Virginia Geology
Sasha Dofflemeyer
Virginia Geology Bell-TO-Bell
CRIN S04 – Science Methods
Professor Wagner
CT Mr. Stephen Deer
December __, 2009
Topic: “Interpreting the Virginia Landscape”
NSES: TEACHING STANDARD A – Teachers of science plan an inquiry-based science program for their students. In doing this,
teachers select science content and adapt and design curricula to meet the interest, knowledge, understanding, abilities, and
experiences of students.
TEACHING STANDARD B – Teachers of science guide and facilitate learning. In doing this, teachers orchestrate discourse
among students about scientific ideas.
TEACHING STANDARD D – Teachers of science design and manage learning environments that provide students with the
time, space, and resources needed for learning science. In doing this; teachers structure the time available so that students
are able to engage in extended investigations.
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific
inquiry.
CONTENT STANDARD E: As a result of activities in grades 9 – 12, all students should develop understandings about science
and technology.
SOL: ES.7c The student will investigate and understand the differences between renewable and nonrenewable resources. Key
concepts include: c) resources found in Virginia.
ES.8a The student will investigate and understand geologic processes including plate tectonics. Key
Concepts include: a) How geologic processes are evident in the physiographic provinces of Virginia including the
Coastal Plain, Piedmont, Blue Ridge, Valley and Ridge, and Appalachian Plateau.
ES.9f The student will investigate and understand how freshwater resources are influenced by geologic
processes and the activities of humans. Key concepts include: f) identification of the major watershed systems of Virginia
including the Chesapeake Bay and its tributaries.
ES.10d The student will investigate and understand many aspects of the history and evolution of the
Earth and life can be inferred by studying rocks and fossils. Key concepts include: d) rocks and fossils from many different
geologic periods and epochs found in Virginia.
Subject: Earth Science
Grade Level: 9
Daily Question: Why does Virginia look the way it does?
Procedures for Learning Experience
Guiding Questions
Engagement:
The teacher will start with introducing the
Geology of Virginia lesson rather simply.
Introductory material includes:
-reiteration of SOL standards covered by this
lesson.
-introduction to map of the Provinces of
Virginia. (Note that this map is the image
that the model will be based upon).
-difference between the definition of a
physiographic and geologic province.
-descriptive characteristics of each province.
What are the different
parts of Virginia called?
The students will have a guided notes page
to complete along with the introductory
lecture.
How can we describe and
place boundaries on these
parts?
Materials
Needed
-Teacher
Computer
Evaluation
(Assessment)
Informal
evaluation, student
participation.
-PowerPoint
-Projector
Screen
-guided
notes from
Lab Packet
-create
answer key
Formal formative
evaluation, guided
notes in lab packet
in which students
will answer.
Approximate
Time Needed
15 minutes
Exploration:
In the previous section, the teacher
discussed with the class some of the basic
descriptors of the provinces. Now, the class
is going to go into further detail. First, the
class is going to create clay models featuring
the physiographic and geologic provinces.
Students will work in groups of 4; their group
will be determined by the color of tootsie
pop they receive. Because there are more
than 4 tasks to complete, the students will
have to divide labor. An example of how the
students may divide labor includes:
-student 1: cutting out provinces, making
clay province 1, making clay province 5,
gluing rocks for clay provinces 1 & 5
-student 2: cutting out labels, making clay
province 2, making clay province 6, gluing
rocks for clay provinces 2 & 6
-student 3: organizing rocks, making clay
province 3, gluing rocks for clay province 3,
gluing labels onto clay pieces and cardboard
-student 4: organizing supplies such as
cardboard, glue, scissors, and rock map
guide making clay province 4, arranging
provinces on the cardboard, gluing rocks for
clay province 4
**Once students have the clay pieces
arranged properly on the cardboard, they
What are the rocks that
are found in the different
provinces?
Why are they there?
What does this tell us
about Virginia’s Geologic
History?
-colored
tootsie pops
-Bags of
Rocks
Cardboard
platform
-blown up
maps of
Virginia
-Clay
-paper clips
-Computer
-rock map
guide
-crossword
puzzle
Informal evaluation
of student
participation in
group work.
Formal evaluation
of student
worksheets.
Formal summative
evaluation of clay
model and
individual and
group participation.
40 minutes
are to determine which rocks get placed
where on the model. The students may use
the rock map as a guide.
Some of the rocks that may be found in the
different provinces include:
-Montmorillonite, -Arch Marble, -Feldspar, Gravel, -Granite, -Illmenite, -Catoctin, Vermiculite Concentrate, -Amphibolite, Zircon, -Limestone, -Diabase, -Staurolite,
-Kyanite.
If a group should finish before others, they
may work on the crossword puzzle in the lab
packet.
Explanation:
A PowerPoint presentation on the history of
Virginia Geology and past Geologic events
that have occurred will serve as the
explanation for why Virginia looks the way it
does. It will be inclusive of diagrams,
definitions, timeline, and discussions of
changes Virginia has made throughout
geologic history. The powerpoint is designed
to include class discussion.
Extension:
The extension an opportunity for the
students to put together all of the
knowledge they have just learned. In order
to culminate and extend the lesson, the
Why does Virginia have
the geological features it
has?
What events have shaped
the state of Virginia?
Computer
Wireless
mouse (with
laser pointer)
Informal evaluation
of student
participation
7-10 minutes
Informal evaluation
of student
participation.
15 minutes
*collision/rift
Powerpoint
In what order did Virginia’s
major geological events
occur?
Construction
Puzzle pieces
Why does Virginia look the
Formal evaluation
students will create a timeline that includes
all of the major geologic events in Virginia’s
history. The students will be given pieces to
the timeline, which they must recreate by
gluing the pieces onto construction paper.
way it does?
Yarn
of student lab
summary.
Hole puncher
The students will also have to complete a 1page lab summary, describing what they
have learned in lab. The summary will
include a certain number of vocabulary
words that they must include.
Connectivity: Virginia Geology is an extension of the unit on Plate Tectonics. It is not only fulfilling SOL requirements, but is
important for the students to learn about the surrounding, natural environment.
Safety: Students will be reminded of the following safety rules specific to this laboratory:
-NO HORSEPLAY
-Always hand someone scissors by pointing the handle toward them.
-No running with scissors in hand.
-laboratory materials are solely to be used for the purpose described in the lab. Any misuse of laboratory materials may result
In disciplinary action, depending on the degree of the offense.
Assessment: Formative and summative, informal and formal assessments are listed in the lesson plan.
Differentiation Strategy: ALTERNATIVE ASSESSMENT
-A hands-on, creative project like building a clay model is a nice alternative and break from the usual classroom curriculum. The
students develop the skill of making clay models, which is a highly capable educative tool. Reports have shown that students who
build clay models to help them remember materials usually get an A on the assessment for which they used this study strategy.