Prom/se Summer 2006
Science Institute
Earth Science Literacy
Activity Guide--Middle School
Activity 1.3 State Fossil/Stone Investigation
Fossils provide clues to the past. They can tell us what life was present and provide clues
to the environments that existed when the organisms that are fossils were alive. They are
also used to help date and correlate rocks.
Question: What can fossils tell us about this geologic history of our state?
1. Whole Class Discussion of State Fossil/State Symbol
Use this table to take notes on the whole class discussion
What do we know about this
fossil?
What can this fossil tell
us?
What would we like to
know?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
1
2. Take a look at the fossils in the bag. Use the fossil guides to identify the different
fossils. Use the table below to help you organize your observations. Make sure at least
one of the fossils you examine is the state fossil/stone. Put an * next to the state
fossil/stone
Drawing
Distinguishing
features
What is it?
In what
environment
might it have
lived?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
2
Activity 1.4 Construction of the Geologic Time Line
A time line is a framework to help us keep track of changes through Earth history.
Construct a time line to the following specifications.
1. Scale: 1 m – 50 million years
2. Mark geologic periods & major events on the time line
Key to abbreviations: I = impact E = extinction G = glaciation
* mya = million years ago; dates mark the beginning of each time interval
Eon
Era
Period
Epoch
Phanerozoic
Cenozoic
Neogene
Holocene
Pleistocene
Paleogene
Pliocene
Miocene
Oligocene
Eocene
Paleocene
Mesozoic
Date
mya*
.01
2
Age
Significant
Events
Mammals
Humans @
1my, G, E
5
24
37
1st Horses,
Grass
58
65
Cretaceous
Reptiles
145
Jurassic
Angiosperms,
Dinosaurs I, E
1st Birds
200
Triassic
1st Dinosaurs
250
Paleozoic
Permian
Amphibians
286
Carboniferous
Pennsylvanian
Major
extinction E
1st Reptiles, G
320
Mississippian
360
Devonian
Fishes
418
Silurian
Reefs
445
Ordovician
Invertebrates
488
Cambrian
545
Proterozoic
Precambrian Eon
Large Primitive
Trees
First
Amphibians,G
First Land
Plants
1st Vertebrates
(fish), E, G
1st Shelly
faunas
1st multi-celled
organisms @
700 mya,
G
2,500
Archean
3,800
Hadean
4,600
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
1st one-celled
organisms,
Oldest known
rocks 3,800, G
No known life.
Earth formed
3
Activity 1.4a Practice with Stratigraphic Principles
The Geologic Time Scale was constructed from basic principles of stratigraphy, long before
methods for putting actual dates (e.g., radiometric dating) were discovered.
The sketch, below, shows a geologically complex area representing many separate
geological events. For our convenience, each event is lettered. Our task is to place these
events in their proper chronologic order by applying the following rules that govern
sediment deposition:
1. Original horizontality
2. Superposition
3. Cross-cutting relations
4. Included fragments
Key To Symbols: “V” is a complex metamorphic rock. Units A, S, and E are intrusive
igneous rocks; M is marked with the same symbol but probably represents 5an extrusive
igneous rock, e.g., lava flow. X and L are some undistinguishable sedimentary rock, F,
B, J are shales, G is a limestone, H, R, and D are sandstones or mixtures of sand and
gravel. Z is a conglomerate. P, K, C, And T are faults. N refers to the damage to the
house.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
4
Activity 1.5 Mapping Fossil Distributions (MI)
Directions
Question: Where do we find fossil outcrops in our state?
Directions
1. Using the Geologic Time Table below, locate each county where fossils outcrop in Michigan.
2. Color each county the appropriate color according to the color key. Note: some counties contain fossils of more
than one age.
