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This Concept Map, created with IHMC CmapTools, has information related to: Sloan Field Trip Assignment Lesson Plan, Students will be able to apply the Principle of Uniformitarianism, or “The present in the key to the past.” Is an objective derived from PO 4. Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time., Students will be able to distinguish between cinder cone, e.g. Sunset Crater, and composite, e.g. the San Francisco Peaks, volcanoes is met when In-class lectures on the basic geologic principles, for instance, the laws of geology (e.g. the Law of Superposition or lateral continuity, etc.). Understanding minerals, the three rock types, and how it all relates via the rock cycle. Also, will discuss plate tecontics and how that applies to formation of mountains and volcanoes form. Basically granting students the necessary knowledge foundation that will enable them to succeed in the inquiry based learning and the field trip that are going to follow., Students will be able to explain how the magma source of the San Francisco Volcanic Field is moving based on how the field youngs to the the northeast. Is an objective dervied from PO 5 (High School). Deomstrate the relationships among earthquakes, volcanoes, mountain ranges, mid-oceanic ridges, deep sea trenches, and plate tectonics, Students will be able to understand that what is presently here has note always existed. is met when Students will be asked to work in small groups and use the inquiry skills learned in lab to hypothesize how the Inner Basin of the San Francisco Peaks formed. Following the small group activity the whole class will come together and discuss the individual hypotheses. The class will then vote on which hypothesis they would select to pitch to the US Geological Survey of Flagstaff to explain how the peaks formed! This entire exercise will enable students to realize how important collaboration is in science. Misconceptions and/or gaps in logic will be corrected by the teacher., Students will be able to explain how the magma source of the San Francisco Volcanic Field is moving based on how the field youngs to the the northeast. is met when Connecting and using skills developed during in-class lectures and inquiry based learning activities, such as mineral and rock identification or identifiying between the various types of volcanoes. Granting students an opportunity to use the knowledge learned in the classroom out in the field, Students will be able to apply the Principle of Uniformitarianism, or “The present in the key to the past.” is met when Students will be asked to work in small groups and use the inquiry skills learned in lab to hypothesize how the Inner Basin of the San Francisco Peaks formed. Following the small group activity the whole class will come together and discuss the individual hypotheses. The class will then vote on which hypothesis they would select to pitch to the US Geological Survey of Flagstaff to explain how the peaks formed! This entire exercise will enable students to realize how important collaboration is in science. Misconceptions and/or gaps in logic will be corrected by the teacher., Students will be able to discuss the various theories on how the Inner Basin of the San Francisco Peaks formed Is an objective derived from PO 4. Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time., Students will be able to distinguish between the two major types of lava, Aa and Pahoehoe, and identify limestone that was buried by the Bonito lava flow. Is an objective derived from PO 2. Distinguish the components and characteristics of the rock cycle for the following types of rocks: igneous, metamorphic, sedimentary, Students will be able to understand that what is presently here has note always existed. Is an objective derived from PO 4. Describe how the rock and fossil record show that environmental conditions have changed over geologic and recent time., Students will be able to distinguish between cinder cone, e.g. Sunset Crater, and composite, e.g. the San Francisco Peaks, volcanoes is met when Connecting and using skills developed during in-class lectures and inquiry based learning activities, such as mineral and rock identification or identifiying between the various types of volcanoes. Granting students an opportunity to use the knowledge learned in the classroom out in the field, Students will be able to understand how seismology equipment works to detect earthquakes in the Sunset Crater visitor center Is an objective dervied from PO 5 (High School). Deomstrate the relationships among earthquakes, volcanoes, mountain ranges, mid-oceanic ridges, deep sea trenches, and plate tectonics, Students will be able to discuss the various theories on how the Inner Basin of the San Francisco Peaks formed is met when Students will be asked to work in small groups and use the inquiry skills learned in lab to hypothesize how the Inner Basin of the San Francisco Peaks formed. Following the small group activity the whole class will come together and discuss the individual hypotheses. The class will then vote on which hypothesis they would select to pitch to the US Geological Survey of Flagstaff to explain how the peaks formed! This entire exercise will enable students to realize how important collaboration is in science. Misconceptions and/or gaps in logic will be corrected by the teacher., Students will be able to distinguish between cinder cone, e.g. Sunset Crater, and composite, e.g. the San Francisco Peaks, volcanoes Is an objective derived from PO 5. Relate plate boundary movements to their resulting landforms including, mountains, faults rift valleys, trenches, volcancoes, Students will be able to discuss the various theories on how the Inner Basin of the San Francisco Peaks formed Is an objective derived from PO 3. Explain the following processes involved of the Earth's structure: erosion, deposition, plate tectonics, volcanism, Students will be able to explain how the magma source of the San Francisco Volcanic Field is moving based on how the field youngs to the the northeast. is met when In-class lectures on the basic geologic principles, for instance, the laws of geology (e.g. the Law of Superposition or lateral continuity, etc.). Understanding minerals, the three rock types, and how it all relates via the rock cycle. Also, will discuss plate tecontics and how that applies to formation of mountains and volcanoes form. Basically granting students the necessary knowledge foundation that will enable them to succeed in the inquiry based learning and the field trip that are going to follow., Students will be able to distinguish between the two major types of lava, Aa and Pahoehoe, and identify limestone that was buried by the Bonito lava flow. is met when In-class lectures on the basic geologic principles, for instance, the laws of geology (e.g. the Law of Superposition or lateral continuity, etc.). Understanding minerals, the three rock types, and how it all relates via the rock cycle. Also, will discuss plate tecontics and how that applies to formation of mountains and volcanoes form. Basically granting students the necessary knowledge foundation that will enable them to succeed in the inquiry based learning and the field trip that are going to follow., Students will be able to apply relative dating technique using the xenolith of limestone in lava flow. Is an objective derived from PO 5 (High School). Distinguish between relative and absolute geologic dating techinques, Students will be able to distinguish between cinder cone, e.g. Sunset Crater, and composite, e.g. the San Francisco Peaks, volcanoes is met when Students will complete a worksheet that will be used to pace them at each stop and along the trails at the Sunset Crater National Monument. Topics to be covers are for example, distinguishing between a cinder cone and a composite volcano, relative dating, evidence for the lava extruding from the base of Sunset Crater, etc., Students will be able to distinguish between the two major types of lava, Aa and Pahoehoe, and identify limestone that was buried by the Bonito lava flow. is met when Connecting and using skills developed during in-class lectures and inquiry based learning activities, such as mineral and rock identification or identifiying between the various types of volcanoes. Granting students an opportunity to use the knowledge learned in the classroom out in the field, Students will be able to apply relative dating technique using the xenolith of limestone in lava flow. is met when Students will complete a worksheet that will be used to pace them at each stop and along the trails at the Sunset Crater National Monument. Topics to be covers are for example, distinguishing between a cinder cone and a composite volcano, relative dating, evidence for the lava extruding from the base of Sunset Crater, etc.