Paleontology Challenged! Lipps Editorial Genie and I were teaching a weekend course called Creationism vs. These developments revived the political and legal activities of the creationist http://palaeo-electronica.org/1999_1/editor/lipps.htm
Dinosaur Sites This site provides different activities for teaching about dinosaurs. Edit The mission of the University of California Museum of paleontology is to http://oswego.org/staff/cchamber/resources/dinosaur.cfm
Personal_page Research activities Projects Teaching Biography Publications Master thesis cosupervisor, Institute of Geology and paleontology, http://www-sst.unil.ch/perso_pages/Laurent/perso_e.htm
Extractions: featuring global reconstructions of the Tethyan realm RESEARCH ACTIVITIES: Projects Top Research activities involve a variety of topics related to 2-D and 3-D seismic methods applied to improve sedimentary basins analysis. Workflows combining mapping and interpretation of 2-D regional survey and 3-D seismic volumes, seismic attribute extraction, analysis and classification as well as different visualization tools are developed and applied to: enhance the seismic patterns characterization increase of geological exploration in deep setting and low signal to noise areas
Paleontology In The 21st Century: Human Resources And Education All of these activities on our part improve the image, accessibility, and accuracy of Thus, they may fail to see the value of paleontology for teaching http://www.nhm.ac.uk/hosted_sites/paleonet/paleo21/rr/hre.html
Extractions: Reports and Recommendations Human Resources and Education Dale A. Springer (Dept. of Geography and Earth Science, Bloomsburg University, Bloomsburg, PA 17815 USA) Fernando Alvarez (Departamento de Geologia, Universidad de Oviedo, Oviedo, SPAIN) Sandra J. Carlson (Department of Geology, University of California, Davis, CA 95616 USA) David MacKinnon (Department of Geology, University of Canterbury, Christchurch, NEW ZEALAND) INTRODUCTION We have identified a number of issues facing academic paleontologists now and into the next century. The list is certainly not exhaustive. Many of these items are interrelated, and it is, therefore, often difficult or impossible to provide a simple solution for any single issue. In some instances, there may be more questions presented than answers offered. We hope these paragraphs will at least provide a starting point for further discussion. Critical Issues. We divide the issues, perhaps artificially, as follows. Those issues that involve the selling of paleontology to various constituencies.
Science Grades 6-8 Fossil Record is a set of articles and classroom activities using paleontologyto teach major concepts in science. Gravity Ames Research Center, NASA http://www.mslma.org/selection/best/Sci6-8.htm
Extractions: The Science Page is home to the Internet's largest collection of science analogies. This site offers a comprehensive collection of science resources that covers all topics starting point for science news, reference, research, lesson plans and activities for K-8 science and other science information on the net. In its section of History of Science there are an array of resources dedicated to illustrate the history of some of the sciences fields.
YouthLearn NewsBlog: New Teaching Resources At FREE features labs, projects, activities for studying the air climate, land, water,ecosystems Earth, Einstein, genetics, marine biology, paleontology, http://news.youthlearn.org/archives/000198.html
Professor Roger L. Kaesler In the spring semester I teach Geology 521 paleontology, also listed as Biology622. A major activity of the IPA is publication of three directories, http://www.ku.edu/~paleo/geo/kaesler.html
Extractions: Curriculum Vitae Courses Taught Current Course Activities As is true of all faculty members in the Department of Geology, I teach at all three levels in our curriculum: introductory courses, including those for nonmajors; courses for undergraduate geology majors; and graduate-level courses. Every fall semester I each Geology 121 Prehistoric Life to about 100 nongeology students. The course fulfills a biology requirement. Dr. Lieberman teaches the same course in the spring semester, and together we are writing a textbook for the course. It is a lot of fun to teach and has captured the interest of several students who have decided to major in geology. In the spring semester I teach Geology 521 Paleontology, also listed as Biology 622. This is the introductory paleontology course required of most geology majors. Rather than trudging through the phyla, an approach that marks many such courses, I try to focus attention on the problem areas of paleontology and the ways in which paleontology can provide broader insight into geology and biology. About 35 students enroll each spring; perhaps a third of these are biology majors, and most of the rest are geology majors. The course is accompanied by a laboratory course that is taught as a separate course, Geology 523, also listed as Biology 623. It is possible to complete the course successfully without taking the laboratory, and a number of students choose to do so. Every summer I teach Geology 560 Introductory Field Geology. This course is taught at KU's geology field camp north of Caon City, Colorado, where we have a permanent facility. Teaching field geology is a high privilege for me, and I regard it as the most important course that I teach. Students typically go to camp at the end of their junior year. They arrive at camp thinking of themselves as geology students and return thinking of themselves as geologists.