Michigan Fossiliferous Bedrock Outcrop Geologic Time Line
Eon
Era
Phanerozoic
Period
Epoch
Quaternary
Holocene
Pleistocene
Pliocene
Miocene
Oligocene
Eocene
Paleocene
Tertiary
Neogene
Paleogene
Mesozoic
Paleozoic
Cretaceous
Jurassic
Triassic
Permian
Carboniferous Pennsylvanian
Mississippian
Proterozoic
Archean
Hadean
Date mya
(Millions of
Years Ago)
0-.01
0.1-2
2-5
5-24
24-37
37-58
58-66
66-144
144-208
208-245
245-286
286-320
320-360
Devonian
360-408
Silurian
408-438
Ordovician
Cambrian
Precambrian
438-505
505-570
570-2,500
2,500-3,800
3,800-4,600
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
Counties with Fossiliferous
Outcrops of this Age
No
No
No
No
No
No
No
Known
Known
Known
Known
Known
Known
Known
Outcrops
Outcrops
Outcrops
Outcrops
Outcrops
Outcrops
Outcrops
in
in
in
in
in
in
in
MI
MI
MI
MI
MI
MI
MI
Ionia
No Known Outcrops in MI
Calhoun, Clinton, Eaton, Inhgam,
Jackson, Saginaw, Shiawassea, Tuscola
Branch, Calhoun, Eaton, Huron,
Jackson, Ottowa
Alcona, Alpena, Antrim, Charlevoix,
Emmet, Leelanau, Monroe, Presqueisle,
St. Clair, Washtenaw, Wayne
Chippewa, Delta, Luce, Mackinac,
School Craft
Alger, Chippewa, Delta, Menominee
Dickinson
Dickinson, Iron, Marquette
www.promse.msu.edu
5
Activity 1.5 Mapping Fossil Distributions (MI)
Michigan Counties
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
6
Activity 1.5 Mapping Fossil Distributions (OH)
Directions
Question: Where do we find fossil outcrops in our state?
Directions
3. Using the Geologic Time Table below, locate each county where fossils outcrop in Ohio.
4. Color each county the appropriate color according to the color key. Note: some counties contain fossils of more
than one age.
Ohio Fossiliferous Bedrock Outcrop Geologic Time Line
Eon
Era
Period
Epoch
Date mya
Counties with Fossiliferous
(Millions of Outcrops of this Age
Years Ago)
Phanerozoic
Quaternary
Holocene
0-.01
Surficial material, no bedrock
Pleistocene 0.1-2
Surficial material, no bedrock
Tertiary
Neogene
Pliocene
2-5
No Known Outcrops in OH
Miocene
5-24
No Known Outcrops in OH
Paleogene
Oligocene
24-37
No Known Outcrops in OH
Eocene
37-58
No Known Outcrops in OH
Paleocene
58-66
No Known Outcrops in OH
Mesozoic Cretaceous
66-144
No Known Outcrops in OH
Jurassic
144-208
No Known Outcrops in OH
Triassic
208-245
No Known Outcrops in OH
Paleozoic Permian
245-286
Continued next page—
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
7
Eon
Era
Period
Epoch
Carboniferous Pennsylvanian
Mississippian
Devonian
Date mya
(Millions of
Years Ago)
286-320
320-360
360-408
Counties with Fossiliferous
Outcrops of this Age
Lawrence, Scioto, Jackson, Gallia,
Meigs, Vinton, Athens, Hocking,
Washington, Morgan, Perry,
Muskingum, Noble, Monroe, Guernsey,
Belmont, Coshocton, Tuscarawas,
Harrison, Jefferson, Stark, Columbiana,
Mahoning, Geauga, Stark, Wayne,
Portage, Summit, Medina, Licking,
Knox
Scioto, Pike, Jackson, Vinton, Ross,
Hocking, Fairfield, Perry, Licking,
Muskingum, Coshocton, Knox, Morrow,
Richland, Ashland, Wayne, Stark,
Huron, Lorain, Medina, Summit,
Cuyahoga, Portage, Lake, Geauga,
Mahoning
Scioto, Adams, Pike, Ross, Franklin,
Delaware, Morrow, Wyandot, Huron,
Seneca, Erie, Lorain, Cuyahoga, Lake,
Lucas
Continued next page--
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
8
Eon
Proterozoic
Archean
Hadean
Era
Period
Epoch
Silurian
Date mya
(Millions of
Years Ago)
408-438
Ordovician
438-490
Cambrian
490-545
Precambrian
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
Counties with Fossiliferous
Outcrops of this Age
Adams, Highland, Clinton, Greene,
Clark, Champaign, Union, Delaware,
Logan, Wyandot, Seneca, Sandusky,
Wood, Ottawa, Lucas, Miami,
Montgomery, Preble
