However, a GeoWall is not required to view any of the media that support the textbook. The media links in the PowerPoint files are set up so that the program looks for the media files in the same folder as the PowerPoint file. A good approach is to drag the entire folder for a chapter to the teaching computer so that PowerPoint can find the media files. Some of the media files are very large, however, and copying them could take many minutes.
If time is short, drag only the PowerPoint file and the media files you will actually use. All the original figure source files e. When these transparent TIF files are placed onto the PowerPoint pages, they allow the PowerPoint background to wrap tightly around the figure, rather than have a glaring, white border around the artwork.
The transparency also allows text to be closely nestled around the figure, in the same manner as in the textbook. The PowerPoint files work well with any dark background, but the dark blue-black background we chose creates the intentional illusion that the figures are in positive 3D relief, coming off the page. If an instructor prefers a light background, normal, whitebackground JPEG versions of every figure, with black text, are in a separate folder. In both types of PowerPoint files, we have cropped the figure container so that the copyright does not show, but it is still present on either the bottom or right side of the image, if an instructor prefers to have it show.
We hid the copyright so that it did not distract students, overlap with text arranged around the figure, or otherwise constrain the layout of the slide. The copyright is subdued and can be removed in PowerPoint using the Crop tool. It will be visible if the image is copied and pasted e. Resources for Assessment.
The authors wrote approximately multiple-choice test questions for each chapter. The questions emphasize geologic concepts, geologic processes, and the process of science. There are no questions that only ask for definitions of geologic terms, but instead students need to understand the terms to answer more complex questions.
Multiple-choice questions are built around figures wherever possible. The Word files are set up with styles so that test questions and distracters automatically but sensibly renumber themselves when rearranged or copied and pasted into a new test file.
To keep a test question and any associated figure joined together, each question is a small separate table that can be easily selected, copied, and pasted into a new file.
In addition to multiple-choice questions, the master What-To-Know List contains ready-made constructed response questions to use as essay or concept-sketch questions. Active Learning. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to experiences, and apply it to their daily lives.
They must make what they learn part of themselves. Chickering and Zelda F. The presentation of information is de-emphasized, and the focus is on the learning process. There are many ways that instructors use active learning in their classrooms. Some make it the major focus of a class. Other instructors use active learning to support more standard lecturing. Exploring Geology was specifically designed to support a whole range of active learning strategies. Two very effective active learning strategies involve concept sketches and concept maps, described below.
Additionally, the chapter-by-chapter part of the Guide provides many suggestions for ways to introduce active learning to your classroom. Having students construct concept sketches is an excellent way to promote learning. Concept sketches are particularly appropriate for classes using Exploring Geology because the book is so focused on visuals.
They are a kind of active learning exercise that can be done in-class and in groups. A concept sketch is a simplified sketch illustrating the main aspects of a concept or system, annotated with concise but complete labels that 1 identify the features, 2 depict the processes that are occurring, and 3 characterize the relationships between features and processes.
It is not simply a sketch labeled with only the names of features. A concept sketch of a mid-ocean ridge is shown here. Example Concept Sketch Concept sketches can be constructed by the instructor or by students, and each approach has some advantages. An instructor can generate a concept sketch to guide students toward the key aspects of a. When students construct concept sketches, it forces them to put things in context and to understand the relationships between the various features shown.
Concept sketches also make good fodder for quizzes and exams — they clearly reveal what students know and do not know, and they are quick to grade. Concept Maps. They are excellent tools that provide instructors with guidance as they prepare to teach class. That is why we have provided many of them in the chapter-by-chapter part of this Guide. If you wish to modify the maps we provide, we have provided them in PDF and EPS format — so they can be opened and edited using Adobe Illustrator, Corel Draw, or any other graphics program.
They are also provided in PowerPoint files on ExploringGeology. The concept maps provided in the chapter-by-chapter part of this Guide are intended to help you as you organize your class and lectures. Most important: having students construct concept maps is an excellent way to promote learning. The process of creating the maps forces students to identify the most important aspects of a topic while synthesizing and integrating information and ideas.
A concept map involving wind erosion and deposition is shown here Concept Map Concept Map If you do this, they will just memorize what you give them, and the learning opportunity is gone.
Instead, give them a list of concepts and have them make their own maps. Active learning involving concept sketches, concept maps, or other activities in the classroom promotes deeper learning, but consumes time. This means you may not be able to lecture on everything you want students to learn. They help students learn on their own by specifically identifying things from each chapter that students are responsible for knowing — even if the subject is never brought up in class.
