On-+trip+Lesson

2. Students will be able to find and document examples of evidence of glacial movement in Central Park.
 * Purpose:** 1. Students will be able to describe the evidence of glacial movement that can be found in Central Park.

S4a- Demonstrates understanding of big ideas and unifying concepts. S5c- Uses evidence from reliable sources to develop descriptions, explanations, and models.
 * Learning Standards:** S3b- Demonstrates understanding of Earth's history.


 * Prior Knowledge:** Students should have prior knowledge of the three main types of rock (ie Sedimentary, Metamorphic, and Igneous). Students should also have knowledge of how glaciers are formed. They also should complete the Pre-trip lesson before this field trip.

usually 10:1,smaller groups will work better.) Each group will be given a [|worksheet] to complete before the end of trip. Once each group completes the worksheet, they can start working on their presentation. The presentations are going to be presented during class-time after the trip. The teacher may want to give the students a day or two to prepare their presentation. (See the post-trip lesson for more detailed instructions.)
 * Assignment:** Students will break-up into small groups (allow as many groups that will follow the students to adult ratio,


 * Link to [|WORKSHEET]**

__**Cultural Institution:**__ Students will be visiting Central Park in New York City to complete the field work for this activity.

__**Procedure:**__

Day 2: This is when the class will go on the trip. Make sure to follow all of the field trip guidelines for your school, including permission slips, coverages, etc. While the students are on the trip, they will be taking their own photographs of the glacial evidence they find in Central Park. The students can break up into small groups according to how many chaperones are present on the trip. These will be the same groups that will complete the presentations together, therefore, it is a good idea to have the groups previously determined. While the students are on the trip, they will also complete a short worksheet. The students should also be given a map of Central Park.

__**Resources (Materials and Supplies):**__
 * 1) Science Notebooks
 * 2) Science Journals
 * 3) Permission slips for trip

__**Modifications:**__ Using a lot of visual models that are included in this lesson will help students understand the topic and assignment more fully. Also, the teacher may want to use the resources in the "links to other activities" page on this Wiki to extend this activity.

2 hours at the park.
 * __Time Frame:__**

__**Reflection:**__ This learning experience is a wonderful way to show students how scientists gather information about the world and natural phenomena. Even though there is no glacier covering New York City today, we can use clues that are embedding in Central Park to prove glaciers were once present. The students are also given the opportunity to share their findings with their peers in a presentation. This is very similar to how information is passed and gathered in the scientific community. This topic is also very interesting to students because the evidence is there in the rocks, where they can clearly see it and touch it. I have learned how to easily spot this evidence when I see rocks. This is very exciting and I enjoy sharing this knowledge with my peers and students. This connects to real life situations because the students can observe the evidence of glacial movement throughout most of the United States and world. They are also practicing collaborating with peers and presenting information with other groups. This is a skill they will use throughout their education and work experiences.
 * For Full Description of this Activity go to "Glaciation Activity Full Version" **