Adams, Brown, Clermont, Hamilton,
Butler, Warren, Clinton, Montgomery,
Greene, Clark, Miami
Hamilton, Butler, Warren, Montgomery,
Greene, Miami, Clark, Clinton,
Clermont, Brown, Highland, Adams
No Known Outcrops in OH
www.promse.msu.edu
9
Activity 1.5 Mapping Fossil Distributions (OH)
Ohio Counties
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
10
Activity 1.5 Mapping Fossil Distributions
Geologic Map Standard Colors
Eon
Era
Phanerozoic Cenozoic
Period
Quaternary
Lower
Ordovician
Epoch
Holocene
Cambrian
Pleistocene
Neogene
Pliocene
Middle
Cambrian
Miocene
Paleogene
Paleocene
Mesozoic
Cretaceous
Lower
Cambrian
Oligocene
Eocene
Proterozoic
Neoproterozoic
Tonian
Mesoproterozoic Stenian
Ectasian
Upper
Jurassic
Calymmian
Paleoproterozoic Statherian
Middle
Jurassic
Orosirian
Rhyacian
Lower
Jurassic
Triassic
Upper Triassic
Siderian
Archean
Middle
Triassic
Permian
Paleoarchean
Eoarchean
Lopingian
Undifferentiated Precambrian time
Guadalupian
Cisuralian
Carboniferous Pennsylvanian
Mississippian
Devonian
Upper
Devonian
Middle
Devonian
Neoarchean
Mesoarchean
Lower Triassic
Paleozoic
Ediacaran
Cryogenian
Upper
Cretaceous
Lower
Cretaceous
Jurassic
Upper
Cambrian
Eon
Era
Period
Epoch
Copyright 2005 by Andrew Alden,
geology.about.com, reproduced under
educational fair use.
http://geology.about.com/library/bl/ti
me/blcolorus.htm
Lower
Devonian
Silurian
Pridoli
Ludlow
Wenlock
Llandovery
Ordovician
Upper
Ordovician
Middle
Ordovician
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
11
Activity 1.6 Sediment & Rock Exploration
Part I: Sediments
Rocks also hold clues about the past. They can tell us what environments used to exist in
the location where the rocks were formed. In this activity we will look for clues in
sediments and sedimentary rocks that can tell us something about where these rocks
were formed.
Objectives: to familiarize you with describing the following elements of sediment texture
in unconsolidated and lithified sediment samples: grain size, sorting, and rounding
rounding, and to relate sedimentary texture to the processes, transportation history, and
depositional environment represented by these sediments.
Procedure: Examine the sedimentsamples using a binocular microscope or 10x
handlens. Use the checklist (below) and the appropriate figures for grain-size, sorting,
and rounding as a guide to making pertinent observations and completing the data table.
Sediment description checklist
1. Grain size: clay, silt, v. fine sand, fine sand, medium sand, coarse sand, very coarse
sand, granules, pebbles.
2. Rounding: very angular, angular, subangular, subrounded, rounded, well-rounded,
very well rounded
3. Sorting: very well sorted, well sorted, moderately sorted, poorly sorted, very poorly
sorted.
4. Textural maturity: high, medium, low. High textural maturity refers to well-sorted
and well-rounded sediments; low textural maturity is reflected in poor sorting and angular
grains.
[*5. Possible environment of deposition—to be completed later]
-------------------------------------------------------------------------------------------------
Sediment Data Table 1
Sample
#
1. Grain
size
2.
Rounding
3.
Sorting
4.Textural
Maturity
*5. Possible
environment of
deposition
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
12
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
13
Part I: Sedimentary Rocks
Now, examine the suite of sedimentary rocks and complete the data table with your
observations of sediment texture (columns 1-4; *Column 5 will be completed later).
Sedimentary Rock Data Table 2
Sample
#
1. Grain
size
2.
Rounding
3.
Sorting
4.Textural
Maturity
*5. Possible
environment of
deposition
Part III: Extension.
