State Fossil/Stone Investigationtuckeys1/education/PROMSE_06/MS … · Web viewActivity 2.2d Sediments, environments, and processes (facies) The diagram, below, summarizes the major

Prom/se Summer 2006Science Institute

Earth Science LiteracyActivity 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 SymbolUse 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

http://www.promse.msu.edu/

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?

Activity 1.4 Construction of the Geologic Time LineCopyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866 www.promse.msu.edu

2


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 years2. Mark geologic periods & major events on the time lineKey to abbreviations: I = impact E = extinction G = glaciation* mya = million years ago; dates mark the beginning of each time interval

Eon Era Period Epoch Date mya*

Age Significant Events

Phanerozoic Cenozoic Neogene Holocene .01 MammalsPleistocene 2 Humans @

1my, G, EPliocene 5Miocene 24

Paleogene Oligocene 37Eocene

581st Horses, Grass

Paleocene 65Mesozoic Cretaceous

145Reptiles Angiosperms,

Dinosaurs I, EJurassic

2001st Birds

Triassic250

1st Dinosaurs

Paleozoic Permian286

Amphibians Major extinction E

Carboniferous Pennsylvanian320

1st Reptiles, G

Mississippian360

Large Primitive Trees

Devonian418

Fishes First Amphibians,G

Silurian445

Reefs First Land Plants

Ordovician488

Invertebrates 1st Vertebrates (fish), E, G

Cambrian545

1st Shelly faunas

Proterozoic Precambrian Eon

2,500

1st multi-celled organisms @ 700 mya,G

Archean

3,800

1st one-celled organisms, Oldest known rocks 3,800, G

Hadean

4,600

No known life.

Earth formed

Activity 1.4a Practice with Stratigraphic Principles


3


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 horizontality2. Superposition3. Cross-cutting relations4. Included fragments


4

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.


Activity 1.5 Mapping Fossil Distributions (MI)DirectionsQuestion: Where do we find fossil outcrops in our state?Directions1. 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 LineEon Era Period Epoch Date mya

(Millions of Years Ago)

Counties with Fossiliferous Outcrops of this Age

Phanerozoic

Quaternary Holocene 0-.01 No Known Outcrops in MIPleistocene 0.1-2 No Known Outcrops in MI

Tertiary Neogene Pliocene 2-5 No Known Outcrops in MIMiocene 5-24 No Known Outcrops in MI

Paleogene Oligocene 24-37 No Known Outcrops in MIEocene 37-58 No Known Outcrops in MIPaleocene 58-66 No Known Outcrops in MI

Mesozoic Cretaceous 66-144Jurassic 144-208 IoniaTriassic 208-245 No Known Outcrops in MI

Paleozoic

Permian 245-286Carboniferous

Pennsylvanian 286-320 Calhoun, Clinton, Eaton, Inhgam, Jackson, Saginaw, Shiawassea, Tuscola

Mississippian 320-360 Branch, Calhoun, Eaton, Huron, Jackson, Ottowa

Devonian 360-408 Alcona, Alpena, Antrim, Charlevoix, Emmet, Leelanau, Monroe, Presqueisle, St. Clair, Washtenaw, Wayne

Silurian 408-438 Chippewa, Delta, Luce, Mackinac, School Craft

Ordovician 438-505 Alger, Chippewa, Delta, MenomineeCambrian 505-570 Dickinson

Proterozoic Precambrian 570-2,500 Dickinson, Iron, MarquetteArchean 2,500-3,800Hadean 3,800-4,600

Copyright 2006 MSU PROM/SE Supported by the National Science Foundation Agreement No. EHR-0314866 www.promse.msu.edu 5


Activity 1.5 Mapping Fossil Distributions (MI)Michigan Counties


6


Activity 1.5 Mapping Fossil Distributions (OH)DirectionsQuestion: Where do we find fossil outcrops in our state?Directions3. 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 LineEon Era Period Epoch Date mya

(Millions of Years Ago)


Phanerozoic

Quaternary Holocene 0-.01 Surficial material, no bedrockPleistocene 0.1-2 Surficial material, no bedrock

Tertiary Neogene Pliocene 2-5 No Known Outcrops in OHMiocene 5-24 No Known Outcrops in OH

Paleogene Oligocene 24-37 No Known Outcrops in OHEocene 37-58 No Known Outcrops in OHPaleocene 58-66 No Known Outcrops in OH

Mesozoic Cretaceous 66-144 No Known Outcrops in OHJurassic 144-208 No Known Outcrops in OHTriassic 208-245 No Known Outcrops in OH

Paleozoic

Permian 245-286

Continued next page—



Eon Era Period Epoch Date mya (Millions of Years Ago)


Carboniferous

Pennsylvanian 286-320 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

Mississippian 320-360 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

Devonian 360-408 Scioto, Adams, Pike, Ross, Franklin, Delaware, Morrow, Wyandot, Huron, Seneca, Erie, Lorain, Cuyahoga, Lake, Lucas

Continued next page--



Eon Era Period Epoch Date mya (Millions of Years Ago)


