INSTRUCTOR MANUAL
Copyright © 2018 Pearson Education, Inc. 1
,Table of Contents
General Tips for Getting Started 3
Before You Teach a Laboratory 5
Pedagogical Model 7
Lab 1: Filling Your Geoscience Toolbox 8
Lab 2: Plate Tectonics 23
Lab 3: Mineral Properties, Identification, and Uses 40
Lab 4: Rock-Forming Processes and the Rock Cycle 49
Lab 5: Igneous Rocks and Processes 57
Lab 6: Sedimentary Processes, Rocks, and Environments 65
Lab 7: Metamorphic Rocks, Processes, and Resources 76
Lab 8: Dating of Rocks, Fossils, and Geologic Events 85
Lab 9: Topographic Maps 97
Lab 10: Geologic Structures, Maps, and Block Diagrams 109
Lab 11: Stream Processes, Geomorphology, and Flood Hazards 127
Lab 12: Groundwater Processes, Resources, and Risks 143
Lab 13: Glaciers and the Dynamic Cryosphere 156
Lab 14: Desert Landforms, Hazards, and Risks 166
Lab 15: Coastal Processes, Landforms, Hazards, and Risks 176
Lab 16: Earthquake Hazards and Human Risks 183
2 Copyright © 2018 Pearson Education, Inc.
,Before You Teach a Laboratory
Preparation Before Lab Begins
1. Read the entire laboratory chapter and do the lab activities for yourself. This will
allow you to make informed choices about which lab activities to assign for your
students to work on before, during, or after the laboratory period. This will also
allow you to better answer student questions about the laboratory assignments.
2. Decide what activities your students should complete before and during the lab.
Most labs deliberately include more activities than your students could complete in
a single lab period, so you can choose the activities that you think will best enable
your students to learn what you expect them to learn in the lab time available.
3. Check the list of errata for corrections that must be made in the lab that you plan
to use. Errata are listed on page 4 of this Instructor Manual.
4. Assign pre-lab preparations for your students to complete. This may include:
a. Complete the first activity of the lab before arriving at the lab session.
b. Watch the pre-lab video for the lab.
c. Take a pre-lab quiz using MasteringGeologyTM or other quiz of your design.
d. Complete assigned readings in the Lab Manual, class textbook, or other.
e. Know what activities must be completed by the end of the lab period.
f. Know what materials each student must bring to the start of the lab (as noted in
the blue boxes of the Lab Manual that start off each activity and as noted at the
start of each laboratory section of this Instructor Manual).
5. Review and assemble the Instructor Materials that you must provide during the
lab period. A list of the Instructor Materials is provided in this Instructor Manual
at the start of each for each lab section. They are generic lists only and must be
modified by you to avoid confusion and know exactly what to assemble for the
laboratory.
6. Review each activity and the Answers to Questions for each activity/question that
you assign to your students. The answers are provided in this Instructor Manual.
Some questions have more than one correct answer, depending on how you have
presented material for students to read or explore.
7. Analyze pre-lab results, if you are assigned a pre-lab quiz using
MasteringGeologyTM or a similar program. Use that information to identify
weaknesses and misconceptions of a student or class. Then build a plan for
intervention that makes the most of the time that students will have in the
laboratory.
Copyright © 2018 Pearson Education, Inc. 5
, 8. Develop the scope and sequence of the teaching/learning plan that you plan to
follow during the lab period.
a. What will you do at the start of the lab period? For example, you might:
• Declare the scope and sequence of what students must do during the lab
period, how they are expected to do/record their own work yet work in
collaborative groups, and the safety practices that they must follow.
• Review pre-lab weaknesses and misconceptions and/or use lab PowerPoint to
introduce the lab.
• Review how and where students obtain the materials they need and that you
are providing in the lab.
• Answer questions that students have about the lab topic.
b. What will you do during the middle part of the lab period? For example, you
might:
• Allow students to work on activities at their own pace, in groups, or
according to some other plan you have devised.
• Move about the room to be sure students/groups have the materials they need
and are on task.
• Address questions and use guiding questions of your own to help students
scaffold from the unknown to the known, or from inability to ability.
Implement personal interventions as needed, especially relative to pre-lab
quiz results and special needs.
c. What will you do near/at the end of the lab period? For example, you might:
• Review the results of each activity item by item or use the Reflect & Discuss
questions for formative purposes, to guide learning.
• Have students submit their individual worksheets for summative assessment
–evaluation for a grade.
• Have students complete a graded post-lab quiz.
• Have students address the Think About It questions linked to the lab and/or
the activities that they completed.
During the Laboratory Session
Implement the plan you have developed for the lab. Be a good time manager. Keep the
students on task, but do not sacrifice learning in order to keep rigidly to your initial plan.
Be flexible. Solicit written or oral feedback from students that might serve to improve the
effectiveness of future labs.
After the Laboratory Session
Grade materials and provide grades and feedback to students in a timely fashion.
Remember to send any helpful comments, suggestions, and constructive criticisms
regarding the Laboratory Manual to the Editor, Vince Cronin, via
.
