability <strong>of</strong> teacher placement <strong>with</strong>in urban districts. This material is based upon<br />
work supported by the National Science Foundation through MSP Grant No. NSF 0831948.<br />
4-4 9:10 AM Mattox, Stephen [218562]<br />
RELEVANT, PLACE-BASED PROFESSIONAL DEVELOPMENT FOR URBAN TEACHERS,<br />
INSIGHTS FROM THE MICHIGAN TEACHER EDUCATION PROGRAM<br />
MATTOX, Stephen, Geology, Grand Valley State University, 133 Padnos, Allendale, MI<br />
49401-9403, mattoxs@gvsu.edu, PETCOVIC, Heather, Department <strong>of</strong> Geosciences and<br />
The Mallinson Institute for Science Education, Western Michigan University, 1187 Rood<br />
Hall, Kalamazoo, MI 49008, KLAWITER, Mark F., <strong>Geological</strong> and Mining Engineering<br />
and Sciences, Michigan Technological Univ, 1400 Townsend Drive, Houghton, MI 49931,<br />
GOCHIS, Emily, <strong>Geological</strong> Engineering & Sciences, Michigan Technological University,<br />
1400 Townsend Dr, Houghton, MI 49931, and MILLER, Ashley E., <strong>Geological</strong> and Mining<br />
Engineering and Sciences, Michigan Technological Univ, 1400 Townsend Dr, Houghton,<br />
MI 49931<br />
MTU’s Michigan Teacher Education Program (MITEP) is a multi-year, NSF funded pr<strong>of</strong>essional<br />
development program for secondary science teachers from Kalamazoo and Jackson. Cohorts <strong>of</strong><br />
teachers advance through three years <strong>of</strong> experiences that include field work in the Keweenawan<br />
Peninsula and downstate, school year pr<strong>of</strong>essional development, attending and presenting<br />
at pr<strong>of</strong>essional meetings, and internships at national parks. Content is aligned <strong>with</strong> the Earth<br />
Science Literacy Principles.<br />
Downstate pr<strong>of</strong>essional development took place over two weeks in two consecutive years,<br />
and focused on field work related to hazards, glacial landscapes, energy, water resources,<br />
and geologic history. In the first year, teachers conducted a water quality study <strong>of</strong> Woods Lake<br />
(Kalamazoo) to learn how human activities impact lake systems. They continued <strong>with</strong> site visits<br />
to the Kalamazoo River impacted by the 2010 Enbridge oil spill, along <strong>with</strong> building classroom<br />
models <strong>of</strong> oil-water-sediment interaction. A quarry on the Blue Ridge Esker (Jackson) provided<br />
examples <strong>of</strong> subglacial deposits and an introduction to aggregate resources. Fossil fuel resources<br />
were the focus <strong>of</strong> a visit to the WMU core library. A trip to Grand Ledge provided an introduction<br />
to the geologic history <strong>of</strong> Michigan as teachers interpreted the rocks and placed them in geologic<br />
time. In the second year, teachers investigate how the remnants <strong>of</strong> Hurricane Ike caused<br />
extensive flooding in Michigan, through calculations <strong>of</strong> rainfall volume in the Kalamazoo River<br />
basin and balancing the input against river output and groundwater recharge. In the field they<br />
gauged Portage Creek and evaluated impacts <strong>of</strong> flood events. Classroom models <strong>of</strong> melting<br />
glaciers transitioned to the state Quaternary map. Teachers described outwash exposed in a<br />
quarry in the Kalamazoo Moraine and landforms at the Waterloo Recreational Area. Sources<br />
<strong>of</strong> energy were contrasted <strong>with</strong> visits to a coal power plant in Lansing and a natural gas energy<br />
facility in Jackson. Water was investigated using classroom models, USGS maps, and touring<br />
the shallow aquifer water supply for the city <strong>of</strong> Jackson. To synthesize their field observations<br />
teachers construct stratigraphic columns <strong>of</strong> Pennsylvanian and Mississippian rocks at Grand<br />
Ledge and relate their rock specimens to a geologic cross-section <strong>of</strong> the state.<br />
2013 GSA North-Central Section Meeting 5