It also means that instructors can expect students to learn content beyond what time allows them to include in lectures, even with a full-speed lecturing approach. An instructor using this approach must include some test questions about subjects that were identified on the What-To-Know List but not lectured on, or else students quickly figure out they only need to study lecture notes. Research conducted by the authors and others demonstrate that most students can learn on their own using Exploring Geology, even for material that is never covered in lecture.
Then we list learning objectives derived from the Before-You-Leave-This-Page list on each two-page spread, present concept maps and give suggestions for ways to approach teaching the material. We also recommend possible in-class activities, and provide other information. Note that some of the concept maps are difficult to read at the scale presented.
These can be downloaded as separate images at the ExploringGeology. This site also has 1 a separate PDF document with large versions of all the maps, and 2 a PowerPoint file that has one concept map per slide or that split more complex maps into two slides. There are other links in the following pages, too. All will open in a new window, which you only need to close to get back to where you started.
This chapter is designed to be an engaging introduction to geology. It introduces students to a number of different topics, all meant to convey the idea that geology is important and exciting. It covers fundamental topics, like the rock cycle and origins of rocks, to provide a foundation for subsequent chapters. Additionally, the chapter should help students understand that geology is a dynamic science that involves connections and interactions with other sciences such as biology.
The main topics covered are: 1. Geology as a Science 2. The Practical Aspects of Geology 3. The main concepts in this chapter are shown in Concept Map 1. The map appears as a spider diagram because the ideas are, in some cases, not directly linked to one another.
Concept Map 1. As is the case for most content in the textbook, most spreads in the chapter will stand on their own if an instructor chooses not to cover that material during lecture. It will get students to begin to understand how geology affects their lives.
As described in the Notes field in the PowerPoint file, ask students to think about how the geology in the scene is influencing the lives of the horses and cows. Rushmore as well as the Homestake Mine and Harney Peak. Many photos of all these places are available on the web if you. There is so much in the Black Hills — students should be impressed by the diverse and spectacular geology. George has grown in population faster than just about anywhere else in the country during recent years.
You can use this as an opportunity to discuss how humans interact with geology, such as viewing the area in Google Earth to discuss the changes and the challenges of a rapidly growing population in a desert. George layer in your Temporary Places panel in Google Earth.
This chapter is an introduction to geological investigations and to the scientific method. It introduces students to the nature of observations, data and data collecting, predictions and hypotheses, and scientific theories. Although there are many different kinds of geological investigations, many of the spreads are focused on interpreting geological landscapes — in large part because landscapes are emphasized in many subsequent chapters.
The main topics covered and relevant spreads are: 1. Geological Landscapes The concepts shown in Concept Map 2. Thus, one excellent way to approach these concepts is by example. The book does this by using photographs of landscapes from the arid western United States. Before coming to ASU, she conducted groundwater studies of copper deposits and taught full time in the Maricopa County Community College District, teaching physical geology and environmental geology.
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Skip to main content x Sign In. This ground-breaking, visually spectacular book was designed following cognitive and educational research on how students think, learn, and study. Nearly all information in the book is built around 2, photographs and stunning illustrations, rather than long blocks of text. These annotated illustrations help students visualize geologic processes and concepts, and are suited to the way most instructors already teach.
To alleviate cognitive load and enable students to focus on one important geologic process or concept at a time, the book consists entirely of two-page spreads organized into 20 chapters.
Each chapter is a learning cycle, which begins with a visually engaging two-page spread about a compelling geologic issue. Each two-page spread is a self-contained block of information about a specific topic, emphasizing geologic concepts, processes, features, and approaches. These spreads help students learn and organize geologic knowledge in a new and exciting way. Inquiry is embedded throughout the book, modeling how scientists investigate problems.
The title of each two-page spread and topic heading is a question intended to prompt readers to think about the topic and become interested and motivated to explore further for answers. Most two-page spreads contain a Before You Leave This Page checklist that highlights what is important and what is expected of students before they move on.
This list contains learning objectives for the spread and provides a clear way for the instructor to indicate to the student what is important. The items on these lists are compiled into a master What-to-Know List provided to instructors, so they can delete or add entries to suit learning goals and to distribute to students before they begin reading the book. McGraw-Hill's Connect available as an optional, add-on item is the only integrated learning system that empowers students by continuously adapting to deliver just what they need, when they need it, and how they need it, so that class time is more effective.
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