Arrange the sedimentary rock samples in a sequence. You determine the characteristic(s)
on which to base the sequence (hint: use the observations recorded in the data tables,
above). Explain the basis of your sequence, and give some thought to underlying
process(es):
Sequence: (list specimen numbers)
Basis for the sequence:
To think about (homework): what process(es) might be responsible for the differences
between the samples as reflected in this sequence?
Activity 1.7 Homework Journal
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
14
Please answer the following questions. We would like you to turn this in tomorrow
morning, so you may want to write on another piece of paper. Please include your name.
1. What did you learn from today that you didn’t know before?
2. What questions do you still have?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
15
Activity 2.2a Stream Table & Sediment Settling Tube
observations and introduction to depositional environments
A stream table is a model of a river system. We can use models to examine closely
sedimentary erosional and depositional processes.
1. The rectangle, below, represents a map view of the stream table.
A. Identify & label where erosion is happening.
B. Identify & label where deposition is happening.
C. Identify & label high energy environments & low energy environments
2. Use drinking straws are corers to sample the sediment at least 3 different locations.
3. Use your sediment comparator to identify the grain sizes and percentages of each size
in each sample.
Location (Describe)
Grain sizes present & %
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
16
Activity 2.2b Stream Table & Settling Tubes, Continued
4. Pour water into stream table to create an “ocean” (Your facilitator will give you
directions on how to do this). Draw stream table now. Identify and label
A. the shore line
B. where deposition is happening
C. high energy & low energy environment
5. What will happen to these environments (facies) when sea level rises further? Another
way to think about this question is: Where will these facies be when sea level rises
again?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
17
Activity 2.2c Stream Table & Settling Tubes, Continued
6. Sediment Tube
A. Shake the tube vigorously, then set upright. Draw what you see in the tube. Note
grain sizes and sorting.
B. Let the tube sit upright, undisturbed, for 5 minutes. Draw what you see.
C.
Immediately after
5 minutes after
shaking
shaking
7. What is the relationship between sediment grain size and settling time?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
18
Activity 2.2d Sediments, environments, and processes (facies)
The diagram, below, summarizes the major environments at the Earth’s surface in which
sediment is deposited. These regions are referred to as ‘depositional environments’. The
major sedimentary depositional environments are : Marine, (including the deep sea and
nearshore shallow sea, and deep-sea fans) Marginal Marine (including, deltas, beaches,
coal swamps, lagoons) and Continental (including lakes, rivers, and alluvial fans/plains).
8. Color the diagram of depositional environments, using yellow for coarse-grained
sediments and gray for fine-grained sediments
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
19
Activity 2.2d Sediments, environments, and processes (facies)
Continued
9. What are the implications for thinking about depositional environment? You may want
to complete the table below to help you organize your ideas.
Grain size
Energy required to transport
(low, intermediate, high)
Types of environments where they
are likely deposited
Largest
Medium
Smallest
10.Consider the sediment samples and rock samples we looked at earlier. After exploring
the stream table and the sediment tube, what can we now say about where these
rocks and sediment might have been found? Go back to Activity 1.6 and complete
Column 5 in Tables 1 and 2.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
20
Activity 2.3 Facies Mapping – MAP #1
1. Make a map of the room (on next page, or use graph paper, if provided). Identify &
label doors and cardinal directions and lightly sketch in major features, e.g.,
desks/tables.
2. For each rock sample in the room
A. Locate and mark it on the map.
B. Describe the rock and assign each to a facies (complete the data table)
C. Create a paleofacies map by sketching in inferred lines of contact between the
different facies.
D. Color the map using the designated color scheme (limestone = blue, sandstone =
yellow, shale = gray, conglomerate = orange).
Note that with so few data points (rock samples) there should be significant variation
between the maps! There is NO reason for two different people to turn in identical
maps!
Sample
#
Description
Rock name/facies
assignment
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
21
Facies Map 1, Base Map
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
22
Activity 2.3 Facies Mapping – MAP #2
1. Repeat the steps for Facies Map 1: Make a map of the room (use graph paper).
Identify & label doors and cardinal directions and lightly sketch in major features, e.g.,
desks/tables.