[NM Science] Earth Systems/Paleontology Resources New paleontology Website Curious about your local geology and the ancient life A list of topics includes * How to teach students to recognize a http://monty.manzano.aps.edu/pipermail/science/2005-April/001581.html
Extractions: Mon Apr 25 09:09:55 MDT 2005 NM Science Educators: Here are teacher resources for meetings and online curricula...see this link for fossil activities Learning from the Fossil Record hosted by UC Berkeley http://www.ucmp.berkeley.edu/fosrec/Learning.html "^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ > NAGTNews - Vol. 4, No. 2 April 2005 CONTENTS: 1.) New Paleontology Website 2.) Earth System Processes 2 3.) Quantitative Skills Workshop Application Deadline Extended 4.) Abundance of Education Sessions at Salt Lake City GSA Meeting 1.) New Paleontology Website Curious about your local geology and the ancient life preserved in the rocks under your feet? Planning a summer vacation and want to know something about the paleontology of your destination?
Extractions: Certification Program The Utah Friends of Paleontology offers a certification program for volunteers which prepares them to work with professional paleontologists and to teach others in the community about the field. Objectives are to have each participant: Develop a general knowledge of the history, laws, ethics, and values of paleontology. Understand general geological principles and be able to recognize the formations and matrixes in which fossils are formed. Achieve a basic ability to recognize and classify plant and animal fossils. Be able to record paleontological site data on official forms. Be able to assist a professional in a paleontological laboratory. Be able to assist a professional in a paleontological excavation. Be able to teach or interpret paleontology in an elementary way to general audiences such as school children.
November 14, 2003, Hour Two: LaBrea Tar Pits More activities and suggestions for using paleontology in the classroom, includinghow to create a paleontology teaching collection, can be found at http://www.sciencefriday.com/kids/sfkc20031114-2.html
Extractions: November 14, 2003, Hour Two: La Brea Tar Pits Program Summary Guests Books/Articles Related Links and Resources ... SFKC Home Program Summary At the Page Museum in Los Angeles, work is the pits, and the staff loves it. Thats because the museum is located at the La Brea tar pits, from which more than two million Ice Age fossils representing 650 different species of plant, animal, and insect have been unearthed. The well-preserved remains of mastodons, dire wolves, saber-toothed cats, birds, small mammals, and a variety of flora give us a detailed snapshot of the Los Angeles environment of 10,00040,000 years ago. Brea means tar in Spanish, but thats a misnomer, because the black liquid that oozes up through the earth is not tar, but oil. Whats the difference? Tar is the result of decaying plant material such as peat moss, while oil is the product of the decay of animals. The seeping oil mixes with soil to form a sticky substance known as asphalt, which acts like flypaper to trap unsuspecting critters that venture into it. The occasional squirrel still gets caught. Why were the Ice Age animals fooled into entering the fatal field? Because the asphalt is covered with a layer of water, which back then attracted birds looking for a place to alight and land creatures looking for a drink. They would get stuck in the asphalt and die of dehydration or starvation.