6 Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc. 1
,Table of Contents
General Tips for Getting Started 3
Before You Teach a Laboratory 5
Pedagogical Model 7
Lab 1: Filling Your Geoscience Toolbox 8
Lab 2: Plate Tectonics 23
Lab 3: Mineral Properties, Identification, and Uses 40
Lab 4: Rock-Forming Processes and the Rock Cycle 49
Lab 5: Igneous Rocks and Processes 57
Lab 6: Sedimentary Processes, Rocks, and Environments 65
Lab 7: Metamorphic Rocks, Processes, and Resources 76
Lab 8: Dating of Rocks, Fossils, and Geologic Events 85
Lab 9: Topographic Maps 97
Lab 10: Geologic Structures, Maps, and Block Diagrams 109
Lab 11: Stream Processes, Geomorphology, and Flood Hazards 127
Lab 12: Groundwater Processes, Resources, and Risks 143
Lab 13: Glaciers and the Dynamic Cryosphere 156
Lab 14: Desert Landforms, Hazards, and Risks 166
Lab 15: Coastal Processes, Landforms, Hazards, and Risks 176
Lab 16: Earthquake Hazards and Human Risks 183
2 Copyright © 2018 Pearson Education, Inc.
,Before You Teach a Laboratory
Preparation Before Lab Begins
1. Read the entire laboratory chapter and do the lab activities for yourself. This will
allow you to make informed choices about which lab activities to assign for your
students to work on before, during, or after the laboratory period. This will also
allow you to better answer student questions about the laboratory assignments.
2. Decide what activities your students should complete before and during the lab.
Most labs deliberately include more activities than your students could complete in
a single lab period, so you can choose the activities that you think will best enable
your students to learn what you expect them to learn in the lab time available.
3. Check the list of errata for corrections that must be made in the lab that you plan
to use. Errata are listed on page 4 of this Instructor Manual.
4. Assign pre-lab preparations for your students to complete. This may include:
a. Complete the first activity of the lab before arriving at the lab session.
b. Watch the pre-lab video for the lab.
c. Take a pre-lab quiz using MasteringGeologyTM or other quiz of your design.
d. Complete assigned readings in the Lab Manual, class textbook, or other.
e. Know what activities must be completed by the end of the lab period.
f. Know what materials each student must bring to the start of the lab (as noted in
the blue boxes of the Lab Manual that start off each activity and as noted at the
start of each laboratory section of this Instructor Manual).
5. Review and assemble the Instructor Materials that you must provide during the
lab period. A list of the Instructor Materials is provided in this Instructor Manual
at the start of each for each lab section. They are generic lists only and must be
modified by you to avoid confusion and know exactly what to assemble for the
laboratory.
6. Review each activity and the Answers to Questions for each activity/question that
you assign to your students. The answers are provided in this Instructor Manual.
Some questions have more than one correct answer, depending on how you have
presented material for students to read or explore.
7. Analyze pre-lab results, if you are assigned a pre-lab quiz using
MasteringGeologyTM or a similar program. Use that information to identify
weaknesses and misconceptions of a student or class. Then build a plan for
intervention that makes the most of the time that students will have in the
laboratory.
Copyright © 2018 Pearson Education, Inc. 5
, 8. Develop the scope and sequence of the teaching/learning plan that you plan to
follow during the lab period.
a. What will you do at the start of the lab period? For example, you might:
• Declare the scope and sequence of what students must do during the lab
period, how they are expected to do/record their own work yet work in
collaborative groups, and the safety practices that they must follow.
• Review pre-lab weaknesses and misconceptions and/or use lab PowerPoint to
introduce the lab.
• Review how and where students obtain the materials they need and that you
are providing in the lab.
• Answer questions that students have about the lab topic.
b. What will you do during the middle part of the lab period? For example, you
might:
• Allow students to work on activities at their own pace, in groups, or
according to some other plan you have devised.
• Move about the room to be sure students/groups have the materials they need
and are on task.
• Address questions and use guiding questions of your own to help students
scaffold from the unknown to the known, or from inability to ability.
Implement personal interventions as needed, especially relative to pre-lab
quiz results and special needs.
c. What will you do near/at the end of the lab period? For example, you might:
• Review the results of each activity item by item or use the Reflect & Discuss
questions for formative purposes, to guide learning.
• Have students submit their individual worksheets for summative assessment
–evaluation for a grade.
• Have students complete a graded post-lab quiz.
• Have students address the Think About It questions linked to the lab and/or
the activities that they completed.
During the Laboratory Session
Implement the plan you have developed for the lab. Be a good time manager. Keep the
students on task, but do not sacrifice learning in order to keep rigidly to your initial plan.
Be flexible. Solicit written or oral feedback from students that might serve to improve the
effectiveness of future labs.
After the Laboratory Session
Grade materials and provide grades and feedback to students in a timely fashion.
Remember to send any helpful comments, suggestions, and constructive criticisms
regarding the Laboratory Manual to the Editor, Vince Cronin, via
.
6 Copyright © 2018 Pearson Education, Inc.