2. For each rock sample in the room
E. Locate and mark it on the map.
F. Describe the rock and assign each to a facies (complete the data table)
G. Create a paleofacies map by sketching in inferred lines of contact between the
different facies.
H. Color the map using the designated color scheme (limestone = blue, sandstone =
yellow, shale = gray, conglomerate = orange).
Note that with so few data points (rock samples) there should be significant variation
between the maps! There is NO reason for two different people to turn in identical
maps!
Sample
#
Description
Rock name/facies
assignment
Compare the two maps and answer the following questions:
a) During Time 1, in which direction is the shoreline (land)? In which direction is the
open ocean?
b) During Time 2, in which direction is the shoreline (land)?
c) What has happened between Time 1 and Time 2? How do you know?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
23
Facies Map 2, Base Map
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
24
Activity 2.4a Stratigraphic Columns
Stratigraphic columns show the vertical order of rocks. Generally, older rocks are on the
bottom, so the columns also represent the change in environments over time.
Constructing a basic stratigraphic column from facies maps.
Take the two facies maps from Activity 2.3 and stack them (Time 1 on the bottom, Time 2
on top, in the same orientation—North arrows aligned). Pick three points on the top map
(one point located in the shallowest area, one in the deepest, and one in an intermediate
location) and sketch (on graph paper) the vertical sequence of facies at three locations on
their map. Assume, for the sake of simplicity and uniformity, that each facies is 10
meters thick, and use a reasonable vertical scale on the graph paper (if squares are 1 cm,
then 1 cm to 1 m would be appropriate). The columns should be 2-4 cm wide.
Use the standard lithologic symbols for the different rock types (as shown in the example,
below):
Sandstone = dots
Shale = horizontal dashes
Limestone = brick pattern
You will end up with 3 stratigraphic columns, each with one or two facies (= layers or
strata) that may look something like:
The lower unit in each column represents the environments at each point during Time 1.
1. What has happened between Time 1 and Time 2?
2. In which direction have the facies (environments) moved?
3. What does this reflect about sea-level change?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
25
Activity 2.4b: Vertical record of sea-level change
250 ft
Rock Type
Environment
(Facies)
Sea-level
High------------Low
Coarse-grained
sandstone, poorly
sorted
200 ft
150 ft
Fine-grained
sandstone, well
sorted
100 ft
Shale
50 ft
Limestone
0 ft
What happened to the sea during the time represented by this column?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
26
Activity 2.4c Stratigraphic Columns, Continued
Being immortal, and liking the beach, you stand in one spot on a sandy beach for a few
million years, watching the sea rise and fall (you are also good at holding your breath
under water for thousands of years at a time.)
(A) Use the box provided (left) and standard lithologic symbols for the different
facies you will encounter during this fluctuation of sea level in this nearshore environment.
Draw the vertical sequence of facies that would result if the sea were to first transgress
over the spot where you are standing, until you were up to your knees in carbonate
(limestone) mud; then the sea receded to a point where you were once again high, dry,
and standing on a sandy beach. FILL THE COLUMN!
(B) In the right hand column, trace the relative position of sea level during deposition of
the different facies drawn in the first column. Your sea-level curve will be a smooth,
continuous curve from the bottom of the box to the top (left side = transgression, right
side = regression)
Sea-level
High-------Low
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
27
Activity 2.4d. From lateral relationships to vertical record:
shifting environments through time = stratigraphic column
Study the facies maps, below. Construct a generalized stratigraphic column and sea-level
curve from this map data for the conference area (Cincinnati/Cleveland/Lansing). Use the
table provided on the following page. Use standard lithologic symbols.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
28
Period
Lithology
Sea-level Curve
High--------Low
Pennsylvanian
Mississippian
Devonian
Silurian
Ordovician
Cambrian
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
29
Activity 2.5a Homework Journal
Look at the map below. Answer the questions by referring to the map.
A
B
C
Consider the facies map, above, with facies labeled A, B, C.
1. What are the sediment types that correspond to the map symbols?
A=
B=
C=
2. Which facies marks the most landward environment?
1. If sea level were to rise, in which direction (toward which letter label on the map)
would these environments be displaced?
