Learning Objectives

3.1
To recognize the fundamental differences between matter and energy: matter is not lost, but moves in different forms and associations through cyclic pathways, while energy, whatever its origin, passes one-way through a series of transformations and is eventually lost as heat (cf. Laws of Thermodynamics).

Review the activities carried out in L.O. 1.3 in the context of energy transformations..

3.2
To demonstrate basic understanding of the fundamental cycles of matter in the earth's mantle, crust and atmosphere, including the hydrologic (water) cycle, the mineral and rock cycles including plate tectonics and the carbon/carbonate cycle and the role of these cycles in the formation of mineral and energy resources.

Students could construct and present drawings or static or working models, of the hydrologic cycle, the rock and the mineral cycles, the carbonate cycle.

3.3
To recognize the geological processes of weathering and erosion as fundamental to the transformation of the earth's land surfaces over time.

Students could construct and present drawings or static or working models, of geological processes, including weathering of rock through abrasion, freeze/thaw cycles, action of carbonic acid, deposition of graded sediments from soil, clay, sand and gravel mixtures. Students could, for example, model some erosional processes using a stream table and illustrate depositional layering using a sediment tube.

3.4
To explain the formation of sedimentary strata in terms of origin of sedimentary material, transport, deposition and lithification and the role of sedimentary strata in the preservation of fossil materials (including fossil fuels).

Students could construct and present drawings or two- or three-dimensional models of:

1. The formation of the Saskatchewan portion of the western sedimentary basin (see activity in Gordon, Geology of Saskatchewan: A Historical Approach (1975); see Atlas of Saskatchewan (2000) for background and illustrations).
2. Formation and preservation of coal and petroleum.

3.5
To recognize and explain the significance of fundamental scientific principles of historical geology in understanding the present nature of the earth's surface, crust and sedimentary strata: the Principle of Uniformitarianism, the Principle of Superposition, the Principle of Faunal Succession and the Theory of Continental Drift.

Students could construct and present drawings and maps or static or working models of geological processes and principles such as plate tectonics, continental drift, earthquakes, volcanic activity, fossils and the geological timetable, relation of geological processes to locations of Saskatchewan mineral resources, as identified in Module 1.

It is expected that, whatever their personal belief system may prescribe, students will strive to understand the generally accepted scientific theories and principles underlying the study of earth history. Teachers who choose to explore or debate "alternative theories" of origins should be prepared to discuss the nature of scientific theories in general. See the note for L.O. 5.2.

3.6
To demonstrate an understanding of the expanse of geologic time and some techniques for measuring it and to be familiar with the major geologic time periods as summarized in the Worldwide Geological Column.

Students could construct and present drawings or models of geological processes and principles such as fossils and the geological timetable, radioactive elements and absolute dating techniques, the Worldwide Geological Column and its relationship to vertical sections at various Saskatchewan locations. A scale physical model, perhaps on a long string in a hall or outside with markers on the ground, can be helpful for students to grasp the extent of geologic time and the relative shortness of recorded history. One school in the province made fossil impressions in a newly poured sidewalk at appropriate locations to create a scaled timeline. The models of fossils used to make the impressions in the concrete were made from clay in art class.

Teacher Reference: Earth history backgrounder, Appendix A.

3.7
To be aware of what geological scientists say was happening in the local area at various times in geological history.

Students could construct dioramas or make drawings of the probable environment at various times in the past. Alternatively, they could develop a "time machine" dramatization, in which various environments are visited and described.