Do You Have Resources For Teaching Geology To College Students? DE HigherEducation; Science-activities; Science-Education; Teaching-Methods DE *Geology-; *Metaphors-; *paleontology-; *Science-activities; http://www.eduref.org/cgi-bin/printresponses.cgi/Virtual/Qa/archives/Subjects/Sc
Extractions: Printer friendly text I'm teaching geology to college students this semester. Do you have any suggestions? Hello, In response to your request information on teaching geology, I conducted a sample search of the ERIC database. Below I have appended my search strategy, 14 citations with abstracts, and directions for accessing the full text. These citations may represent an introductory, rather than exhaustive, search for information on your topic. If you would like to conduct your own free ERIC database searches via the Internet, please visit the ERIC Database Help pages for directions or go directly to http://www.askeric.org/Eric/ to search. I have also attached some related resources that may be helpful. Thank you for using AskERIC! If you have any questions or would like further assistance, please do not hesitate to send another message. AskERIC Staff Internet Sites: * National Geophysical Data Center
Extractions: Text Size A A A Front Page ... Paleontology : Education Preschool Children Display Innate Skill With Numbers, Addition (September 20, 2005) full story Drug-eluting Stents Succeed After Bare Metal Stents Fail (September 19, 2005) full story Mental Declines Can Be Reversed, Report Shows (September 16, 2005) full story Obese Patients With Coronary Artery Disease Can Consider Bariatric Surgery (September 13, 2005) full story New Support For Disabled Research Students (September 11, 2005) full story Number Of Babies Born Prematurely Nears Historic Half Million Mark In U.S. (September 9, 2005) full story Electronic Lab Notebooks Useful For Teaching, But Not Ready To Replace Paper (September 7, 2005) full story Stroke Sufferers At Increased Risk Of Developing Epilepsy (September 6, 2005)
BUBL LINK: Palaeontology Author University of California Berkeley Museum of paleontology It alsooffers ideas about using palaeontology to teach the scientific process. http://bubl.ac.uk/link/p/palaeontology.htm
Extractions: BUBL LINK Catalogue of Internet Resources Home Search Subject Menus Countries ... Z Titles Descriptions Alwynne B Beaudoin Amber: Window to the Past Athena Review: Journal of Archaeology, History, and Exploration Blast from the Past ... Zoological Record Comments: bubl@bubl.ac.uk List of Alwynne B Beaudoin's personal publications dealing with palaeoenvironmental and geoarchaeological work in western Canada. Includes a Dictionary of Quaternary Acronyms and Abbreviations, Paleoenvironmental Records of Postglacial Climate Change in the Prairie, and a 'Dung File' of references on pollen, parasites, and plant remains in coprolites and latrines. Resource type: articles Highlights of an exhibition recreating a 23 to 30-million-year-old Dominican amber forest. Amber is a form of tree resin - an organic substance whose structure has changed very little over time - and the reconstruction derives from direct evidence provided by the amber fossils or inferred on the basis of plant-feeding forms of insects.
Teaching Kit Teaching paleontology In National Parks, Monuments, And Public Lands Although designed around a field trip, activities are easily adaptable for groups http://www.nps.gov/fobu/expanded/popups/kit.htm
Extractions: The curriculum includes four units organized into grade specific lesson plans. They are: fossilization and human influences for second grade, and adaptation, community, and human influences for third grade. All units have fossil themes and complement science curriculums from Wyoming, Idaho, and Utah. Each unit begins with an introduction followed by a vocabulary list, background information for the teacher, pre-questions, pre-site activities, field trip ideas, post-questions, post-site activities, a list of National Parks and Monuments that illustrate concepts of the unit, and a reference list for teachers and students.