2. Draw a stratigraphic column at point A showing the vertical sequence of facies that
would be deposited during a future sea level transgression.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
30
Activity 2.5b Homework Journal
Please answer the following questions. We would like you to turn this in tomorrow
morning, so you may want to write on another piece of paper. Please include your name.
1. What did you learn from today that you didn’t know before?
2. What questions do you still have?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
31
Stratigraphic Column for Trammel Fossil Park,
Sharonville, Ohio
Late Ordovician (Cincinnatian)
Interval exposed at Trammel
Fossil Park
From Feldmann, R., ed., Fossils of Ohio. Used by permission
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
32
Stratigraphic Column for Euclid Creek, Ohio
Devonian-Mississippian
From Hannibal, J., A visit to the Cleveland Museum of Natural History, Historic
Lake view Cemetery, and Euclid Creek. Ohio Academy of Science Natural History
Field Trip, April 25, 1999
Directions to Euclid Creek: North on Richmond Road for about 4 miles,
left on Cedar Street for about 1.2 miles, right on S. Green Road to Park.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
33
Stratigraphic Column for Fitzgerald Park
Grand Ledge, Michigan
Pennsylvanian
From Michigan Department of Natural Resources, Stratigraphic Succession in Michigan
Directions to Fitzgerald Park: Follow M-43 west of Lansing to Grand Ledge. At
stoplight (intersection with M-100), turn right (Jefferson Avenue). Follow Jefferson
Avenue through town--stoplight with intersection of Bridge Street, continue west on
Jefferson to the Park (on right, look for sign). Enter park ($2.00/car fee) and continue
to the second parking area (go past skate park and first parking area to second gravel
parking lot on your right).
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
34
Activity 3.1 Field Experience—Field Notes Template
Name_______________________ Date______________
Location__________________________________________
Weather/conditions_________________________________
Age
Formation
Thickness Sketch
Description
* Including rock type/composition, sorting, rounding, fossils (type and relative
abundance), sedimentary structures, etc.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
35
Activity 3.1 Field Experience—Field Notes Template
Name_______________________ Date______________
Location__________________________________________
Weather/conditions_________________________________
Age
Formation
Thickness Sketch
Description
* Including rock type/composition, sorting, rounding, fossils (type and relative
abundance), sedimentary structures, etc.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
36
Activity 3.1 Field Experience—Field Notes Template
Name_______________________ Date______________
Location__________________________________________
Weather/conditions_________________________________
Age
Formation
Thickness Sketch
Description
* Including rock type/composition, sorting, rounding, fossils (type and relative
abundance), sedimentary structures, etc.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
37
Activity 3.2a—Introduction to Correlation
Correlation is establishing the relationship between two stratigraphic sections. The
relationship can be based on rock type, fossils, age, magnetic properties, chemical
properties, etc. We will use correlation based on major rock type, or lithocorrelation.
Lines drawn between two stratigraphic columns, connecting layers of the same rock type
are hypotheses of relationship between the sedimentary layers in the two columns, that
the two layers are genetically related, part of the same depositional environment that
existed in an area long ago.
Correlation is necessary because nowhere on Earth is the entire stratigraphic column
exposed at the surface to be physically traced out. Thus, correlation is used to interpolate
between data points (outcrops, subsurface cores, etc). Therefore, correlations are
hypotheses of
relationships between
strata, and the more
tools (information)
used to make a
correlation (e.g.,
fossils, magnetic
properties, etc), the
stronger the
correlation.
The accompanying
diagram shows two
stratigraphic columns,
A & B, and a series of
diagrams showing four
possible correlations of
these two columns.
Which scenario is
correct? Based on the
information we have
(lithology, only) any
one of these diagrams
might be correct.
Additional information
(e.g., fossils) would be
required to distinguish
among these 4
correlation
hypotheses. [Diagram
from W. J. Fritz & J. N.
Moore, 1988, Exercises
in Physical Stratigraphy
and Sedimentology, John
Wiley & Sons, used by
permission]
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
38
In the following example, not all the same units are present in columns A & B. the
correlation diagrams illustrate how to deal with this situation, through interfingering or
“pinch out” of beds. [Diagram from W. J. Fritz & J. N. Moore, 1988, Exercises in Physical
Stratigraphy and Sedimentology, John Wiley & Sons, used by permission]
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
39
The following figure summarizes the steps in constructing a correlation.
