Aprille Whelan
Melissa Lopez
Raphael Soucy
ED 4174
Lab – Field Visit Activity
October 17, 2012
Field Visit
The “Rock on Tour” field visit will focus mainly on Earth Science and Biology components, where
students will explore geological and biological concepts in natural settings. Multiple curriculum
outcomes for Earth Systems 3209 and Biology 2201 are linked with the major activities of the field visit.
The trip would consist of a full school day. This visit could be at the beginning of the school year or
towards the later months of the year when conditions become favorable.
Locations
The three main visit locations consist of coastal sites in the Port Union and Catalina areas near the tip of
the Bonavista Peninsula. These sites offer the possibility to discover fossils from the Ediacaran Period,
with of some of the first complex life-forms to have existed, between ~630 and ~542 million years ago
(300 + million years before dinosaurs). This location is one of approximately 30 in the world to have
these fossils
exposed. All
sites offer the
possibility to
observe first
hand various
geological
formations
(coastal erosion,
sea caves, sea
stacks, strata
identification,
tilting, folding,
etc.). All sites,
especially the
additional sites,
also contain a wide variety of native flora and fauna that may be utilized for learning experiences.
Most sites are currently unexploited, with the exception of one near the Coaker Heritage Foundation of
Port Union. The exploited site, Catalina Harbour, consists of small outcrops of rocks containing various
fossil specimens near the boardwalk, which are accessible by stairs. The other 2 suggested fossil sites in
the area, Goodland Point and Murphy’s Cove, are accessible via a 20 to 30 minute walk on easy terrain.
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Accessing these sites will promote a healthy lifestyle to students, and hopefully encourage them to
appreciate their local environments while performing physical activities.
Site Activities
1. Earth Science activities:
- Observe and identify geological features while accessing and on sites
- Record “anomalies” in geological features from one site to another
o Identify sea caves or stacks, erosion, layers, etc.
- Draw at least 2 fossils and highlight major differences
o Attempt to determine type of fossil (invertebrate, fish, plant, trace, etc.)
- Use given figures to identify fossils (before leaving first site)
THESE MARINE ANIMALS, KNOWN AS “SEAPENS”, ARE SIMILAR TO
SOME OF THE FORMS OCCURRING AS FOSSILS IN THIS AREA
The Edicarian fossils illustrated above resemble
species we find today: sea pens (Cnidarians) plantlike animals with a stalk and holdfast.
2. Biology activities:
- Observe and identify organisms while accessing and on sites
- Collect 10 plant species (to be used for taxonomic purposes in class)
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-
Find/observe 3 species of fauna and flora, and identify major adaptations
Site descriptions
1. Murphy’s Cove
The hike to Murphy’s Cove is
located to the east of Port Union.
The trail accessing the cove is not
overly challenging With no major
hazards such as high cliffs or large
obstacles to overcome. This site
will give the opportunity explore
fauna and flora along the trail,
where most of the biology activities could be performed. At the site
itself, coastal erosion, folding and fossils are readily observable.
2. Catalina Harbour
The easiest and shortest visit, this site located in the middle of Port
Union’s waterfront. Fossils are easily accessible. This stop can be
a good place to have lunch as benches and a few tables are along
the boardwalk. This could also be a site for a Newfoundland
Heritage visit or activity.
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3. Goodland Point
A few of the fossils and geological features here are different from the other sites. Sediment
strata/layers are easily identifiable in this area as well.
Curriculum Outcomes
-
Fossil sites & Geological sites
o Earth Systems 3209
 330-2 Classify rocks according to their structure, chemical composition, and
method of formation
 332-4 Illustrate the geologic time scale and compare to human time scales
 List the time frame that correlates with the dominant life form on Earth.