Preface To Learning From The Fossil Record from the Fossil Record , consist of many examples of resources and activitieseffective in teaching major concepts in paleontology and related sciences. http://www.ucmp.berkeley.edu/fosrec/preface.html
Extractions: PREFACE TOXIC GASES in the Earth's atmosphere. Bizarre sea creatures bearing eyeballs on the ends of long stalks. A land with "ferns" growing over 10 m (30 feet) high, but no grass. Giant dragonflies and spiders measuring almost a meter (3 feet). Flying reptiles the size of small airplanes. Giant meteors and massive volcanic eruptions. Sounds like a story for science fiction. It is a story, but it is not fiction. These are all events in the history of our Earth. We have learned and continue to learn about this story from the evidence preserved in the fossil record. Not all the chapters are written because much of the evidence is incomplete. Therefore, to understand this history and to reconstruct the ancient worlds alluded to above requires a large input of imagination. This is the best of stories, and one that needs telling. It is also SCIENCE! Simply defined, science is the disciplined interplay of data and imagination. A student's fascination with fossils and ancient, exotic worlds can be tapped in order to have them think scientifically as they use data as a springboard for imagination. There is a critical need for greater scientific literacy in the US. Citizens need to have greater scientific knowledge and a better understanding of what science is, of how the sciences have contributed to our society and economy, and of how scientific approaches and information are required to protect the world's ecosystem so that it and we can coexist. In order to address these issues through education, the National Academy of Sciences has produced an extensive set of National Standards for Science Education. The study of the history of our Earth and of ancient life can provide a very "user-friendly" way of teaching science to students, and many of the National Standards can be addressed through paleontological examples. Part of the aim of this workshop is to provide examples of activities that are effective, engaging to students, and also address specific National Standards.
Activities For Teaching To see the activities, click on the titles on the left. Download PaleontologyProcesses in a printable acrobat .pdf format by clicking here. http://www.projectexploration.org/jobaria/PaleoProcesses.html
Extractions: ACTIVITIES To see the activities, click on the titles on the left. Download Paleontology Processes in a printable acrobat .pdf format by clicking here . (You can download a free copy of acrobat from Adobe PALEONTOLOGY PROCESSES DEVELOPING A QUESTION THAT CAN BE INVESTIGATED Picking a locality Research Reading about what people have already done Getting permission Planning and preparing FINDING A FOSSIL Defining your search method Prospecting Surveying and recording Mapping Identifying finds EXCAVATING A FOSSIL Investigating Recording Mapping Wrapping, packing and transporting CLEANING, REPAIRING AND CONSERVING Opening jackets Piecing together Repairing Sculpting INTERPRETRING AND RECONSTRUCTING Studying and describing Comparing with other fossils Comparing with living animals Incorporating clues from other fossils COMMUNICATING Describing and illustrating Deciding what is important Writing Exhibiting
DLESE Find A Resource > Subject: Paleontology Teaching paleontology in the National Parks and Monuments Putting Together the This activity demonstrates to students how paleontologists put fossil http://www.dlese.org/dds/browse_su_0n-40.htm
Extractions: Resource Your selections: Subject: Paleontology var tm_gr0 = new VocabList( 'tm_gr0', 0, 'Grade levels', 'Grades', 190, ); AV( tm_gr0, "Primary (K-2)", "K-2", 'gr', '07', false, false, null ); AV( tm_gr0, "Intermediate (3-5)", "3-5", 'gr', '04', false, false, null ); AV( tm_gr0, "Middle (6-8)", "6-8", 'gr', '05', false, false, null ); AV( tm_gr0, "High (9-12)", "9-12", 'gr', '02', false, false, null ); AV( tm_gr0, "College (13-14)", "13-14", 'gr', '09', false, false, null ); AV( tm_gr0, "College (15-16)", "15-16", 'gr', '0a', false, false, null ); AV( tm_gr0, "Graduate / Professional", "Grad-Prof", 'gr', '01', false, false, null ); AV( tm_gr0, "Informal", "Informal", 'gr', '03', false, false, null ); AV( tm_gr0, "General public", "General", 'gr', '00', false, false, null ); setList( 'gr' ); //> Results 41-50 of 532 = DLESE Reviewed Collection Paleontology: The Big Dig http://ology.amnh.org/paleontology/index.html Submit a review Submit a comment or teaching tip This site, from the American Museum of Natural History, features a cladogram (dinosaur family tree) to explore the physical features of dinosaurs; information on fossil expeditions in Mongolia; a section on fighting dinosaurs; and activities such as building a home Mesozoic museum, creating dinosaur stationery, searching for fossils, excavating bones, and drawing dinosaurs... Full description See
Extractions: Paper No. 55-11 Presentation Time: 10:30 AM-10:45 AM PALEONTOLOGICAL CONCEPTS FOR ALL STUDENTS: PHYSICAL, NOT VISUAL, INQUIRY BASED ACTIVITIES FOR ENGAGING STUDENTS IN SCIENCE OROSZI, Terry L. , Biological Sciences, Wright State Univ, 3640 Colonel Glenn Highway, Dayton, OH 45435, terry.oroszi@wright.edu and BRAME, Roderic I., Wright State Univ, 3640 Colonel Glenn Hwy, Dayton, OH 45435-0001 This activity was first designed to overcome visual impairments because most fossil exercises are heavily if not totally dependent on visual acuity. During the invention of this activity we discovered that not only can this be used for students with visual impairments but also a powerful tool for ALL students to learn basic concepts associated with fossil identification and paleontology. These concepts lend themselves to extended investigations in diversity, paleoecology, and evolution. Besides addressing the Paleontological concepts the activity can be used for developing higher order thinking skills, integration of other related sciences, and teaching the scientific method all of which are necessary for engaging ALL students in geoscience research partnerships. 2002 Denver Annual Meeting (October 27-30, 2002)
John Utgaard Teaching(Geology At SIUC) TEACHING AND EDUCATIONAL OUTREACH activities After teaching courses inpaleontology, micropaleontology, paleoecology, sedimentology, carbonate petrology http://www.science.siu.edu/geology/people/utgaard/teaching.html
Extractions: Personal and Professional Information TEACHING AND EDUCATIONAL OUTREACH ACTIVITIES Honors students at dinosaur tracksite on Dinosaur Ridge west of Denver, Colorado. After teaching courses in paleontology, micropaleontology, paleoecology, sedimentology, carbonate petrology, and environments of deposition from 1965 through 1999, John Utgaard is very happy with his occasional assignment of teaching a University Honors Science class on Dinosaurs and Their World. It focuses on what we know about dinosaurs - their fossils, morphologies, origin, types, relatives, relationships, lifestyles, distributions (in time, in space, in paleoenvironments), biotic associates, and extinctions - and how we know it - application of basic scientific concepts of geology, paleontology, paleoecology, and paleoenvironmental analysis.
UH GK-12 Candace Felling's GK-12 Project My task was to create and lead four handson activities for the children. Armed with new knowledge and insight into the work of a paleontologist, http://www.hawaii.edu/gk-12/evolution/candacef.mp.htm
Extractions: I have been involved in several projects for the GK-12 Program. "A T. rex named Sue" at Bishop Museum The Bernice Pauahi Bishop Museum was one of the first two sites selected to display "Sue", the Tyrannosaurus rex skeleton discovered by Sue Hendrickson in the hills of South Dakota. Sue Hendrickson and "Sue" fossil preparator, Terry Wentz, visited Honolulu and Bishop Museum to participate in a day of paleontology activities with approximately 100 elementary and intermediate Hawai`i public school children. My task was to create and lead four hands-on activities for the children. My objective was to have the students gain a glimpse into the variety of tasks that a paleontologist can do. Armed with new knowledge and insight into the work of a paleontologist, students followed up the activities with a question and answer discussion with Sue Hendrickson and Terry Wentz. Sue Hendrickson and Terry Wentz at Bishop Museum Digging for fossils at Bishop Museum Click here for more photos from "A T. rex named Sue"