Silurian 408-438 Adams, Highland, Clinton, Greene, Clark, Champaign, Union, Delaware, Logan, Wyandot, Seneca, Sandusky, Wood, Ottawa, Lucas, Miami, Montgomery, Preble

Ordovician 438-490 Adams, Brown, Clermont, Hamilton, Butler, Warren, Clinton, Montgomery, Greene, Clark, Miami

Cambrian 490-545 Hamilton, Butler, Warren, Montgomery, Greene, Miami, Clark, Clinton, Clermont, Brown, Highland, Adams

Proterozoic Precambrian No Known Outcrops in OHArcheanHadean



Activity 1.5 Mapping Fossil Distributions (OH)Ohio Counties


10


Activity 1.5 Mapping Fossil DistributionsGeologic Map Standard Colors

Eon Era Period EpochPhanerozoic Cenozoic Quaternary Holocene

PleistoceneNeogene Pliocene

MiocenePaleogene Oligocene

EocenePaleocene

Mesozoic Cretaceous Upper CretaceousLower Cretaceous

Jurassic Upper JurassicMiddle JurassicLower Jurassic

Triassic Upper TriassicMiddle TriassicLower Triassic

Paleozoic Permian LopingianGuadalupianCisuralian

Carboniferous PennsylvanianMississippian

Devonian Upper DevonianMiddle DevonianLower Devonian

Silurian PridoliLudlowWenlockLlandovery

Ordovician Upper OrdovicianMiddle OrdovicianLower Ordovician

Cambrian Upper CambrianMiddle Cambrian

Lower Cambrian

Proterozoic Neoproterozoic EdiacaranCryogenianTonian

Mesoproterozoic StenianEctasianCalymmian

Paleoproterozoic StatherianOrosirianRhyacianSiderian

Archean NeoarcheanMesoarcheanPaleoarcheanEoarcheanUndifferentiated Precambrian time

Eon Era Period Epoch

Copyright 2005 by Andrew Alden, geology.about.com, reproduced under educational fair use.http://geology.about.com/library/bl/time/blcolorus.htm


11


Activity 1.6 Sediment & Rock Exploration Part I: SedimentsRocks 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 checklist1. 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

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 2Sample #

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 JournalPlease 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?

Activity 2.2a Stream Table & Sediment Settling Tube observations and introduction to depositional environmentsA 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 & %

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 labelA. the shore lineB. where deposition is happeningC. 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?

Activity 2.2c Stream Table & Settling Tubes, Continued

6. Sediment TubeA. 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 shaking

5 minutes after shaking

7. What is the relationship between sediment grain size and settling time?

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

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.

Activity 2.3 Facies Mapping – MAP #11. 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 roomA. 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

Facies Map 1, Base Map

Activity 2.3 Facies Mapping – MAP #21. 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?

Facies Map 2, Base Map

Activity 2.4a Stratigraphic ColumnsStratigraphic 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 = dotsShale = horizontal dashesLimestone = 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?

Activity 2.4b: Vertical record of sea-level change

What happened to the sea during the time represented by this column?

Rock Type Environment (Facies)

Sea-levelHigh------------Low

Coarse-grained sandstone, poorly sorted

Fine-grained sandstone, well sorted

Shale

Limestone

0 ft

250 ft

200 ft

150 ft

100 ft

50 ft

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-levelHigh-------Low

Activity 2.4d. From lateral relationships to vertical record: shifting environments through time = stratigraphic columnStudy 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.

Period Lithology Sea-level CurveHigh--------Low

Pennsylvanian

Mississippian

Devonian

Silurian

Ordovician

Cambrian

Activity 2.5a Homework JournalLook at the map below. Answer the questions by referring to the map.

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.

A

B C

Activity 2.5b Homework JournalPlease 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?

Interval exposed at Trammel Fossil Park

Stratigraphic Column for Trammel Fossil Park,Sharonville, Ohio

Late Ordovician (Cincinnatian)From Feldmann, R., ed., Fossils of Ohio. Used by permission

Stratigraphic Column for Euclid Creek, OhioDevonian-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.

Stratigraphic Column for Fitzgerald ParkGrand 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).

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.


Name_______________________ Date______________

Location__________________________________________



Sketch Description



Name_______________________ Date______________

Location__________________________________________



Sketch Description


Activity 3.2a—Introduction to CorrelationCorrelation 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]

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]

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.

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?

Activity 3.2b—Regional Correlation ExerciseThe 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).

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 = yellowLimestone = blueConglomerate = redShale = 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?

From M.S. Petersen and J. K. Rigby, Interpreting Earth History, W.C. Brown, Co., used by permission

Activity 3.3—Integration with timelineWhat was happening in Eastern North America to cause this distribution of sediment during the Devonian?

Activity 3.4—Homework JournalPlease 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?

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?

[From R.M. Feldmann, ed., 1996, Fossils of Ohio, Ohio Geological Survey Bulletin 70; used with permission]

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.)

Documents

State Fossil/Stone Investigationtuckeys1/education/PROMSE_06/MS … · Web viewActivity 2.2d Sediments, environments, and processes (facies) The diagram, below, summarizes the major