Include:
o (i) Cenozoic - Age of Mammals
o (ii) Mesozoic - Age of Reptiles
o (iii) Paleozoic (late) - Age of Amphibians
o (iv) Paleozoic (middle) - Age of Fishes
o (v) Paleozoic (early) - Age of Invertebrates
 332-6 Explain the appropriate applications of absolute and relative dating
 Demonstrate an understanding of the principles and laws used to
establish relative time. Include:
o (i) superposition
o (ii) cross-cutting relations
o (iii) horizontality
o (iv) inclusions
o (v) fossil succession (index fossils)
o (vi) unconformities
 332-7 Describe geological evidence that suggests life forms, climate,
continental positions, and Earth’s crust have changed over time
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



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Describe how fossils are used to distinguish geologic time
Define fossil
Describe three conditions necessary for fossilization
Describe the formation of various types of fossils. Include:
o (i) petrifaction by replacement
o (ii) carbonization
o (iii) mould and cast
o (iv) preserved intact (frozen, amber)
o (v) imprints (soft tissue)
o (vi) trace fossils (e.g, dinosaur eggs, coprolite)
All and alternative sites
o Biology 2201
 316-6 Describe the anatomy and physiology of viruses and organisms from each
kingdom
 Describe the differences that exist between the major groups of plants
(bryophytes, ferns, gymnosperms and angiosperms)
 214-1 Describe and apply classification systems and nomenclatures used in the
biological sciences
 list and describe the seven major categories of Linnaeus’ classification
system
o (i) kingdom
o (ii) phylum
o (iii) class
o (iv) order
o (v) family
o (vi) genus
o (vii) species
 Explain the advantages of binomial nomenclature
 Demonstrate how to use a taxonomic key to group and identify an
organism
 316-5 Use organisms found in a local or regional ecosystem to demonstrate an
understanding of the fundamental principles of taxonomy
Potential Challenges for teachers
-
The sites are not wheelchair accessible
The hikes may be a challenge for kids who aren’t physically active, due to the distance.
There is only one public washroom for all 3 sites, which is located at the 2nd visit (Catalina
Harbour). This may be an issue during the longer hike (40 mins in total).
Entire trip is weather dependant
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Recommendations for teachers
-
-
Make sure that students and parents are fully aware of what the trip entails (walking distances,
lack of bathrooms, etc.). This will ensure that only students who are willing to complete
activities participate in the field trip.
Have a safety talk with all students and chaperones prior to the field trip (a day or 2 before).
Also do a safety reminder on site when you first arrive.
Ensure that all students bring proper footwear and are equipped for weather.
Have students bring snacks, a lunch, and water.
It would be beneficial for the teacher to supply each student with a work booklet or notepad
and a pencil to keep track of all of their work during the visit.
Conclusion:
Regardless of the potential challenges we would definitely recommend this site visit to other science
teachers as well as social studies teachers. It incorporates several outcomes from various courses and
provides an excellent experience for the students as it is a very unique location. It allows them to get
hands on experience with fossils and plants while learning and having fun. This visit also incorporates
physical activity, which is important, and gives the students a chance to spend the entire day outside –
which is usually a big hit. This trip is also very cheap as the only cost associated is transportation.
Alternative sites
The Arches – Little Catalina
Great geological feature, this arch will
eventually become small sea stacks. A 20
minute hike is required to access the site.
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Elliston – Puffin site & Burnt Ridge
The puffin site has been an increasingly popular bird watching
site for the puffin colony’s proximaty to the shore. Two other
colonies (two islands) are visible, and observable with
binoculars. Great site for observing coastal erosion.
The Burnt Ridge site is a clear example of feldsenmeer.
This site has also been preped for potiential wind energy
development.
Spillar’s Cove - The Dungeon and Coastal Areas
Previously a Provincial Park, this site is a great example of coastal
erosion, new and old sea caves and sea stacks in formation. Other sea
stacks can be observed easily from this site as well. Potential danger in
this location due to high cliffs, close supervision is required.
Further past the community of Spillar’s Cove, coastal exploration, bird
watching and flora observation can be done along a spectacular coastline.
Close supervision would also be required in this location.
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Black Cove
The Black Cove site could be a good site for a clear example
of trace fossils, of current action this case. The site access is
more challenging that the others, a ten minute hike and
would require to walk on and over larger rock and rock
formations. This site is only recommended if the class as
whole appears to be physically capable.
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