Note the wavy (undulating) contacts between some units. These are unconformities, gaps
in the stratigraphic record caused by erosion or non-deposition of sediment, associated
with uplift. Unconformities can be used in correlation, as well.
Exercise: Correlate the stratigraphic columns, below. Use a ruler to draw straight lines of
correlation connecting the tops and bottoms of each bed in Column A with the correlative
bedding contact in Column B.
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
40
Correlate the three columns, below (A & B, and B & C) and answer the questions, below.
Fossils indicate that these rocks were deposited in a marine environment.
1. Which column represents the depositional environment farthest from land? What is
the evidence?
2. Which column represents the depositional environment closest to land?
3. What was happening to sea level between times 1 & 3 in the diagram?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
41
Activity 3.2b—Regional Correlation Exercise
The diagram, below, is cross-section from the Grand Canyon area of Arizona. based on
correlation of 9 individual stratigraphic sections. In this activity you will construct a
similar diagram for a part of the country closer to us (directions continue next page).
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
42
On the following pages are 15 stratigraphic sections of Devonian strata from New York
and Pennsylvania. Time lines have been determined using fossils and are shown by a
series of dots (labeled a,b,c, etc.) through each column.
1. Correlate the 15 columns (tear the pages out and tape them together).
2. Color in the correlated cross-section using the following color scheme:
Sandstone = yellow
Limestone = blue
Conglomerate = red
Shale = gray
3. Answer the following:
a) Are all of the conglomerate the same age?
b) What trend is visible in the sandstone beds as they are traced from east to west?
c) Why do the shale beds thin from west to east?
d) In which direction is the clastic source area?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
43
From M.S. Petersen and J. K. Rigby, Interpreting Earth History, W.C. Brown, Co.,
used by permission
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
44
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
45
Activity 3.3—Integration with timeline
What was happening in Eastern North America to cause this distribution of sediment
during the Devonian?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
46
Activity 3.4—Homework Journal
Please answer the following questions. We would like you to turn this in tomorrow
morning, so you may want to write on another piece of paper. Please include your name.
1. What did you learn from today that you didn’t know before?
2. What questions do you still have?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
47
Activity 4.2—Computer lab/Plate Tectonics
Part I. PaleoMap Software. Insert the PaleoMap CD and select the “Paleogeography” file.
Run the animation of plate movement through time both forward through time (from the
Precambrian to the Recent) and backward (from Recent to PC). After you feel comfortable
with the animation, answer the following questions:
1. What plate interaction(s) cause mountain building in eastern North America? (what
plates are involved, and in what kind of interaction?)
2. Examine the two diagrams on the following page and answer the following questions
a) At what latitude(s) was what is now Ohio/Michigan located during the Paleozoic?
b) What kind of evidence can be used to determine paleolatitude?
c) During the Paleozoic, North America was rotated _____ relative to its current position.
d) The Great Lakes and Hudson Bay are shown on these maps. What misconception(s)
does this invite?
If time permits, explore the “Future” file in PALEOMAP, which shows animations of
plate movement 250 million years into the future. Answer the following:
3. Pangea was the most recent supercontinent to form during the last 500 million
years of Earth history. What does the “Future” file suggest about the formation of
a supercontinent?
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
48
[From R.M. Feldmann, ed., 1996, Fossils of Ohio, Ohio Geological Survey Bulletin 70; used with permission]
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
49
Activity 4.3—Glacial Processes
Examine the surficial deposits (surficial geology) map of your state.
a) Locate your home and identify the type of surficial deposit.
b) Glacial deposits (sand & gravel) represent important economic resources. Glacial
topography (kettle lakes, hummocky topography) may not be good for agriculture but
may provide scenic recreation areas. Glacial soils vary in their suitability for agriculture.
Make a list of the glacial deposits found in your home county, and relate them, if possible
to economic resources in your county (recreation areas, sand/gravel pits, agricultural use,
etc.)
Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866
www.promse.msu.edu
50